Conference Session

Educational Interventions and Pedagogy in Biomedical Engineering - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Pearson, North Dakota State University; Lauren Singelmann, North Dakota State University; Ryan Striker P.E., North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Ellen M. Swartz, North Dakota State University

Tagged Divisions

Biomedical Engineering

North Dakota State University. Her research interests are innovation-based-learning, educational data mining, and K-12 Out- reach. She works for the NDSU College of Engineering as the K-12 Outreach Coordinator where she plans and organizes outreach activities and camps for students in the Fargo-Moorhead area.Ryan Striker P.E., North Dakota State University Ryan Striker is a life-long learner. Ryan has over a decade of professional experience designing embed- ded electronic hardware for industrial, military, medical, and automotive applications. Ryan is currently pursuing a PhD in Electrical and Computer Engineering at North Dakota State University. He previously earned his MS in Systems Engineering from the

Conference Session

Introduction to the Field of Biomedical Engineering - June 25th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christine E. King, University of California, Irvine; Beth A. Lopour, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

agreed that it increased their interest in the field ofneuroscience. Furthermore, 87.5% of the students reported that the program increased theirinterest in pursuing scientific research as a career, and 91.67% of the students reported that itincreased their interest in obtaining a graduate degree.With advancements in hardware and open source software, the authors were able to develop anovel low-cost approach for introducing neuroscience, BME, and BCIs to high school students.Future work will expand the program to other BCI applications and developing online lecturemodules that complement the laboratory portion of the program. In addition, the authors plan tointroduce the program to other summer programs to assess its scalability and efficacy

Conference Session

Intro to Biomedical Engineering and Vertically Integrated Curriculum (Works in Progress) - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabrina Jedlicka, Lehigh University; Eugene Thomas Pashuck, Lehigh University; Susan F. Perry, Lehigh University

Tagged Divisions

Biomedical Engineering

provide students with the mindset and skillset tocreate personal, economic, and societal value through a lifetime of meaningful work. Here, wedescribe our global strategy to create a learning continuum, so students retain fundamentalprinciples and have context to strengthen their knowledge as they progress. We have utilized athree-phase process involving curriculum evaluation, faculty recruitment, and moduledevelopment and implementation, while planning for a fourth phase, assessment. We haveevaluated the undergraduate, Bioengineering curriculum in its entirety, identifying the areas wherethe three concepts from the Kern Entrepreneurial Engineering Network (KEEN)(www.engineeringunleashed.com) – curiosity, connections, creating value – could

Conference Session

Intro to Biomedical Engineering and Vertically Integrated Curriculum (Works in Progress) - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ross Aaron Petrella, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering; Lianne Cartee, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering; Devin K. Hubbard, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering; Kenneth Donnelly, University of North Carolina at Chapel Hill; David A. Zaharoff, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering; George T. Ligler, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering

Tagged Divisions

Biomedical Engineering

is an Associate Professor in the Joint Department of Biomedical Engineering, Adjunct Associate Professor in the Departments of Microbiology and Immunology, and the Eshelman School of Pharmacy.George T. Ligler, UNC Chapel Hill/NC State Joint Department of Biomedical Engineering George T. Ligler is the Dean’s Eminent Professor of the Practice in the UNC Chapel Hill/NC State Joint Department of Biomedical Engineering, Proprietor of GTL Associates, a computer system engineering consulting firm, and an elected member of the National Academy of Engineering. He joined the Joint Department in August 2018 after 41 years in industry and led the academic year 2018-2019 Strategic Planning Core Group for the Department’s

Conference Session

Teaching Interventions in Biomedical Engineering (Works in Progress) - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sharon Miller, Indiana University Purdue University, Indianapolis; Steven Higbee, Indiana University Purdue University, Indianapolis; Joseph M. Wallace, Indiana University Purdue University, Indianapolis; John H. Schild, Indiana University Purdue University, Indianapolis; Julie Y. Ji

Tagged Divisions

Biomedical Engineering

inEngineering,” Worcester Polytechnic Institute Digital WPI, May 2014, Retrieved fromhttps://digitalcommons.wpi.edu/iqp-all/345[6] R.A. Reiser and W. Dick “Instructional planning: a guide for teachers,” Boston: Allyn andBacon. 1996. 2nd ed.[7] G. Wiggins and J. McTighe, Understanding By Design, Published by Association forSupervision & Curriculum Development, 2005, 2nd Expanded Edition.[8] Markkula Center for Applied Ethics at Santa Clara University, www.scu.edu/ethics/ethics-resources/[9] S. L. Ash, and P.H. Clayton, “Generating, deepening, and documenting learning: The powerof critical reflection in applied learning.” Journal of Applied Learning in Higher Education, vol.1, no 1, pp. 25-48, 2009.

