Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

engagementstrategies shows a high value associated with the Muddiest Point intervention.5 Further, thiswork highlights high student value of the Muddiest Point exercise in classes with varyingformats (flipped versus traditional, 1-credit vs. 3- or 4-credit, courses with more traditionallength lectures versus courses with mini-lectures, and courses of varying subject matter). Theseresults suggest that the Muddiest Point exercise is an effective reflective tool for frequent,formative feedback in any classroom.AcknowledgementsThe authors acknowledge the support of this work from NSF Grant #1226325.1. Carberry A, Waters C, Krause S, Ankeny C. “Unmuddying” Course Content Using Muddiest Point Reflections. Front Educ. 2013;Oct 23-26:937-942.2. Greer S

Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amy Clobes, University of Virginia; William H Guilford, University of Virginia

Tagged Divisions

Biomedical

between the two paper styles. quite daunting and took a ton of effort outside of class. However, it was definitely a worthwhile experience - something I would for sure do again.”Literature cited1. Linda Dynan, T. C. The Impact of Writing Assignments on Student Learning: Should Writing Assignments Be Structured or Unstructured? Computers in Higher Education Economics Review 8, 64–86 (2009).2. Guilford, W. H. Teaching peer review and the process of scientific writing. Adv.Physiol Educ. 25, 167–175 (2001).3. Guilford, W. H. Experimental case studies to engage higher cognitive skills. Advan. Physiol. Edu. 33, 358–359 (2009).4. Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H. & Krathwohl, D. R. A taxonomy of educational

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Pamela Bhatti, Georgia Institute of Technology; Jessica Falcone, Georgia Institute of Technology; James McClellan, Georgia Institute of Technology

Tagged Divisions

Biomedical

was a member of the research staff at M.I.T.'s Lincoln Laboratory. He then became a professor in the Electrical Engineering and Computer Science Department at M.I.T. In 1982, he joined Schlumberger Well Services where he worked on the application of 2-D spectral estimation to the processing of dispersive sonic waves, and the implementation of signal processing algorithms for dedicated high-speed array processors. He has been at Georgia Tech since 1987. Prof. McClellan is a Fellow of the IEEE and he received the ASSP Technical Achievement Award in 1987, and then the Signal Processing Society Award in 1996. Prof. McClellan is active in curriculum development for undergraduate education

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

the possible role that the experimental situation itself may have had in influencingthe data.ReferencesABET 2012-13. Criteria for Accrediting Engineering Programs. Available online at http://www.abet.org/engineering-criteria- 2012-2013/ Accessed November 25, 2011.Barrows, H. S. (1996). " Problem-based learning in medicine and beyond: A brief overview." New directions for teaching and learning 68(3-12).Behravesh E., Fasse B.B., Mancini, M.C., Newstetter W.C., and Boyan, B.D. (2007) A Comparative Study of Traditional and Problem-Based Learning Instructional Methods in a Lab Setting. Biomedical Engineering Society, Los Angeles, CA, Sept. 26-29, 2007.Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aura Gimm, Duke University; Richard Goldberg, University of North Carolina, Chapel Hill; Kevin Caves, Duke University; Robert Malkin, Duke University

Tagged Divisions

Biomedical

with demonstrable function (s). The designer presented sensible strategies for measuring the function (s) including uses of appropriate statistical tools. Extra point: Voted best design by the class (optional).The goals for this design challenge were to 1. learn to use a laser cutter, a relatively simple machining tool 2. learn to define and demonstrate function of an artifact 3. learn to measure functional performance using statistical tools Page 22.1596.4 4. learn to work within specific constraints (amount of material and shapes of basic building blocks

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Robert Gettens, Western New England College; Michael Rust, Western New Engalnd College; Diane Testa, Western New England College; Judy Cezeaux, Western New England College

