Conference Session

Pedagogical Developments in BME

Collection

2009 Annual Conference & Exposition

Authors

Craig Somerton, Michigan State University

Tagged Divisions

Biomedical

Figure 1). Thestudents are directed to use the symbolic manipulator associated with MATLAB to Page 14.838.2evaluate thermodynamic properties that require integration or differentiation. Thefollowing transport properties are to be included in the spreadsheet: thermal conductivity,thermal diffusivity, dynamic viscosity; kinematic viscosity, and Prandtl number. Tabulardata are provided for the transport properties (see Table 1). The students re directed toutilize a curve fit for one transport property and a table look-up for a second transportproperty. The other three transport properties can then be evaluated through the threerelationships among the

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Aura Gimm, Duke University

Tagged Divisions

Biomedical

is shown in Table 1. Lecture topics included scaling effects,quantum effects, electrical/optical properties at nanoscale, self-assembly, nanostructures,nanofabrication, biomotors, biological designing, biosensors, nanomedicine. As a biomedicalengineering elective, the course focused more on what biotechnology can bring tonanotechnology applications and their combinedchallenges. The course also included a number of Table 1. Course syllabusguest lectures by bionanotechnology researchers oncampus.Course objectives included: • To enhance appreciation of the current state and potential future impact of nanotechnology. • To demonstrate how specific physical behavior and engineering design requirements change

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Patricia Mellodge; Brad Deschenes

Tagged Divisions

Biomedical

sponsored by an industrial partner. Throughout this coursesequence, non-technical aspects of engineering are emphasized including group dynamics,teamwork, communication skills, leadership skills, and creativity.Sophomore Engineering Design CourseThe outcomes for the sophomore course, Engineering by Design, are not technical, but rather arerelated to areas such as formulation of ideas, communication, creativity, and analytical ability.Specifically, upon completing the course, students should be able to: 1. Formulate each step of the design process. 2. Work successfully in interactive groups. 3. Develop their creativity, imagination, and analytical skills. 4. Make informed ethical decisions. 5. Improve their written and oral

Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Conrad Zapanta, Carnegie Mellon University; Warren Ruder, Carnegie Mellon University; Justin Newberg, Carnegie Mellon University; Paul Glass, Carnegie Mellon University; Davneet Minhas; Elvira Garcia Osuna, Carnegie Mellon University; Liang Tso Sun, Carnegie Mellon University; Alyssa Siefert, Carnegie Mellon University; Judy Shum, Carnegie Mellon University; Portia Taylor, Carnegie Mellon University; Arielle Drummond, Carnegie Mellon University; Bur Chu, Carnegie Mellon University

Tagged Divisions

Biomedical

fibroblast) cells onthese hydrogels are then observed. In the biomechanics module, students measure and analyzeEMG (electromyography) signals and relate force generation and limb movement to thesesignals.This course also includes a research project. Students research how a technique presented in thiscourse is used to develop a medical device, clinical therapy, or to study a biological process.Students present their projects as both a poster in a public setting, and in a written report.This class has been taught to over 150 students to date over the last two years. This integratedapproach has consistently received favorable course evaluations from students and faculty andmeets several ABET criteria.1. IntroductionThe Department of Biomedical

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Samantha Jacques, Milwaukee School of Engineeirng; John D. Gassert, Milwaukee School of Engineering; Thomas Swiontek, Milwaukee School of Engineering; Jeffrey LaMack, Milwaukee School of Engineering; Charles Tritt, Milwaukee School of Engineering; Larry Fennigkoh, Milwaukee School of Engineering; Ron Gerrits, Milwaukee School of Engineering; Vincent Canino, Milwaukee School of Engineering; Nancy Schlick, Milwaukee School of Engineering

