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Displaying results 31 - 60 of 66 in total

Digital Health: A Sophomore Level Interdisciplinary Engineering Design Project Course

Conference Session: Integrating Design into the BME Curriculum
Collection: 2009 Annual Conference & Exposition
Authors: Patricia Mellodge; Brad Deschenes
Tagged Divisions: Biomedical

design tools, technical writing, intellectual property,and ethics. Figure 1: Organization of the Engineering by Design course.Grades are determined by assessing student performance in both the project section and commonlecture, with the majority based on the project. In the project section, grades are based onattendance, peer evaluation, writing assignments, and presentations. In the common lecture,grades are based on attendance and quizzes.Further details of the course, its history, and how it supports the curriculum have been previouslypublished2.Digital HealthDigital health is the monitoring, diagnosis, and treatment of chronic and acute health conditionsthrough the use of medical devices, remote sensing technologies, local

Relevance Score: 0.019245928

Designing Biomedical Engineering Summer Programs for Undergraduates and High School Students: A Case Study of a Work-in-Progress

Conference Session: Biomedical Division Poster Session
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Catherine Langman, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Judith S. Zawojewski, Illinois Institute of Technology
Tagged Divisions: Biomedical

Teaching in the Middle School. She has published in numerous teaching and research journals, and written books and book chapters for both mathematics and engineering educators. In addition, Dr. Zawojewski has long been active in writing curriculum related to problem solving, mathematical modeling, and performance assessment. In particular, Dr. Zawojewski is interested in the role of modeling and problem solving in developing mathematical capabilities, and in enhancing mathematics education for all students. Page 24.376.1 c American Society for Engineering Education, 2014

Relevance Score: 0.019024596

Re-designing Design: A Technology-enhanced Graduate-level Biomedical Design Course

Conference Session: Education Programs in BME
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Katherine E Reuther, Columbia University; Michael John Cennamo, Columbia University; Tiffany Wen-an Guo, Columbia University
Tagged Topics: Diversity
Tagged Divisions: Biomedical

environment has traditionally been dominated by alecture format, with students passively listening to the course instructor. This format has beencriticized as an ineffective way to learn and many strategies have been suggested to improve this,including that of blended learning. Blended learninga is defined as “the organic integration ofthoughtfully selected and complementary face-to-face and online approaches and technologies”.3By integrating these complementary approaches in the classroom, it provides students with theopportunity for increased interactions with course materials, instructors, and peers, creatinga The term “flipped classroom” is a form of blended learning where the student is exposed to new concepts outside of class and class time is

Relevance Score: 0.019013874

A Consumer And Laboratory Devices Approach To Teaching Principles And Applications Of Bioelectricity

Conference Session: BME Course and Curriculum Development
Collection: 2010 Annual Conference & Exposition
Authors: James Sweeney, Florida Gulf Coast University
Tagged Divisions: Biomedical

range of devices both in and outsideof the clinical environment which make use of bioelectricity principles.In both our first offering of this course last year, and again this spring, each student carries out anindividual project according to the following guidelines. “Projects in this course entail the following: Each student identifies an individual project on a topic pertinent to Bioelectricity in conjunction with the instructor, Each topic needs to go beyond what we will cover in the course otherwise, Within the topic chosen, the student identifies a good peer-reviewed journal article (review or specific study) that the entire class will read, Each student designs and carries out

Relevance Score: 0.018833209

Biomedical Engineering Projects: Integrating Outreach Into Engineering Education

Conference Session: Freshman Design and Other Novel Programs
Collection: 2007 Annual Conference & Exposition
Authors: Rebecca Willits, Saint Louis University
Tagged Divisions: Biomedical

evaluate your experiment/demonstration as a Biotransport student and solve all relevant equations, analyze the results and discuss the outcomes. Your team is responsible for the design of an experiment, including the equations and mathematics behind the experiment, a sample apparatus (if necessary), a description of the set-up for a TA/moderator, parameters for the experiment and a sample laboratory write-up/handout. Additionally, you will need to video-record a model presentation. Be sure to have a hypothesis or purpose to the experiment, background on what the students will learn and why it is important (in other words, what will they learn?). You may also design ‘props’ that will be used in