Conference Session

Teaching Interventions in Biomedical Engineering (Works in Progress) - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Dare Kaufman, Endicott College

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

Bioinformatics course. The survey shown inAppendix A was submitted to the Endicott College Internal Review Board and was approved onFebruary 21, 2020. The voluntary survey was given to students in class on March 11, 2020 andwas completed by 18 of the 22 students. The survey results for all Likert scale questions areshown in Figure 1. Students differ in major, year, and prior experiences, but Figure 1 onlyconsiders if a student participated in a lab and a computational CURE or only the computationalCURE. The small sample size of 18 students makes analyzing the role of confounding factorschallenging. I plan to continue this study with future cohorts to look at these factors such asmajor.Figure 1. Box plot with individual survey results for students who

Conference Session

Design in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Collin W. Shale, Johns Hopkins University; Shababa Binte Matin, Johns Hopkins University; Nicholas J. Durr, Johns Hopkins University; Elizabeth A. Logsdon, Johns Hopkins University

Tagged Divisions

Biomedical Engineering

roughly 50% of teams using them as scheduled. Additional office hour sessionscould be scheduled at later times to service teams that were not ready to opt-in. Since currentcourse deliverables do not assess team progress in the IP and market access domains, the facultyare monitoring the extracurricular success of teams (patenting, business plan competitions,external funding, and co-curricular project continuation) for further impact over the next 5 years.Conclusion: The implementation of expert office hours successfully administered project-specific feedback in highly specialized topics at scale (~14 teams), with positive responses fromboth students and experts. The faculty are exploring further changes, such as adding contractmanufacturing

Conference Session

Intro to Biomedical Engineering and Vertically Integrated Curriculum (Works in Progress) - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amber L. Doiron, University of Vermont; Jason H.T. Bates, University of Vermont; Ryan S. McGinnis, University of Vermont; Juan Jose Uriarte, University of Vermont; Niccolo M. Fiorentino, University of Vermont; Jeff Frolik, University of Vermont; Rachael A Oldinski

Tagged Divisions

Biomedical Engineering

Year 4 BME Elective (3 cr.) BME Elective (3 cr.) BME Capstone Design I (3 cr.) BME Capstone Design II (3 cr.) approach fostering soft skills such as technical BME Lab II (2 cr.) writing, oral communication, and creativity. Figure 1. Before (red) and after (blue) curricula showing an increase in BME-specific credits (39 vs. We plan to employ active learning 14 credits), design courses in all years, and core within the BME core classes in the form of content taught within BME. hands-on

Conference Session

Laboratory Learning in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael P. Rathslag, University of Illinois, Urbana-Champaign; Brittany R. Van Vleet, University of Illinois, Urbana-Champaign; Jennifer R. Amos, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign

Tagged Divisions

Biomedical Engineering

participants. With 139 ABETaccredited biomedical engineering programs, our current sample of 22 courses is small. A secondlimitation the research team encountered in the survey data collection phase was that someparticipants lacked a wider knowledge of their curriculum (e.g., how many total lab credit hourswere included in the core curriculum). In future data collection efforts, the research team willwork to collect program-level data separately to mitigate this limitation, which will serve asecond benefit of shorter surveys which will potentially increase participation rates for thesurvey data collection. The research team plans to continue data collection, particularly to betterunderstand lab techniques taught, and assessments implemented in

Conference Session

Design in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christopher Arena, Virginia Polytechnic Institute and State University; Elham Morshedzadeh, Virginia Polytechnic Institute and State University; John L. Robertson, Virginia Polytechnic Institute and State University; Andre Albert Muelenaer, Virginia Polytechnic Institute and State University; Brad D. Hendershot, DoD-VA Extremity Trauma and Amputation Center of Excellence, Walter Reed National Military Medical Center; Jessica L. O'Leary, Salem VA Medical Center; Aliza M. Lee, U.S. Department of Veterans Affairs; Devasmita Choudhury; Brandon C. Briggs; Pamela Jean VandeVord, Virginia Polytechnic Institute and State University

Tagged Divisions

Biomedical Engineering

activitiesTeams are formed by informally discussing common interests and balancing the number ofstudents (target of 3 BME and 2 ID students per team/clinical focus area). Each team completes aliterature review of material (e.g., scientific articles, instructions for use, demographic and usagedata, competitive devices) in their specific focus area and presents the results to the faculty.Then, during the scheduled course block, teams travel to the SVAMC for introductions to theirclinical mentors and tours of the various departments. Instruction continues by reviewing CI casestudies [6] and developing a research plan. This includes identifying methods and goals for theclinical immersion. Students implement these methods during back-to-back visits to the

Conference Session

Introduction to the Field of Biomedical Engineering - June 25th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christian Poblete Rivera, University of Michigan; Aileen Huang-Saad, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Annie Wang