Tagged Divisions

Biomedical

programs are struggling to keep their curriculum current and meet thechanging needs of today’s technically based society. Every engineering program needs toproduce technically savvy engineers prepared for the workforce (or graduate school) whileteaching them professional skills such as teamwork, leadership, and communication. BecauseBiomedical Engineering (BME) programs must include the ability “to solve the problems at theinterface of engineering and biology” and “the ability to make measurements on and interpretdata from living systems” [1] BME programs often have more difficulties including the requisiteengineering topics necessary to meet ABET criteria. A good biomedical engineer must have atleast a basic understanding of mechanical

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

technical elective for students who major inmechanical engineering and have had the traditional prerequisites for classical fluidmechanics.The course was first offered in the spring semester, 2005. The total student populationequaled 38 with 21 bioengineering majors and 17 mechanical engineering majors. Theincoming cumulative grade point averages of both sets of students wereapproximately the same (2.86/4.00 vs. 2.88/4.00).ApproachThe approach taken in this first offering of the course was integrative in structure andincluded as well current movie titles to generate in-class discussions and follow-upcritical review essays. A mind-map of the course topics and activities is presented inFigure 1

Conference Session

Novel BME Courses and Course Adaptations

Collection

2006 Annual Conference & Exposition

Authors

Conrad Zapanta, Pennsylvania State University; Keefe Manning, Pennsylvania State University

Tagged Divisions

Biomedical

Pennsylvania State University offers a course entitled “Artificial OrganDesign.” This senior and graduate level course emphasizes the following objectives:1. Understanding engineering design and problem solving techniques with special emphasisplaced on the Food and Drug Administration’s design control process for medical devices.2. Familiarity with various engineering issues surrounding the design of artificial organsincluding biomaterials and biocompatibility, design principles for tissue and blood contact,power systems for implanted systems, and control of artificial organs.3. Understanding the regulatory approval process for artificial organs including codes andregulations, reliability, and device testing.4. Application of this

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

-worldapplications in an introductory undergraduate biomedical engineering course on probability andstatistics, we have developed a scaffold of multiple instructional technologies. Thesetechnologies include the course management system, BlackBoard®, non-linear (hyperlinked)PowerPoint® notes, Classroom Performance System (CPS) technology, and “real-world”MATLAB®-intensive problems. Based on three semesters of student data, we revised thescaffold model and assessed the impact of the component instructional technologies inreinforcing student learning and critical thinking.1. IntroductionFor three semesters we gathered pre- and post-class student survey data, observational data,technology usage data, and classroom performance results in BME 335

Conference Session

Novel BME Courses and Course Adaptations

Collection

2006 Annual Conference & Exposition

Authors

Paul King, Vanderbilt University

Tagged Divisions

Biomedical

Conference Session

Innovative Laboratories in BME

Collection

2006 Annual Conference & Exposition

Authors

Samantha Jacques

Tagged Divisions

Biomedical

problems.The ExerciseAt the beginning of class, students were given a one page handout on the pharmacokinetics oforal administration of drugs as well as the absorption rate for sugar. The topic ofpharmacokinetics was not covered directly in this class, but had been introduced in severalprevious classes including physiology, statistics, and biofluid and mass transport. Students had torely on their previous knowledge and the information in the handout to incorporate material notexplicitly covered in class. This incorporation of knowledge from other classes or not explicitlycovered in class is one aspect of SCI learning. Page 11.871.2Part 1: Students were

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

Conference Session

Innovative Laboratories in BME

Collection

2006 Annual Conference & Exposition

Authors

Miles Wernick, Illinois Institute of Technology; Ana Lukic, Illinois Institute of Technology

Tagged Divisions

Biomedical

object[1]. PhantomFor a student demonstration x-rays are not convenientbecause they are invisible and hazardous. To circumventthis problem we have developed an experiment that usesvisible light, allowing students to directly observe theprocess and eliminating any hazards. To eliminaterefraction (which is not negligible for visible light) the Figure 1. A photograph of the phantomphantom object is designed from translucent material assembly illuminated by the light box. The translucent phantom object is(acrylic plastic) and immersed within a refractive-index- immersed within a square tank with