Tagged Divisions

Biomedical

skill set will be a key asset for thebiomedical engineering community, setting us apart from our engineering colleagues and making Page 15.1335.13our students employment exceedingly desirable by the medical device community.Bibliography1. Thurston, P., "Academic Council Graduation and Job Placement Rates Survey," American Institute forMedical and Biological Engineering, November 2009.2. Bureau of Labor Statistics, "Engineers", U.S. Department of Labor, www.bls.gov/oco/ocos027.htm(accessed 1/7/2010).3. Howe, S., Lasser, R., Su, K., Pedicini, S., "Content in capstone design courses: Pilot survey results fromfaculty, students, and industry

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Randolph, Randy Hutchison, Randy Hutchison, Clemson University; John DesJardins, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Biomedical

Page 15.1309.5following work experiences and classes. The goal of the reflective discussion group was toassess students’ educational experiences to their overall professional formation9. This protocolfollowed a four step accidental competency discourse where students are asked to recall positiveor negative experiences which are then analyzed for learning outcomes10. The four step strategyconsists of the following four steps: Situation, Affect, Interpretation, and Decision (SAID). Thefirst step starts with providing prompts to the students to elicit the positive or negativeexperiences (Situation, S) and to get the students to elaborate on what actually happened. Thenext step was to ask the students how it affected (A) them personally. The

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Raquel Perez Castillejos, New Jersey Institute of Technology

Tagged Divisions

Biomedical

Paper ID #10294NSFREU Site on Neural Engineering: Aiming at High Research Standards(work in progress)Dr. Raquel Perez Castillejos, New Jersey Institute of Technology Dr. Raquel Perez-Castillejos is an assistant professor of Biomedical Engineering at the New Jersey Insti- tute of Technology (NJIT). Her research (www.tissuemodels.net) focuses on the development of tools for cell and tissue biology using micro- and nanotechnologies. Raquel obtained her Ph.D. with the National Center of Microelectronics in Barcelona. She was a postdoctoral fellow at the Laboratory of Miniaturized Systems (Univ. S˜ao Paulo, Brasil) and later at

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

). FreeMat. Available: http://freemat.sourceforge.net/index.html#home[8] Simtk. (1-Jan-2014). OpenSim. Available: https://simtk.org/home/opensim[9] J. A. Reinbolt, A. Seth, and S. L. Delp, "Simulation of human movement: applications using OpenSim," Procedia IUTAM, vol. 2, pp. 186-198, 2011.[10] A. Seth, M. Sherman, J. A. Reinbolt, and S. L. Delp, "OpenSim: a musculoskeletal modeling and simulation framework for in silico investigations and exchange," Procedia IUTAM, vol. 2, pp. 212-232, 2011.[11] S. L. Delp, F. C. Anderson, A. S. Arnold, P. Loan, A. Habib, C. T. John, et al., "OpenSim: Open-Source Software to Create and Analyze Dynamic Simulations of Movement," Biomedical Engineering, IEEE Transactions

Conference Session

Assessment of Student Learning and Motivation in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brian P. Helmke, University of Virginia

Tagged Divisions

Biomedical

analyze teaching in traditional versus innovativeclassrooms. Proc 2nd Joint EMBS-BMES ConfHerreid C, Schiller NA. 2013. Case studies and the flipped classroom. J College Sci Teaching42:62-66Roehl A, Reddy S, Linga S, Gayla J. 2013. The flipped classroom: An opportunity to engagemillennial students through active learning strategies. J Family Consumer Sci 105:44-49Roselli RJ, Brophy SP. 2003. Redesigning a biomechanics course using challenge-basedinstruction. Eng Med Biol IEEE 22:66-70. DOI 10.1109/MEMB.2003.1237504Schwartz DL, Bransford JD. 1998. A time for telling. Cogn Instruct 16:475-522Silverthorn DU. 2006. Teaching and learning in the interactive classroom. Adv Physiol Educ30:135-140. DOI 10.1152/advan.00087.2006Talbert, R. (2012). Inverted