Relevance Score: 0.018767385

Assessment of a Summer Undergraduate Research Program Focused on Biomedical Engineering and Diabetes

Conference Session: Experiential Learning and Globalization in BME
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Eric M. Brey, Illinois Institute of Technology; David W. Gatchell, Illinois Institute of Technology
Tagged Divisions: Biomedical

hypothesis, design experiments, and analyze data and 2) knowledge on the broader healthimplications of diabetes and its relevance to basic research. Students also prepare and submit anabstract on their work to the Biomedical Engineering Society (BMES) annual meeting. This, and Page 22.251.5publication in peer-reviewed journals serves as an outside source of feedback. Beginning in 2009 we developed and implemented an extensive prospective survey onundergraduate research experiences designed to identify the qualities of a research experiencethat leads to success. The survey was given to students on the first day of the program (prior tobeginning

Relevance Score: 0.018650977

Designing Global Experiences For Engineering Students

Conference Session: BME Curriculum Development
Collection: 2009 Annual Conference & Exposition
Authors: Sonya Seif-Naraghi, University of California, San Diego
Tagged Divisions: Biomedical

understand the difficulties and rewards and canspeak to them candidly.Class DesignA note on the infrastructure suggested for a successful program: it would be beneficial tohave a university contact that is also corresponding with the student. A good way to dothis is to create an independent study course or a special topics course in which anystudent participating in a study abroad program would enroll. This would enhance thestudent’s experience abroad. Assignments for this class would be centered on weeklyjournal entries. Expectations for these journal entries should be left open-ended toencourage student-directed writing, but there should also be a directed component everyweek. These assignments might include discussing a new word, phrase, or

Relevance Score: 0.018643925

Group Problem Solving Coupled with Hands-on Activities: Conceptual Gains and Student Confidence in an Introductory Biomechanics Course

Conference Session: Assessment of Learning in BME
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Leann Dourte Segan, University of Pennsylvania; Emily R Elliott, Center for Teaching and Learning, University of Pennsylvania
Tagged Topics: Diversity
Tagged Divisions: Biomedical

thiscourse was modified in 2014 from its original lecture-centered format to include group problemsolving coupled with kinesthetic, hands-on, discovery based activities. This unique combinationof active learning principles was hypothesized to increase conceptual understanding and studentconfidence in their biomechanics and problem solving skills.BackgroundStructured, active, in-class learning (SAIL) is a term used to describe classroom education withan emphasis on learning-by-doing. Class time is built around a variety of student-centeredactivities with clear educational goals meant to engage students in the learning process.Activities are often performed in groups further enhancing the learning environment byproviding opportunities for peer

Relevance Score: 0.018477663

Developing Performance Criteria And Rubrics For Biomedical Engineering Outcome Assessment

Conference Session: Design in the BME Curriculum and ABET Assessment
Collection: 2006 Annual Conference & Exposition
Authors: Kay C Dee, Rose-Hulman Institute of Technology
Tagged Divisions: Biomedical

modify existing course assignments, projects, etc. as the basisfor our review whenever possible.We next identified courses which most clearly required students to demonstrate achievement ofour Program Outcomes. Faculty teaching these courses volunteered to save paper or electroniccopies of all the student work submitted (i.e., work from all students in the class) for something(an assignment, a test question, a project, a report) that the instructor believed – if completedcorrectly – would demonstrate achievement of a designated, relevant Program Outcome.Prior to beginning to write our criteria and rubrics, we decided to keep the rubrics as simple aspossible. At this initial stage we were primarily interested in whether a given sample of student