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

project and a design project in anengineering curriculum.IntroductionCan the difference between design and research be quantifiably defined? At what pointdoes research become design or design become research? Addressing these questions ismuch like examining a fine work of art. Examine a painting by a master artist. Look atthe white of a lily such as those found in the painting “Carnation, Lily, Lily, Rose,” byJohn Singer Sargent 1. Can you truly find anything that is just black or white? The factis there are many colors in the blacks and whites and the beauty is truly in the eye of thebeholder. As with art, design is often in the eye of the evaluator. If the difference wereblack or white, the job an engineering faculty member would be easy. A

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Michele Follen, M.D. Anderson Cancer Center; Rebecca Richards-Kortum, Rice University

Tagged Divisions

Biomedical

reform of undergraduate science, math, engineering, and technology (SMET)education at research universities. Growing evidence shows that hands-on discovery experienceis more effective at teaching complex concepts than traditional lectures.1 The National Academyof Sciences issued a call for SMET courses that enable students to “understand science,mathematics, and engineering as processes of investigation – as ways of knowing; to have hands-on experiences with investigations and to discover the joy and satisfaction of discovery.”1 Webelieve programs of this kind will create undergraduate students who are prepared to become thenew generation of translational researchers. By reinforcing their abilities to think critically, towork in teams, and to

Conference Session

Innovative Laboratories in BME

Collection

2006 Annual Conference & Exposition

Authors

Joe Tranquillo

Tagged Divisions

Biomedical

on their tongue) only a handful of student had ever tried this. The purposes ofbeginning a new section with a qualitative lab are: 1) Students have an opportunity to experiment with physical models. 2) There is an active event that signals to the students that a new section has begun. 3) The relevance of the subject matter can be reinforced so students become Page 11.1056.2 invested in the lectures. The data they collect often provides useful examples for class. 4) Students have the opportunity to become comfortable using new equipment or techniques without worrying about results. 5

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Larry Howard, Vanderbilt University; Robert Roselli, Purdue University

Tagged Divisions

Biomedical

grade and suggestions for seeking additional help, if needed. Thelearner can review their completed problem after it is submitted.MethodsOperation of the design pattern is quite straightforward and involves repetitive application offour fundamental steps: 1) pose a problem; 2) get student response; 3) evaluate response; and 4)provide diagnostic feedback. If the student response is correct the engine moves to the nextquestion. If the response is incorrect, the student can be asked a new question or series ofquestions that are designed to discover where the student made an error. Alternatively, theauthor might elect to ask the same question for some maximum number of iterations, providingadditional diagnostic information after each iteration. If

Conference Session

Innovative Laboratories in BME

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Kang-Mieler

Tagged Divisions

Biomedical

interface of engineering and biology”1. The main focus of thislaboratory class was to introduce and apply basic engineering principles and tools to biologicalsystems.This class is the first time that our students are exposed to various engineering concepts and theirhands-on application to biological systems. In this class, the students performed sixexperimental modules each of which involved at least three hours of laboratory time. Thestudents wrote technical papers and gave a 20- minute oral presentation after each module.Hence, this is a time intensive laboratory class where both the instructor and teaching assistantare required in the laboratory at all times. It is inadequate to have one teaching assistant tointeract with the more than 30

Conference Session

Novel BME Courses and Course Adaptations

Collection

2006 Annual Conference & Exposition

Authors

John Denis Enderle, University of Connecticut

Tagged Divisions

Biomedical

engineering andbiology”. A physiological modeling course conveniently satisfies both requirements. Here it isproposed that a differential equations based physiological modeling course replace the moretraditional differential equations course taught in the math department. The motivation forexploring this possibility is that: (1) the differential equation course can be replaced by amath/science elective and (2) students see differential equations applied in modelingphysiological systems. We have been teaching a physiological modeling course at the Universityof Connecticut’s BME program over the last four years developing the curriculum, and after theproof of concept is approved, will implement the replacement.INTRODUCTIONDesigning and updating a

