Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Vargis, Vanderbilt University; Anita Mahadevan-Jansen, Vanderbilt University

Tagged Divisions

Biomedical

reflectance Figure 1. Flow chart describing relationships between optical properties and therapeutic, diagnostic, and sensing applications.1spectroscopy and diagnosis have not been covered in enough detail. Many of theseundergraduate students have either already been exposed in general to such applications or havethe greatest interest in them. Due to time-constraints usually caused by spending time on othertopics in the class, spectroscopy and diagnosis are usually not covered in as much detail as boththe instructors and the students would like. A clear didactic problem was thus identified: Whilestudents may no longer be struggling with the fundamental concepts of light and light transport,there are several

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington; Kelli Jayn Nichols, University of Washington, Seattle, Department of Bioengineering; Laura Wright, University of Washington; Christopher Neils, University of Washington

Tagged Divisions

Biomedical

methodsdescribed in this paper identified recurring issues not readily addressed by course-level changes.Hence, consideration of the results from these approaches led to an entire revision of theundergraduate BIOEN curriculum by UW faculty and staff. Subsequent feedback from industry,non-UW academic colleagues, student alumni, and current students serves as a method to assessthe levels of satisfaction regarding our new curriculum plan from the perspectives of ourconstituents, as well as to identify any potential refinements needed.Student AlumniWe considered obtaining feedback from student alumni to be extremely important in the effort tomake informed decisions about changes needed in the undergraduate curriculum. Alumni havehad a chance to reflect upon

Conference Session

Hands-on Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill

Tagged Divisions

Biomedical

digital electronics and data acquisition. This project incorporates all of thecourse material into a single design experience and helps students gain confidence in their designand troubleshooting skills. In this project, the students design and build a system that hasapplications in biomechanics or other BME areas. The objectives of this project are to helpstudents achieve the goals of the class by incorporating all of the course material into a singledesign experience; to be relevant and fun for the students; and to be personalized for each studentso that their work reflects their own skills. For this project, students must design and developanalog and digital circuitry; implement data acquisition to a LabView program; and solder, testand

Conference Session

Biology in Engineering

Collection

2006 Annual Conference & Exposition

Authors

Peter Coppinger, Rose-Hulman Institute of Technology; Shannon Sexton, Rose-Hulman Institute of Technology

Tagged Divisions

Biomedical

. Active/reflective learning: Does the student prefer to learn something by actually “doing” it (active learner), or do they prefer to think about it quietly (reflective learner)? 2. Sensing/intuitive learning: Does the student prefer using facts and well- established methods for solving problems (sensing), or do they prefer learning abstractions and general concepts (intuitive)? 3. Visual/verbal learning: Does the student learn best using diagrams, pictures, charts, etc. (visual), or by reading the textbook and listening to lectures (verbal)? 4. Sequential/global learning: Does the student learn best when the information is

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

Glen Livesay, Rose-Hulman Institute of Technology; Renee Rogge, Rose-Hulman Institute of Technology

Tagged Divisions

Biomedical

interactions with the junior design teams (“What sort of questionsare being asked, and what assistance are you providing?”) and also speculated as to what theythought were the underlying reasons for the questions (“What aspects of the design processappear to be unclear, or present challenges?”). Seniors also completed assignments in whichthey were asked to reflect on their own experiences in design (cast largely in terms of questionsregarding the junior teams), as a way to guide them through a process of ‘closing the loop’ ontheir own capstone design experience. Summative feedback was obtained from the seniors at theend of the term, both on the mentoring process and interactions, as well as the overall biomedicalengineering design sequence.Results

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Rae Papich; Christian James Kennett, Gannon University; Davide Piovesan, Gannon University

Tagged Divisions

Biomedical

a stroboscopic infraredlight. Each marker placed on the subject transmits a signal with a different frequency that is Page 24.956.2recorded by a set of infrared cameras. This allows the system to recognize each marker andavoids accidental swapping if markers’ projections on the plane of the camera become too closeto each other. To describe the markers’ trajectory in the Cartesian space the position of themarkers is triangulated using the acquisition of different cameras. In passive system activemarkers placed on the subject are replaced with reflective dots. The reflection of the dots istracked in the visible spectrum by a set of video