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Davide Piovesan, Gannon University; Karinna M. Vernaza, Gannon University

Tagged Divisions

Biomedical

currently the PI of an NSF S-STEM and ADVANCE-PAID grants. Page 26.790.1 c American Society for Engineering Education, 2015 Formative vs Summative ABET Assessment: A Comprehensive Graphic Representation for A New BME ProgramAbstractThis paper presents an innovative methodology for the assessment of a new BiomedicalEngineering (BME) program. Biomedical engineering programs are quite new in the engineeringeducational system. To date, in the state of Pennsylvania there are only six programs that havebeen accredited by ABET out of the 91 programs accredited nationwide1. While the guidelines ofABET

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, University of California, Davis

Tagged Divisions

Biomedical

group discussion, groups reported back to the class. The instructors compiledconsensus items into a master list, which was distributed to the class as a rubric. (See AppendicesA-C for student-generated rubrics.)Call To Action:Students were asked to use the rubric as a guide when reviewing drafts.Autumn Workshop Session(s) 2 or 2-3 (75 min or 2x50 min):Expectations for Conduct and Useful Feedback; Peer Review in Small GroupsObjective:Enable students to provide meaningful guided peer review of drafts.Activation:The instructor asked students to share prior peer review experiences to uncover what constitutesuseful feedback. The class reached consensus on the following criteria for providing helpfulfeedback: 1) Always suggest something actionable

Conference Session

Freshman Design and Other Novel Programs

Collection

2007 Annual Conference & Exposition

Authors

Michele Temple, University of California-San Diego; Peter Chen, University of California-San Diego; Robert Sah, University of California-San Diego

Tagged Divisions

Biomedical

). Page 12.1347.124. "Engineering Education for a Changing World," A Joint Project by the Engineering Deans Council and Corporate Roundtable, American Society for Engineering Education, Washington DC (1994).5. S. Bishop and M. Besterfield-Sacre, "Freshman Engineering Leadership Team: Student Mentors for Recruitment and Retention," American Society for Engineering Education Annual Conference, Washington DC (1996).6. D. Calkins, D. Plumb, S. Hawkins and M. Coney, "Technical Communications Based Freshman Design Engineering Course," American Society for Engineering Education Annual Conference, Edmonton, Alberta, Canada (1994).7. S. Keilson, "Freshman Design on a Shoestring," American Society for Engineering

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Breanne Przestrzelski, Clemson University; John D DesJardins, Clemson University; Carson Mackenzie Ida Brewer, Clemson University

Tagged Divisions

Biomedical

Documentation Time, and 5 to 11 hours in TTO Time).As can be seen in Figure 2, 2015’s Group 1 and 2015’s Group 5 had relatively little clinical timewhereas 2015’s Group 2 and 2015’s Group 4 spent nearly half or equal time in the clinic ascompared to the OR. This is due to the OR-heavy areas that were shadowed by 2014’s Groups 1and 5 as compared to the clinic-heavy areas shadowed by 2015’s Groups 2 and 4. These hoursare also highly dependent on flexibility of clinician and availability of the clinical schedule forthe students- some clinician’s staff have confirmed schedules weeks in advance whereas othersmust operate on a more spontaneous schedule that does not allow the DeFINE students, who livebetween 0.5-1 hours from the clinical site, to always

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Sara Koehler, Northwestern University; Wendy Murray, Northwestern University

Tagged Divisions

Biomedical

orientation of pylon shortly after heel strike. The transverse and longitudinal axes of the pylon are described by the vectors: v x pylon = 8iˆ + 4.5 ˆj v y pylon = −4.5iˆ + 8 ˆj You have also measured the vertical (yGRF) and horizontal (xGRF) ground reaction forces generated by a typical user shortly after heel strike for range of walking speeds: Walking Vertical Horizontal Speed (m/s) GRF (N) GRF (N) 0.6 950 100 1.4 1200 250 2.1 1600 650 A) What is the magnitude of the GRF along the longitudinal axis of the pylon for a walking speed of 2.1 m/s