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

accreditation from ABET (the major accrediting body ofuniversity/college engineering programs within the United States) are required to define thetypes of skills that students will possess by the time they graduate, and to provide evidence thatprogram graduates possess a set of skills/knowledge designated by ABET. In other words, andusing ABET terminology, all engineering programs seeking ABET accreditation must define andmeasure student achievement of Program Outcomes, and through this process, must demonstratethat their students attain an ABET-designated set of abilities, criteria lettered “a” through “k”[1]).Biomedical Engineering programs must additionally demonstrate that their graduates have: “anunderstanding of biology and physiology, and the

Conference Session

Biology in Engineering

Collection

2006 Annual Conference & Exposition

Authors

Naomi Chesler, University of Wisconsin-Madison; Willis Tompkins, University of Wisconsin-Madison

Tagged Divisions

Biomedical

Engineering (the authors), Electrical and Computer Engineering,Chemical and Biological Engineering, Mechanical Engineering, Industrial and SystemsEngineering, Biological Systems Engineering, and Civil and Environmental Engineering.The certificate requirements are as follows3:Prerequisites: A student must be enrolled in an engineering degree program.Requirements: A student must complete at least 15 semester credits of courses including:1) a basic biology course with lab (typically at least 5 credits)2) at least 6 credits of advanced biology courses (e.g., physiology, cell biology, neurobiology)3) at least one 3-credit course that substantially combines biology and engineering (e.g., biomaterials, tissue engineering), and4) a required 1-credit

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

classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited.” [1]There is, in fact, no formally recognized definition of the term. Perhaps because of its broad anduncertain definition, it remains uncertain how efficacious formative assessment is in improvingstudent learning [2], [3]. Despite this, formative assessment is common in modern educationalpractice, particularly in hybrid learning paradigms [4].Third and finally, summative testing intrinsically improves

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

environment across theprogram.Future plans for BEPI include adding more options to the weekends for students who havealready selected a focus area. We are also currently developing advanced residency courses,which offer students the opportunity to learn the state-of-the art in a specific field taught byleading scientists and working biomedical engineers.BackgroundThe Bureau of Labor Statistics reports that biomedical engineering is expected to be one of thefastest growing occupations from 2014-2024[1]. With a 2015 median pay of almost $90,000 peryear and an expected job growth rate of 23% over the next decade, biomedical engineeringcareers will enjoy a growth rate well above the expected level of 7% for all occupations [2]. Thedata are summarized in

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

William H. Guilford, University of Virginia; Timothy E. Allen, University of Virginia; Shayn M. Peirce, University of Virginia

Tagged Divisions

Biomedical

capstone design projectsVarious stages are ascribed to the engineering design process, but they typically include (1)problem identification, (2) research and conceptualization, (3) prototyping, (4) testing, andfinally (5) iteration of some or all of steps 1-4. Design courses are often tasked with teaching allof these in the span of a single semester. The coverage is often biased; problem identification,research, and brainstorming are easily taught in a traditional classroom. Fabrication, testing, anditeration, in contrast, are often emphasized less. This is presumably due to the facilities, time, andmaterial costs needed to execute these steps.We posit that immersive design-build-iterate experiences are a vital part of early-yearundergraduate

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; Annmarie Mullen, Bucknell University

Tagged Divisions

Biomedical

’s, and use a case study from aspecific biomedical engineering capstone sequence to illustrate how the availability of rapidprototyping has impacted capstone projects and biomedical engineering education at theundergraduate level.The Early History of Rapid PrototypingRapid prototyping (RP) is the process by which a computer-aided design (CAD) file is used tocontrol an automated technology in order to produce a physical model.1 Its origin is often cited tobe with the release of the first technology by 3D Systems in 1987 and it was primarily used tocreate a first generation prototype to quickly verify a design.1 The first commercializedtechnologies in the 1990’s were based upon addition or removal of liquids, powders or solids(Table 1). Liquid

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeffrey Thomas La Belle, Arizona State University; Aldin Malkoc, Arizona State University ; Mackenzie Honikel, Arizona State University, Biological and Health Systems Engineering