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Lucy L. Pick, University of Washington; Alyssa Catherine Taylor, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical

activities, demonstrations, and labtours. This instructor model allowed continuity for the students while bringing in experts for thevarious modules.Program LogisticsThe one-week camp was held from 9:00 am to 4:00 pm Monday through Friday on the UWcampus. Each day was divided into morning and afternoon sessions of approximately 2.5 hours.At the end of the day, the students reflected on what they learned and participated in small groupdiscussions. A brief schedule of the program is shown in Table 1.Throughout the camp, students were exposed to “college life” at UW. During the 1.5-hour lunchbreak, students and camp staff walked through campus to the student center and purchased lunchwith UW meal cards provided by the camp. Students were encouraged to

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Kathy Schmidt, University of Texas-Austin; Mia Markey, University of Texas-Austin

Tagged Divisions

Biomedical

material outside of classBlackBoard® was considered to be very valuable for supporting review of course materialoutside of class and this did not change over the course of the semester. The value ofPowerPoint® for self-study was higher (“strong positive”) for BME 335 as compared with that Page 11.233.5reported for previous courses (“moderate positive”, p < 0.01). This likely reflects the merits ofthe “non-linear” organization of the PowerPoint® notes with numerous hyperlinks among coursetopics. CPS was reported to have a “moderate negative” role in reviewing course materialoutside of class for both previous courses and BME 335. This is

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine E. Reuther, Columbia University; Andrea Nye, Columbia University; Lorna Helen Begg, Columbia University Mailman School of Public Health; John D. O'Neill, Columbia University, Department of Biomedical Engineering; Ahmet-Hamdi Cavusoglu, Columbia University

Tagged Divisions

Biomedical

size(0.2=small effect size, 0.5=medium effect size, 0.8=large effect size). For both pre- and post-course surveys, student respondents were separated from faculty respondents and analyzedaccordingly.Students. Compared to before the course, student scores after the course reflected substantialincreases in self-assessed knowledge in all areas of product commercialization (Figure 1). Theareas in which students made notable gains included overall product commercialization (p<0.0001,d=2.7), regulatory issues (p<0.0001, d=1.47), assessing the market landscape (p<0.0001, d=1.66),evaluating the business opportunity (p<0.0001, d=1.85), IP issues (p<0.001, d=1.27), andreimbursement issues (p<0.0001, d=1.87). In addition, students

Conference Session

Innovations in Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny PhD, Arizona State University; Stephen J. Krause, Arizona State University

Tagged Divisions

Biomedical

about the flipped classroom have been observed by other researchersin the statistics setting.3 In our study, some students were interested in having both in-class andabbreviated online lectures as reflected in this student quote “I feel that this is the only one thatwould work in this way. The pencast lectures could be helpful in other classes in addition tonormal lectures.” Also, because the flipped classroom is a new concept, many students may notbe familiar with the format or benefits of this paradigm; however, Mason, et al. showed that overtime students adapted to the format and found the flipped classroom to be effective and Page

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

themselves or collectively, acceptable methods for documenting achievement ofoutcomes,”[2] since these assessments provide evidence of either student opinions, or ofgeneralized student achievement across a potentially broad area of study. Programs seekingABET accreditation must use an assessment strategy which demonstrates the level of studentachievement of clearly-defined, designated criteria. Ideally, the assessment strategy will alsohave the ability to be logically coordinated across a program as a whole; provide feedback that isinformative as well as easily organized and interpreted; and facilitate reflection andimprovements on multiple levels – from specific, focused areas of the program to a broad,holistic overview of the program. To meet

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew B. A. McCullough, North Carolina A&T State University; Courtney Lambeth, North Carolina A&T State University; DeRome O. Dunn, North Carolina A&T State University; Devdas M. Pai, North Carolina A&T State University; Jangannathan Sankar, North Carolina A&T State University

Tagged Divisions

Biomedical

successfully recruited and advertised forthis camp by posting flyers and links to application forms, on the ERC-RMB website. Inaddition, our university’s Division of Research and Economic Development (DORED) authoreda press release that was published on the institution’s website. The application consisted of a Page 24.1382.2form requesting contact information, standard testing scores, demographic data, and details onscholarly endeavors as well as extracurricular activities. Applicants also submitted a personalhandwritten statement reflecting on their interest in biomedical engineering. The applicationpackages were subjected to an evaluation based on