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Samantha Brenna, Arizona State University ; Casey Jane Ankeny, Arizona State University; Michael R. Caplan, Arizona State University

Tagged Divisions

Biomedical

studentachievement and attitude.References[1] Lowell, J., Utah, B., Verleger, M., & Beach, D. (2013). The Flipped Classroom : A Survey of the Research The Flipped Classrom : A Survey of the Research. Proccedings of the Annual Conference of the American Society for Engineering Education, 6219[2] Laman, J. A. (2012). AC 2012-4028 : CLASSROOM FLIP IN A SENIOR-LEVEL ENGINEER- ING COURSE AND COMPARISON TO PREVIOUS VERSION Classroom Flip in a Senior-Level Engineering Course and Comparison to Previous Version Abstract identified by students as needing further review and ex.[3] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael G. Mauk, Drexel University; Richard Chiou, Drexel University; Tamra Duke, Drexel University ; Qayum Malik, Drexel University

Tagged Divisions

Biomedical

Microcontroller. The speed to simulate the required torqueforces in the chip was estimated at between 50 and 90 rad/s. Some test results for chips areshown in Fig. 5, indicating the change in threshold torque with channel geometry. A Gantt chartschedule for the 8-month project is shown in Fig. 6.Conclusion and Discussion. This project proved to be an instructive case study for senior designon several accounts: 1) it developed and tested a useful medical sensor with importantapplications, 2) it utilized a microfluidic chip as a sensor, rather than the more typicalapplications of microfluidics for sample processing and analysis, 3) it demonstrated that there isa place for completely non-electrical sensors, and 4) its easy prototyping allowed students

Conference Session

BME Laboratories and Skills-Based Projects

Collection

2008 Annual Conference & Exposition

Authors

Shekhar Sharad, National Instruments

Tagged Divisions

Biomedical

function block in this menu system can present asignificant challenge. For example, if a student wants to detect the peak of a waveform, the Page 13.7.3navigation route would be something as shown in figure 2. Figure 2. Accessingg a Wa Waveform Peak Detect VI/Function in LabVIEW IEW TodayAccessing a waveform peak detec detect VI requires roughly navigating through four sub-palettes s andabout 30 other VIs. While this

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

John D. Gassert, Milwaukee School of Engineering; John Denis Enderle, University of Connecticut; Amy Lerner, University of Rochester; Samantha Jacques; Peter Katona, The Whitaker Foundation

Tagged Divisions

Biomedical

., Design in BME: Challenges, Issues and Opportunities, http://www.whitaker.org/academic/designbme.pdf6. Lutchen, Kenneth R., Katona, Peter, Lerner, Amy, Skalak, Tom, Report From Ad Hoc Committee on: Balance Between Design and Research Relative to Abet, BMES, 8401 Corporate Dr., Suite 140, Landover, MD7. Eggert, Rudolph J., “Engineering Design,” Pearson Education Inc, Upper Saddle River, NJ, 2005.8. Hyman, Barry, “Fundamentals of Engineering Design,” 2nd edition, Pearson Education Inc, Upper Saddle River, NJ, 2003.9. Blanchard, Benjamin S., Fabrycky, Wolter J., “Systems Engineering and Analysis,” 3rd edition, Prentice-Hall Inc, Upper Saddle River, NJ, 1998.10. King, Paul H., Fries, Richard C., “Design of Biomedical Devices and

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Larry Howard, Vanderbilt University; Robert Roselli, Purdue University