Tagged Divisions

Biomedical

, chemical engineering, computer science engineering, as well as biology and chemistry programs at ASU. BME at ASU teaches a 8 semester wide medical device design tract that initiates the students in design, regulations, standards, IP and other aspects from day 1. Dr. La Belle has develop and courses and taught at the freshman, junior, senior and graduate level on these topics.Mr. Aldin Malkoc, Arizona State University Aldin Malkoc, MS is a student in the School of Biological and Health Systems Engineering at Arizona State University. Aldin is enrolled in the 4+1 program to receive his Masters of Science in Biomedical Engineering from Arizona State University in 2017 and will pursue a doctoral degree in Biomedical En

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xuwen Xiang, Oregon State University; James D. Sweeney, Oregon State University; Natasha Mallette PhD, Oregon State University; Christine Kelly, Oregon State University

Tagged Divisions

Biomedical

(Nachtmann and Lehrman, 2002).The student work (one-page recommendation memos) and post-project surveys were analyzed toanswer the following research questions.Research question 1. Did the project:  provide students an opportunity to practice decision making with multiple concerns, and types of evidence,  promote student understanding of how a process design (techno-economic model) can be used, and  facilitate students’ ability to navigate uncertainty.Research question 2. Did the project promote the students’:  comfort with multiple concerns and types of evidence,  confidence in understanding process design, and  acceptance of uncertainty?MethodologyThe project and IRB consent were described to the students the week

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

our BME program do not have a clear sense of the jobs or career trajectories available tothem upon graduation, and that many do not hold realistic expectations of what they can expectto do in an entry-level job.1 In Fall 2015, we piloted a set of reflection activities with our co-taught section of this BMEsuccess course (18 students, of which 15 consented to participate in the research study). Throughthese activities, students were encouraged to reflect on their choice of BME as a major, toarticulate their career and personal goals, and to identify actions they could take while in collegeto help achieve their personal and professional aspirations. By integrating regular reflection, weaimed to empower students to take ownership of their

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christine Kelly, Oregon State University; Amy V. Nguyen, Oregon State University

Tagged Divisions

Biomedical

experiences important for an entry-level bioprocess engineer(Tables 1, 2 and 3). Table 1. Survey design and operations knowledge Process flow diagrams  bioreactor design features  Conventional filtration Scale-up/design approaches (jackets, aeration, agitation)  Crystallization Equipment sizing and  Medium sterilization  Heat exchangers specification  Air sterilization  Cell lysis Process control  Biomass

Conference Session

First- and Second-year Design and Professional Development in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael R. Caplan, Arizona State University; Jerry Coursen, School of Biological and Human Systems Engineering, Arizona State University

Tagged Divisions

Biomedical

student designed projects), a course in biomedical ethics, and oversees an off-site undergraduate clinical experience. c American Society for Engineering Education, 2017 Sophomore Design Course on Virtual Prototyping1. IntroductionA sophomore-level design course (BME282) teaches students how to apply the design process toa biomedical product. Course objectives are for students to be able to: (1) apply principles fromcourses they have completed and from courses that they will take in their BME curriculum tobiomedical product design and development to determine quantitative design constraints criticalto biomedical device design and (2) integrate these principles and resultant design constraints

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jean-michel I. Maarek, University of Southern California

Tagged Divisions

Biomedical

-based format used in theselaboratories (22 respondents). Quantitative questions scored on a 1-5 Likert scale indicatedthe students found the laboratory format challenging (score = 4.5). Students perceived theywere not sufficiently prepared (score = 2.5) and that the pre-laboratory assignments were notsufficient to prepare for the laboratories (score = 2.2). They reported spending 4.5 hours onthe pre-lab assignment and 5.5 hours on the laboratory report, which they perceived to bemuch longer than the laboratory work in other courses.Several questions comprised a comment field. The students’ statements were analyzed toidentify categories of concepts in the comments. “Unclear expectations” was mentioned mostoften (18 mentions) indicating that the