Conference Session

Communication and Professional Skills in BME

Collection

2007 Annual Conference & Exposition

Authors

Joe Tranquillo; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

presentations and Building Engineering Communication Skills 7requiring students to privately view their presentation. This type of self-reflection canquickly highlight the good and bad presentation habits of individual students.Group WorkAs in motivation one, professional engineers will often write documents as a team. Anyof the above communication ideas may be assigned to a group of students. In fact, manyof the final communications used as examples above, were assigned to groups. Groupwriting brings special challenges related to teamwork which we will not expand uponhere. One helpful guideline, however, is to assign responsibility for various sections toprevent one person from assuming the role of

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Thomas Harris, Vanderbilt University; Sean Brophy, Purdue University; Robert Linsenmeier, Northwestern University; Alene Harris, Purdue University

Tagged Divisions

Biomedical

. U. Pittsburg 3. The workshop caused me to reflect HST/MIT on my own teaching. U. Memphis 4. The workshop increased my interest UT Austin in using HPL in the classroom. 5. I enjoyed the workshop. Figure 1: Survey results from VaNTH workshopsV. Web MaterialsA web site (www.vanth.org) that has links to courseware profiles of work developed underVaNTH has been developed. A typical page from this site is shown in Figure 2. Profiles for 49modules and whole courses are given at this site. Many of these profiles also have more

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

oftheir research through a variety of tools, including lab tours, demonstrations, activities anddiscussions. The high school students and undergraduates then collaborate to develop activitiesand games about biological phenomena related to biomedical engineering to present to middleschool students in a nearby summer program. The poster will include a schedule of the programand examples of the activities created by the undergraduates for the high school students and bythe collaboration between the undergraduates and the high school students for the middle schoolstudents. As this collaboration enters its third summer, the design of the week-long program haschanged to reflect feedback from both the undergraduates in the REU and the high

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexander J. Carroll, North Carolina State University; Andrew J. DiMeo Sr., UNC & North Carolina State University; Hatice O. Ozturk, North Carolina State University; James McCall, North Carolina State University

Tagged Divisions

Biomedical

 Filename follows format:  Deleting highlighted areas  Single Spaced, 1” Margins, 12-point Times New Roman font 10  Proper placement of name or date locations  Table of Contents reflects section names and page numbers  No sponsor signature  Spelling/grammar Appendix D: BME 451 EX 2 Competitive Landscape and Patent Review RubricCategory Points GradeQuality of Work 25Content  All sections of the deliverable have been adequately

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ruth Ochia P.E., Temple University

Tagged Divisions

Biomedical

turned in throughout the semester for instructor feedback prior to submission of entire written report and oral group presentation. 2) Response Papers were 1-page reports answering prompted questions based on readings of scientific reviews and primary scientific literature, popular science literature, videos, or podcasts on the topics of bioengineering. These assignments were used to assess Course Goal II. a. Students were exposed to other points of view on bioengineering outside of those presented by guest lecturers. They wrote weekly papers reflecting on how these topics can affect them and society. b. The materials were provided asynchronously via the

Conference Session

Careers and Professional Development in BME

Collection

2008 Annual Conference & Exposition

Authors

Timothy Allen, University of Virginia; Shayn Peirce-Cottler, University of Virginia

Tagged Divisions

Biomedical

2007-2008 academic year, thusforming the basis of comparison for assessment.The professional skills mentioned previously are implemented in our Capstone course innumerous ways (Table 1), several of which are highlighted in the sections that follow. By wayof background, students in our program have covered many professional skills prior to taking Page 13.278.3Capstone. In the second year, they study team dynamics, personality types, and interpersonalcommunication in detail, including formal assessments of and reflections on their Myers-BriggsType Indicator (MBTI) and Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B) results

Conference Session

Novel BME Courses and Course Adaptations

Collection

2006 Annual Conference & Exposition

Authors

George Catalano, State University of New York-Binghamton

Tagged Divisions

Biomedical

discussion of the origins of both. The modern theory of theorigin of water (i.e. transported in the form of ice by comets) proved to be mostenergetic. “Winged Migration” brought the importance of external aerodynamics andthe persistence and stubbornness of life to the forefront of awareness. After eachvideo presentation, the class was then asked to reflect on what they had seen in a freewriting format. Circular Internal and Flows: Non- Plants & circular Animals Pipe Non- Flows circular

Conference Session

Assessment of Student Learning and Motivation in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

William H Guilford, University of Virginia; Brian P. Helmke, University of Virginia