Tagged Divisions

Biomedical

the maximum number of attempts isexceeded, the author can elect to display the correct result(s) before moving on to the nextquestion. After the final question has been answered, the student's grade will be displayed to thestudent if the author so chooses.The CAPE model which accomplishesthis is shown in Figure 1. The authorneed be concerned with providing datafor only three structured collections ofdata, or condition sets. Condition Set(CS) 'Input' contains input parameters,problem statements, and the name of thefirst question to be presented to thestudent. Calculations that lead to thecorrect answer(s) and diagnosedincorrect answers are placed in CS'Compute.' All of the informationassociated with each question and itsassociated diagnostics

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeffrey Stock Garanich Ph.D., The City College of New York; Lola A. Brown, The City College of New York

Tagged Divisions

Biomedical

Paper ID #19719Implementation of a Master’s in Translational Medicine (MTM) Program atThe City College of New York (Work in Progress)Mr. Jeffrey Stock Garanich Ph.D., The City College of New York Jeffrey S. Garanich, Ph.D. is Director of the Master’s in Translational Medicine (MTM) Program at the City College of New York (CCNY). In this role, his primary responsibilities include leading recruiting efforts to expand the Program’s student base, engaging medical technology industry partners, and manag- ing administration of a curriculum that trains students from diverse educational backgrounds in the core competencies

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Rivale, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Biomedical

. Augustine, N. (2005). Rising above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, DC: National Academy of Science, National Academy of Engineering, Institute of Medicine, National Academy Press 2. Clough, G. (2005). Educating the Engineer of 2020: Adapting Engineering Education to the New Century. Washington, DC: National Academy of Engineering, National Academy Press. 3. Jonassen, D., Strobel, J., & Lee, C. (2006). Everyday problem solving in engineering: Lessons for engineering educators. Journal of Engineering Education, 95(2), 139. 164. Martin, H.T., Petrosino, A., Rivale, S., & Diller, K.R. (2006). The

Conference Session

New Tools in Teaching and Learning Biomedical Engineering Concepts

Collection

2007 Annual Conference & Exposition

Authors

Michael VanAuker, University of South Florida; Joel Strom, University of South Florida; William Lee, University of South Florida

Tagged Divisions

Biomedical

, fluid flow, and electric and magnetic potential problems.The authors (JAS, MDV) are currently working on a textbook that would be germane to the firsttwo courses of this sequence.ConclusionIn summary, CV engineering is an established discipline of biomedical engineering. This fact Page 12.345.7must be considered by institutions when planning for educational efforts, e.g. course andprogram development, research thrusts. The information presented here should be useful toengineering departments who are already participating in the area or who plan such anexpansion.Bibliography1. Ritter AB, Reisman S, Michiak BB. Biomedical Engineering Principles

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Howard P Davis, Washington State University

Tagged Divisions

Biomedical

, Criteria for Accrediting Engineering Programs. 2012: Baltimore, MD2. BMES. Biomedical Engineering Society Code of Ethics. 2012 [cited 2012 October 23]; Available from: http://www.bmes.org/aws/BMES/pt/sp/ethics.3. Kohn, L., J. Corrigan, and M. Donaldson, To Err is Human: Building a Safer Health System, I.o.M. Committee on Quality of Health Care in America, Editor. 2000, National Academy Press: Washington, DC.4. NIOSH. Prevention through Design. 2012 [cited October 24]; Available from: http://www.cdc.gov/niosh/topics/ptd/5. Rogers, E.M., Diffusion of Innovations. 5th Edition ed. 2003: Free Press6. Smith, K.A., Sheppard, S. D., Johnson, D. W., Johnson, R. T., Pedagogies of engagement: classroom-based practices. Journal of

Conference Session

Novel BME Courses and Course Adaptations

Collection

2006 Annual Conference & Exposition

Authors

Laura Sullivan, Kettering University; Patrick Atkinson, Kettering University; Stacy Seeley, Kettering University