Tagged Divisions

Biomedical Engineering

; Design Skill & Fabrication considerations of manufacturability”Several general codes were used to identify terms that could not easily be separated into individualcategories. For example, design skills included any aspect of the design process, including creatinga needs statement, analysis of failure modes, building a prototype etc. Research skills includedability to gather information on a research topic, analyze data using excel or other software,interpret findings, plan an experiment, and write a lab report, etc. Laboratory skills included anytechnical skill used in the laboratory such as cell culture, PCR, western blots, microscopy, etc.Additionally, programming could include any programming language such

Conference Session

Design in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erica M. Comber, Carnegie Mellon University; Elisha Anthony Raeker-Jordan, Carnegie Mellon University; Kalliope Georgette Roberts, Carnegie Mellon University; Melanie Alexis Loppnow, Carnegie Mellon University; Andrew Hudson, Carnegie Mellon University; Wayne Chung, Carnegie Mellon University; Conrad M. Zapanta, Carnegie Mellon University

Tagged Divisions

Biomedical Engineering

, students carryout their plan to generate a functional prototype and demonstrate that it validates the establishedneeds. In pursuit of objective 1, the 2019-2020 course now requires ID students to leadstakeholder interviews and make concept sketches in the fall and generate the following for theproduct in the spring: a logo, a storyboard illustrating product-user interactions, and aninformative webpage. Like previous years, the 2019-2020 course year will end with a final posterpresentation and a written report in the format required for the VentureWell BME ideacompetition. To guide work allocation between subteams, instructors provided recommendationsduring lecture and/or stated in the syllabus (Appendix A) whether engineering, industrial design,or

Conference Session

Design in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Olga Imas, Milwaukee School of Engineering; Jeffrey A. LaMack, Milwaukee School of Engineering; Icaro Dos Santos, Milwaukee School of Engineering; Larry Fennigkoh P.E., Milwaukee School of Engineering; Charles S. Tritt, Milwaukee School of Engineering

Tagged Divisions

Biomedical Engineering

: New Design Track New Design Track Course 1 (2 credit) – Spring Term, Year 3 • Outcome: assignment of teams and projects, market research, project plan • Topics: design controls, project management, literature research, FDA regulation, codes and standards, intellectual property, user needs, design specifications. Course 2 (3 credits) – Fall Term, Year 4 • Outcome: design specifications, system design and simulations • Topics: system diagrams, interface specifications, hazard analysis, university resources Course 3 (2 credits) – Winter Term, Year 4 • Outcome: subsystem design, system integration, prototype building and bench testing • Topics: power budgets, electrical noise and interference Course 4 (2 credits) – Spring Term, Year 4

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Steven Higbee, Indiana University Purdue University, Indianapolis; Sharon Miller, Indiana University Purdue University, Indianapolis

Tagged Divisions

Biomedical Engineering

at both the 200- and 300-levels found the experiences to be both worthwhile and enjoyable.This paper summarizes student growth and feedback in response to the first implementation ofthe integrated design projects, spanning one academic year. The amount and quality of studentfeedback we have received, both via survey and anecdotally, and our own observations haveprompted us to enact improvements to the projects going forward. We have highlighted a few ofour plans in the list below.  Although the projects are meant to be mostly self-guided by student teams, we need to develop tutorials to better guide student learning of new skills (e.g., use of finite element analysis software, physical computing in Python).  Student

Conference Session

Educational Interventions and Pedagogy in Biomedical Engineering - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eileen Haase, Johns Hopkins University; Harry R. Goldberg, Johns Hopkins University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

demonstrate that overallknowledge is not diminished when peer instruction is the primary form of learning.IntroductionThe authors, along with many other engineering educators, have been strong proponents ofactive learning. Active, collaborative, cooperative, and problem‐based learning have beendemonstrated repeatedly to be more effective than lecture alone [2]. Students are 1.5 times lesslikely to fail in courses that use active learning [3]. When one of the authors was granted aFulbright Scholar Award to teach a biochemistry course in Uganda, the plan was to reproduceteaching methods used in the United States such as clicker questions, think-pair-share, and teamactivities which would be easy for the students to adopt [4]. However, within the first

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassandra Sue Ellen Jamison, University of Michigan; Aileen Huang-Saad, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Divisions

Biomedical Engineering

-valuetheory of achievement motivation (EVT) [29]. EVT seeks to explain how individuals choosebehaviors based on their outcome expectations and the value they place on that outcome [30].Subjective task value can be broken into four dimensions: 1. Attainment Value: A task has attainment value if it provides a way to confirm or support an aspect of how one sees one’s self. 2. Interest Value: A task has interest value if an individual enjoys or expects to enjoy doing the task. 3. Utility Value: A task has utility value if it benefits future plans. 4. Cost Value: A task can also have perceived cost(s) associated with performing the task.While EVT is more commonly used to predict a subject’s behavior, for this paper, the STVconstruct of