Relevance Score: 0.018143725

Use of Case Studies and a Systematic Analysis Tool to Engage Undergraduate Bioengineering Students in Ethics Education

Conference Session: Ethics Education, Global Health, and Outreach in BME
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Alyssa Catherine Taylor, University of Washington
Tagged Divisions: Biomedical

companies to medical device risk4, andclinical trials in developing countries. At the University of Washington, Public Health Service-funded researchers are required to participate in the Biomedical Research Integrity (BRI)Program, which addresses conflict of interest, data acquisition and ownership, peer review,responsible authorship, and research misconduct. As a BRI discussion leader, the BIOEN 215instructor was able to incorporate real world examples from the BRI Program into the secondoffering of BIOEN 215, designed to specifically address the feedback from students during thefirst offering that ethics seems like a “common sense” issue (Table 1). BRI training is requiredfor many of the positions these students are striving towards. This helped

Relevance Score: 0.017868206

Scaffolding and Assessing Professional Design Skills Using an Active-learning Studio-style Classroom

Conference Session: BME Laboratory and Project Experiences
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Jamie Lynn Brugnano, Weldon School of Biomedical Engineering, Purdue University; Kevin Andrew Richards, Purdue University; Marcia A. Pool, Purdue University; Allison L. Sieving, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; Sherry L. Voytik-Harbin, Purdue University, West Lafayette; Ann E. Rundell, Purdue University, West Lafayette
Tagged Divisions: Biomedical

AC 2012-4192: SCAFFOLDING AND ASSESSING PROFESSIONAL DE-SIGN SKILLS USING AN ACTIVE-LEARNING STUDIO-STYLE CLASS-ROOMJamie Lynn Brugnano, Weldon School of Biomedical Engineering, Purdue University Jamie Brugnano is a Ph.D candidate in the Weldon School of Biomedical Engineering at Purdue Uni- versity. Her doctoral research is focused on intracellular drug delivery of peptide-based therapeutics for inflammatory applications. She earned her B.S. in biology from Harvey Mudd College. Her research inter- ests include tissue engineering, regenerative medicine, drug delivery, and effective techniques to improve biomedical engineering education. She has six peer-reviewed publications and is committed to mentoring and

Relevance Score: 0.017725121

Structured, Active, In-Class Learning: Connecting the Physical to the Mathematical in an Introductory Biomechanics Course (Work in Progress)

Conference Session: Biomedical Engineering Division Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Leann Dourte Segan, University of Pennsylvania; Sarah Ilkhanipour Rooney, University of Pennsylvania
Tagged Divisions: Biomedical

Page 26.1408.5successful. Preliminary qualitative feedback suggests that while students were initially wary ofthe new format, as the course progressed they found the activities beneficial. Students oftenreflected on how much they liked the support of their peers in group sessions and how it wasencouraging to know that there were others struggling with difficult concepts. Initial facultyimpressions are that the SAIL activities deepened student understanding and while there isalways room for improvement, the general concepts will be reused in future iterations of thecourse.AcknowledgementsThe authors wish to thank Dr. David Meaney for his help in implementing this course. Theauthors acknowledge support for this work through a grant to the

Relevance Score: 0.017321283

Community Building Activities Enhance Research Experience For Undergraduates

Conference Session: BME Laboratory Courses and Experiences
Collection: 2009 Annual Conference & Exposition
Authors: Melissa Micou, University of California, San Diego
Tagged Divisions: Biomedical

focus on community building, communication,problem solving, leadership, and fun. The same cohort of students attended weekly seminarsfocused on preparing students to apply to and succeed in graduate school. Seminar topicsincluded: How to Impress a Graduate Admissions Committee (panel discussion), How to Write aPersonal Statement, Dinner & Dialogue with a Graduate Student, Keys to Success in GraduateSchool, Professional Ethics, Effective Scientific Presentations, and How to write a ScientificPaper. Following each one hour seminar there was a group dinner to give students from thedifferent programs an opportunity to meet and discuss the workshop topic in depth. Participantsfrom the same set of programs also attended GRE preparation courses