Tagged Divisions

Biomedical

2006-196: INTERDISCIPLINARY COLLABORATION IN AN INTRODUCTORYBIOENGINEERING COURSELaura Sullivan, Kettering University Dr. Laura Sullivan arrived at Kettering University in 1992, after completing M. S. and Ph. D. degrees in Materials Science and Engineering at the University of Texas at Arlington. Prior to this, she obtained a B.S. degree in Biomedical Engineering from Arizona State University and worked as a Clinical Orthopedic Engineer for the Baylor College of Medicine in Houston, Texas. With expertise in polymer engineering and biomaterials, Professor Sullivan has taught Mechanics, Engineering Materials, Polymer Processing, Polymer Properties, and Biomaterials at Kettering

Conference Session

K-12 and Graduate Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eileen Haase PhD, Johns Hopkins University; Elizabeth A Logsdon, Johns Hopkins University

Tagged Topics

Diversity

Tagged Divisions

Biomedical

. Department of Labor, Occupational Outlook Handbook, 2016-17 Edition, Biomedical Engineers, on the Internet at https://www.bls.gov/ooh/architecture-and-engineering/biomedical-engineers.htm.[2] Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2016-17 Edition, Occupational Information Included in the OOH, on the Internet at https://www.bls.gov/ooh/about/occupational-information-included-in-the-ooh.htm.[3] C. G. Prober and S. Khan, “Medical Education Reimagined: A Call to Action.,” Acad Med, vol. 88, no. 10, pp. 1407–1410, Oct. 2013.[4] T. Jong, M. C. Linn, and Z. C. Zacharia, “Physical and Virtual Laboratories in Science and Engineering Education.,” Science, Vol. 340, Issue 6130

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

were administered during the semester and incorporated “big-picture” conceptquestions in addition to traditional, numerical mechanics problems. Throughout the semester,instant feedback “clicker questions” in multiple choice or short answer format were utilized toreview material, assess student understanding and prepare for the concept questions on theexams. Because exam solutions are released each year, matched exam questions with previous,non-SAIL formatted years are not feasible. However, the topic(s) and goal for each problemalong with the average problem score will be tabulated and compared across years to identify ifany patterns exist.A variety of non-exam assessments were also administered in collaboration with the University’sCenter for

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

advice,feedback, and guidance on the issues teams faced in pursuing a path to commercialization.Course Evaluation and Feedback. Assessment of learning outcomes, course dynamics, andeffectiveness was achieved through anonymous pre- and post-course surveys of participants(Table 2). The survey included three short answer questions to determine role on the team, area(s)of expertise, and intention/history of attendance. Following the role identification questions wereten questions aimed at ranking knowledge gained from the course. Then, following the sameranking format, five questions aimed to determine participant enthusiasm over aspects of thecourse, such as excitement to network or to hear other teams present. The survey concluded witha final

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

projects for senior design, i.e. they have a feeling for theamount of work required for a project. Another benefit to the students is their ability to practicethe complete design process in a safe environment where a “less than exceptional” designsolution is not devastating to the student. Since all student teams are working on solutions to acommon problem, the demonstration of multiple feasible solutions to an open-ended problem isencouraging to many students. A benefit to the instructors in the senior design sequence is theability of the students to “hit the ground running” with their projects in the subsequent quarter.Bibliography1. Sheppard, S., and R. Jenison. 1997. Examples of Freshman Design Education. International Journal of

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill; Robert Dennis, University of North Carolina; Charles Finley, University of North Carolina, Chapel Hill

Tagged Divisions

Biomedical

robotic arm (Lynxmotion model AL5C). You must develop the grasping mechanism and the control and sensory systems for both the robotic arm and grasping mechanism.Motor/Sensory The task will be to move three eggs from one location to another location andTask determine which of the three eggs is the heaviest in the process.Minimum Develop a mechanism that is capable of grasping and holding an egg withoutDesign Goals breaking it while it is moved to a different prescribed location The grasping mechanism and robotic arm should be completely under the control of electromyogram (EMG) or electrooculogram (EOG) potentials recorded from the student operator(s) during the time