Tagged Divisions

Biomedical

used by students for formative purposes. In fact,students in the formative assessment section were asked in class discussions to identify points ofconfusion when reviewing the exam solutions. Thus, formative assessments may themselvesinduce the testing effect.Alternatively, formative assessments may induce learning by causing students to recognize,evaluate, and react to the assessment or the course material [11]. That is, it is a reflectiveexercise. Detailed, but not superficial, reflection on learning has been associated with significantlearning gains [12]. The formative assessments were part of a broader educational strategy to enhance student thelearning experience of the student. For example, student feedback regarding

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Kadlowec, Rowan University; Tom Merrill, Rowan University; Sameer Sood, Rowan University School of Osteopathic Medicine; Jane Greene Ryan; Anilchandra Attaluri, Department of Mechanical Engineering, Pennsylvania State University-Harrisburg; Robert Alan Hirsh, Cooper Medical School of Rowan University

Tagged Divisions

Biomedical

clinical perspectives. The summer program endedwith a final Scholar symposium of projects, reflections of the Scholar experiences and plans foracademic year projects. These selected needs provided the basis to enhance the existingcapstone design course (Engineering Clinic) during the academic year with new design projectsto be developed, discovered through the needs finding and needs specification process during thesummer immersion. This year-long cycle and the specific topics in the summer immersion andacademic semesters are summarized in Figure 1. Figure 1 – Biodesign through Clinical Immersion and Capstone Design course12The authors want to determine over the course of the past two years of the program the effect onScholar attainment of

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Stirling, UIC School of Design, University of Illinois at Chicago; Miiri Kotche, University of Illinois, Chicago

Tagged Divisions

Biomedical

objective is to formalizea methodical approach to needs assessment based on user-centered research. While in rotation in theclinical departments, student teams are matched with a clinical mentor who provides guidance andoversight. The clinical mentor in each of the hospital clinics oversees the students while in theirrespective rotation, addressing questions and providing clarification on procedures, norms, and generalcommentary regarding process. Mentors promote interaction between students, physicians, clinical staffand patients. The students are required to write twice weekly blog posts during their clinic rotations (readthe blog entries on the CIP website: https://clinicalimmersion.uic.edu/). These posts serve as both a recordand a reflection

Conference Session

Using Technology and Research-based Instructional Practices in BME

Collection

2015 ASEE Annual Conference & Exposition

Authors

Renata Fortuna Ramos, Rice University

Tagged Divisions

Biomedical

-14889. Carberry, A.R., Krause S.J., Ankeny C.J., and Waters, C. (2013) Unmuddying” Course Content Using Muddiest Point Reflections. Frontiers in Education Proceeding.10. Krause, S.J., Baker, D.R., Carberry, A.R., Alford, T.L., Ankeny, C.J., Maass, S., Koretsky, M., Gibbons, B.J., Brooks, B.J., Gilbuena, D.M., Waters, C., Stuart, J. (2014) Characterizing and Assessing Student Learning Issues and Misconceptions (SLIM) with Muddiest Point Reflections and Fast Formative Feedback. American Society of Engineering Education. Indianapolis, IN. Reference: 10445 Page 26.159.9

Conference Session

Careers and Professional Development in BME

Collection

2008 Annual Conference & Exposition

Authors

Guruprasad Madhavan, State University of New York-Binghamton; Aimee Betker, University of Manitoba, Winnipeg, Manitoba, Canada; Jennifer Flexman, University of Washington, Seattle, Washington, USA; Barbara Oakley, Oakland University

Tagged Divisions

Biomedical

101 for BME GraduateResearch.” With audience feedback and volunteer creativity, the tracks subsequently evolved toprimarily focus on career, professional, and entrepreneurial development in bioengineering. Tothis end, the 2007 conference featured three sessions named “Innovations and Entrepreneurshipin Bioengineering,” “Working in Bioengineering: Making an Impact,” and “BiomedicalEngineering and Society” to reflect this focus. The most successful session was “Innovations andEntrepreneurship in Bioengineering,” which was attended by both students and industryprofessionals. This session focused on such topics as translational academic research,development of a business and marketing plan, and licensing, royalty, and patentingmethodologies. The

Conference Session

New Tools in Teaching and Learning Biomedical Engineering Concepts

Collection

2007 Annual Conference & Exposition

Authors

Kathy Schmidt, University of Texas-Austin; Mia Markey, University of Texas-Austin; Thomas Milner, University of Texas-Austin