Relevance Score: 0.016895493

Integrating External Mentors Into Bme Senior Design

Conference Session: Design in the BME Curriculum
Collection: 2008 Annual Conference & Exposition
Authors: Joe Tranquillo, Bucknell University; Donna Ebenstein, Bucknell University; James Baish, Bucknell University; William King, Bucknell University; Daniel Cavanagh, Bucknell University
Tagged Divisions: Biomedical

process, the students meet with their faculty advisor to gain an additionalperspective on the possible design problems. The students are ultimately responsible forselecting the design problem with input from the team’s external mentor and facultyadvisor.Following identification of a problem, students are required to write a concise writtenproblem statement with no mention or implication of a solution. Although students sharetheir problem statement with their advisor and mentor, and will receive feedback, it is upto the students to refine the statement as the project progresses.Users and Device SpecificationsBased upon the problem definition, the students develop a list of potential users andspecifications that any proposed solution must satisfy

Relevance Score: 0.016895493

Integration of Entrepreneurship Education into a Bioengineering Capstone Design Class

Conference Session: Innovations in Design within BME Curricula
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Howard P. Davis, Washington State University; Denny C. Davis, Washington State University
Tagged Divisions: Biomedical

end of the two weeks. Concurrently the students are assigned toenter personal data into the CATME Team-Maker online software (Available at:https://www.catme.org/login/request ). This software was utilized to generate potential teams.After listening to the mini feasibility reports from their peers, the students completed a projectpreference form which was used to display their interest. The inputs from Team-Maker andstudent interest were then used to create teams which the instructors felt had the best potential.The final team creation step was to allocate one class period for students to negotiate changes.Students could initiate a change of project group by conferencing with the instructors andgaining approval from the respective teams

Relevance Score: 0.01593563

Work in Progress: Enhancing the Undergraduate Research Experience through Partnership with a Non-profit Organization

Conference Session: Biomedical Division Poster Session
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Margo Cousins, University of Texas, Austin; Lynda K. Gonzales, University of Texas, Austin; Erin Dolan, University of Texas, Austin; Kathryn E. Flowers, Texas 4000 for Cancer; Courtney Becker, Texas 4000 for Cancer; Laura Suggs, University of Texas, Austin; Mia K. Markey, University of Texas, Austin
Tagged Divisions: Biomedical

training, culminating in the 10-week charity bike ride.During the training months, riders train by riding 2000 miles with their team, raise at least$4500, and volunteer for 50+ hours in their community. The Texas 4000 training programincludes a comprehensive curriculum based around Eight Foundational Skills – Self Awareness,Communication, Resiliency, Efficient Planning, Peer Respect, Situational Leadership, TechnicalKnowledge & Skills, and Vision & Action.Goals of interaction between the BME CUReS REU Site and Texas 4000The interaction of the BME CUReS and Texas 4000 was intended to be mutually beneficial in anumber of ways. The first is that the Texas 4000 riders and riders-in-training get to interact withcancer researchers. This allows

Relevance Score: 0.01585383

Enhancing Undergraduate Education Through Research-based Learning: A Longitudinal Case Study

Conference Session: Design and Research in BME
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Yawen Li, Lawrence Technological University
Tagged Divisions: Biomedical

. Page 26.672.1 c American Society for Engineering Education, 2015 Enhancing undergraduate education through research-based learning: a longitudinal case studyAbstractVarious surveys of employers about college graduates have revealed three major complaints:poor writing and verbal skills, inability to problem-solve, and difficulties workingcollaboratively with other professionals. This can be partly attributed to the traditional lecture-based instruction students typically receive throughout their college education. Often, studentsare not effectively motivated to grasp the course materials and fail to connect them to the realworld. An alternative student-centered, inductive approach involving

Relevance Score: 0.015694492

Biomedical Engineering Projects: Integrating The Undergraduate Into The Faculty Laboratory

Conference Session: Bioengineering laboratories: Bringing research into the classroom
Collection: 2007 Annual Conference & Exposition
Authors: David Barnett, Saint Louis University; Rebecca Willits, Saint Louis University
Tagged Divisions: Biomedical

on the faculty-sponsored project withincreasingly positive results. In addition to developing clear expectations, the students arerequired to develop a project proposal, complete significant literature research, peer reviewfellow student projects, orally present and defend their written proposal, and ultimately composea technical article and present that work at a poster session. The entire sequence providesstudents with the opportunity to explore the forefront of biomedical engineering, develop theircommunication skills and their ability to critically analyze technical work, and to develop theskills and confidence to complete a demanding project.Over the past two years we have added steps to improve the course by providing

Relevance Score: 0.015553058

Development of a design- and project-based framework to include scientific reasoning in an undergraduate, introductory-level bioengineering laboratory course

Conference Session: "Best" of BED
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Idalis Villanueva, University of Maryland, College Park; Rachel L. Manthe, Fischell Department of Bioengineering, University of Maryland, College Park; Kevin M Knapstein, Bioprocess Scale-Up Facility, Fischell Department of Bioengineering, University of Maryland, College Park
Tagged Divisions: Biomedical

writing, design and execution of an experimental plan andself-recognition of their plan). The modified, selected portfolio element rubrics were structuredin a way that competencies into two domains, cognitive and intrapersonal, could be assessed.For example, self- and peer-evaluations were included as part of the rubrics/guidelines to assessinterpersonal domains for select assignments. Additional assessment of all domains included aknowledge pre- and post-survey, team-based progress reports, quizzes, and oral presentations.For this proceeding paper, we will focus on results obtained from the knowledge surveys andsome portfolio elements and reports (Appendix C) to identify what skills and competencies, ifany, were enhanced as a result of the

Relevance Score: 0.015104089

Redesigning BME Instructional Lab Curricula Using Problem-based Learning and Backward Design

Conference Session: BME Laboratory and Project Experiences
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Barbara Burks Fasse Ph.D., Georgia Institute of Technology; Essy Behravesh, Georgia Institute of Technology
Tagged Divisions: Biomedical

) Page 25.1105.4and suspension (HL-60) cell lines were selected based on available body of work in peer-reviewed literature, ease of culture, and flexibility in the type of projects for better studentengagement students.Facilitators in the revised lab course were encouraged to actively allow students to maketechnical but not strategic mistakes. For example, students were required to have proper positiveand negative controls in their experiments but allowed to err during a western blot as long astheir controls gave them clues about where the error might have occurred. Report discussiongrades were weighted heavily in the final grading to encourage a revisit of procedures andmethodologies that might have resulted in errors or limitations for the

Relevance Score: 0.015066566

Effect of a Project-Based Learning Activity on Student Intrinsic Motivation in a Biomechanics Classroom

Conference Session: Assessment of Student Learning and Motivation in BME
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Robert Matthew Miller, University of Pittsburgh; Spandan Maiti, Department of Bioengineering, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh
Tagged Divisions: Biomedical

designedaround the problem of designing and evaluating a simplified hip prosthetic implant (AppendixA). Specific learning objectives that students should be able to accomplish while implementingthe activity were as follows:  Use solid mechanics equations to calculate strain and deformations resulting from beam bending and torsion  Identify appropriate situations in which beam bending, torsion, and strain mechanics equations can be applied  Design and evaluate a simplified hip implant that can withstand in vivo forces  Write a report that communicates the findings of the hip implant model  Sketch free body diagrams that illustrate the forces and moments acting on a solid body  Explain the applicability of solid