Tagged Divisions

Biomedical

faculty at three top-tier institutions. Thereforethese students may not reflect typical DE students who select distance delivery Page 12.553.3because of work schedules and family obligations or because they do not have tospend time traveling to campus. This is not say that these students will be atypicalwith expectations for interaction and timely instructional feedback, but ratherthese students should be highly motivated and should not find DE isolating and ahindrance because of their self-discipline.Purpose of the StudyIn order to identify the functional skills that faculty need to possess in order toeffectively teach at a distance, we wanted to begin by

Conference Session

Unique Student Opportunities in BME

Collection

2008 Annual Conference & Exposition

Authors

Robert Linsenmeier, Northwestern University; Jean Alley, Vanderbilt University; Penny Hirsch, Northwestern University; Stacy Klein-Gardner; Julie Greenberg, Massachusetts Institute of Technology; Mark Bourgeois, Northwestern University

Tagged Divisions

Biomedical

1-8, this collaboration has improved teaching methods and design ofteaching materials, made bioengineering faculty more reflective about their teaching methods,and fostered a change in the way bioengineering faculty create a classroom experience. Inaddition, it has brought proven social science research methods to bear on evaluating innovationsin engineering education. Beyond benefiting the individuals at the VaNTH institutions, VaNTH has served as amodel for both improving engineering education practice and furthering engineering educationresearch. Continuing to improve engineering education requires more engineers who knowsomething about educational research and learning theory, like those who took part in VaNTH,and some who pursue

Conference Session

Instructional Methods and Tools in BME

Collection

2008 Annual Conference & Exposition

Authors

Chris Geiger, Florida Gulf Coast University; Robert O'Neill, Florida Gulf Coast University

Tagged Divisions

Biomedical

variety of learning styles. Using the Felder-Silverman model of learning styles4, one can begrouped based on their preferred input (visual versus verbal), perception (sensory versusintuitive), organization (inductive versus deductive), processing (active versus reflective) andunderstanding (sequential versus global) style. Although it has been suggested that in general,most engineering students are visual, sensing, active, sequential learners5 while most teaching isverbal, intuitive, sequential and deductive6, thus creating a learning / teaching mismatch, it is ourexperience that for the most part, all types of learners will be present in most engineering classes.We have used the online questionnaire developed by Solomon and Felder(http

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Megan Huffstickler, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University, University Park; Keefe B. Manning, Pennsylvania State University, University Park; Margaret J. Slattery, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Biomedical

) for the creativity scales todetermine if there were any significant changes pre- and post-REU by item. We saw significantchanges in two items on one of the creativity scales (Creative Identity): “In general, mycreativity is an important part of my self-image” (t=2.000, p=.046); “I am confident that I can becreative in my coursework” (t=2.121, p=.034).Research Question #2: How did participation in the CREATE REU impact student perceptionsof creativity and the research process?Student participants were asked to reflect on how learning about the creative process and itsrelationship with the scientific method had impacted their understanding of research. While 4 ofthe 11 students did not feel that the training impacted their understanding of

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Miiri Kotche, University of Illinois, Chicago

Tagged Divisions

Biomedical

each rotation, teams present problem statements based on insights fromtheir primary research and potential design projects to address the identified needs. Participantsmaintain a blog to capture and reflect on their observations, which also allows them to share theirexperience with the other students. Upon completion of the Bioengineering Clinical Immersionprogram, students are well prepared for the senior design capstone course that emphasizesdevelopment of medical devices conceived from validated end-user needs. This paper alsodiscusses implementation challenges and program modifications, including having medicalstudents team with bioengineering students.2. IntroductionEngineering students entering the medical product industry are often

Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anthony J McGoron, Florida International University; Hamid Shahrestani, Florida International University, BME; Michael Edward Brown, Florida International University; James Dennis Byrne, Florida International University

Tagged Divisions

Biomedical

project onlywith no accompanying lecture class; approximately half of the programs have a 1 semesterdesign course, 30%-40% have a 2 semester sequence. The survey reflects an increased emphasison teamwork and the preferred number of students on a team ranged from 3 to 5; the amount of Page 23.370.4effort students are expected to expend on the projects also increased from 1994 to 2005; in 200571% reported that projects were industry sponsored, 46% reported that their projects weresponsored by faculty research, and only 15% responded that projects were generated andsupported by students (respondents could choose all that apply). The authors of the