Relevance Score: 0.014846813

Promoting Career Reflection among Freshman BME Students

Conference Session: First- and Second-year Design and Professional Development in BME
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Emma K. Frow, Arizona State University; Michael R. Caplan, Arizona State University
Tagged Divisions: Biomedical

important nor unimportant Important Extremely important Having a plan of what I need to do to graduate Having positive interactions with my professors Engaging in group study and collaborative learning with my peers Feeling a part of the academic community at ASU and the FSE Campus resources such as the writing center, library

Relevance Score: 0.013828011

Introducing High School Students to Biomedical Engineering through Summer Camps

Conference Session: Innovations in Pedagogy
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Mansoor Nasir, Lawrence Technological University; Joseph Seta, Lawrence Technological University; Eric G. Meyer, Lawrence Technological University
Tagged Divisions: Biomedical

Projects course that is required for all freshman in the College of Engineering at LTU. He has published 31 peer-reviewed journal articles. At LTU, Meyer offers a number of outreach programs for high school students and advises many projects for undergraduate students. Page 24.809.1 c American Society for Engineering Education, 2014 Introducing High School Students to Biomedical Engineering through Summer CampsAbstractSummer camps provide many high school students their first opportunity to learn about

Relevance Score: 0.013608926

Transdisciplinary Biomedical Instrumentation Laboratory

Conference Session: Laboratories and Projects in BME
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Vladimir Genis, Drexel University; Donald L. McEachron, Drexel University; Fran Cornelius, Drexel University
Tagged Divisions: Biomedical

prepare students to not only work effectively with other disciplines, but actually thrive in this role. • Ongoing group process facilitation including peer-coaching during laboratory sessions.The developed biomedical instrumentation laboratory, including laboratory procedures andmanuals will be made available to community colleges partnering with Drexel University andalso to middle and high schools participating in activities organized by the Drexel’s faculty.Specifically, the hands-on laboratory- and project-based courses described below will be offeredto the students of Burlington County College (BCC), Delaware County Community College(DCCC), Montgomery County Community College (MCCC), Community College ofPhiladelphia (CCP), and

Relevance Score: 0.013608926

Freshman Design Course: Device Design for Low-Resource Settings

Conference Session: First- and Second-year Design and Professional Development in BME
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Emma K. Frow, Arizona State University; Barbara S. Smith, Arizona State University; Casey Jane Ankeny, Arizona State University
Tagged Topics: Diversity
Tagged Divisions: Biomedical

(Dym et al. 2005). At the start of the semester, students self-assemble into teams of 4-5,and each team chooses a lower-income country to explore. Over 14 weeks, teams use their chosencountry as a starting point to work through a cycle of biomedical device design, including broadscoping and needs assessment, problem definition, concept generation and iteration, CADprototyping, and design iteration based on peer, student instructor, and faculty feedback (see Table1). They also examine case studies of (successful and unsuccessful) biomedical device design,learn about healthcare innovation systems, and reflect on key challenges and best practices forbiomedical engineering design.Over 3 consecutive semesters, our students have developed a variety

Relevance Score: 0.013183245

Significant Factors in Successfully Matching Students to Biomedical Engineering Research Laboratories

Conference Session: Experiential Learning and Globalization in BME
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Jonathan Sanghoon Lee, University of Virginia; Shing Wai Yam, University of Virginia; William H. Guilford, University of Virginia
Tagged Divisions: Biomedical

valuable skills such as theability to “explain, present, discuss, and defend [one’s] work to peers, advisors, and otherfaculty” [1], understanding how scientists and engineers work on real problems, analyzing andinterpreting data, and learning lab techniques [2].As undergraduate programs and institutions grow, it becomes difficult to successfully matchstudents to laboratories. Apart from identifying labs that are willing to accept undergraduates,successful matching requires an as yet unknown combination of interests, skills, implicit orexplicit mindsets, and demographic factors. In a single department these factors may be knownto a limited extent of both the labs and the undergraduate applicants. With enough priorexperience one might intuit a good