Conference Session

Careers and Professional Development in BME

Collection

2008 Annual Conference & Exposition

Authors

William Guilford, University of Virginia; Katherine Bishop, University of Virginia; William Walker, University of Virginia; J. Milton Adams, University of Virginia

Tagged Divisions

Biomedical

answer this question, pre-graduation exit interviews and a web-based survey were used toobtain students’ self-reported MCAT scores and the status of their medical school applicationsprocess. The survey netted a 65% response rate. Of those who responded, 54% report that Page 13.1119.5medical school is their top-choice post-graduation plan. However, there is a significant negativecorrelation (by Pearson’s and Kendall’s τb) between this fraction and student rank, meaning thatthe fraction of students specifying Standing (year in program)medical school as their top-choice plan 2nd 3rd

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Amit Nimunkar, University of Wisconsin, Madison; Silas Bernardoni, University of Wisconsin, Madison; Tyler Lark, University of Wisconsin, Madison; Willis Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

student in Industrial and Systems Engineering at the University of Wisconsin Madison, College of Engineering. Design and fabrication has been one of his main activities and hobbies his entire life while growing up on a farm in rural Wisconsin. He has been on the Intro to Engineering Design teaching team for three years and is currently the Teaching Assistant in charge of planning and coordinating all fabrication training and seminars. His graduate research focuses on usability testing and implantation systems for open source software and low cost electronics in developing countries. He is also the TA for the Triathlon Training course on campus and loves to teach people at every chance

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

Biomedical Engineering faculty saw manyplaces to incorporate these together.During the freshman design course, teams are used to design, build and test a product intendedfor rehabilitation. Student teams work with the machine shop and the rapid prototyping center tocomplete these projects. In this course, the teamwork is stressed and effective teamcommunication is discussed.Students take this experience and apply it to their senior design courses. Students spend over twoyears in a team completing the senior design sequence. This includes a marketing analysis,business plan, feasibility study, system and component design, design reviews, building andtesting. Students have the ability to “hire” engineers from other majors to help them completetheir

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; Annmarie Mullen, Bucknell University

Tagged Divisions

Biomedical

, functional parts that are using in tool making such as molds and dies, and medicalmodels including pre-operative physical models and prostheses.3The medical industry was one of the early adopters of RP through “surgical planning andrealization,”5 (i.e. visualizing and planning out a surgery before performing it using rapidprototypes of organs and implants). One of the earliest uses was in CMF (Craniomaxillofacial)surgery where there “are congenital, system-bound growth disorders, facial craniosynostoses…and other congenital skull and face dysplasia.”5 The complexity and high variability of thepresentation of the disorders require patient specific treatments. Rapid prototypes of the facialstructure, made using the patient’s scans, have allowed

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

[5-10] in recent years. This paper is a continuationof the progress from the first three years of the Clinical Immersion Program beginning Summer 2014,including changes implemented in Summer 2016 as well as further modifications planned for the 2017Program [1]. Interest in this program has been strong and grows every year demonstrated by the increasein applications to the program from bioengineering students. Feedback from past participants (see section4) support the value of experiential learning which introduces students to clinical end users and teachesstudents valuable industry skill sets previously only available as “on the job training.”The Clinical Immersion summer program provides a valuable opportunity for students to observe

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

protoboard)* Scientific writing skills 3.23 ± 0.84 3.23 ± 0.67 Ability to find appropriate sources for technical 3.32 ± 0.66 3.77 ± 0.43 information (in the case of this class, this would be understanding how to use datasheets)*In the survey, students also reported that the project had an impact on the following areas, inorder of importance: • Designing digital circuits • Troubleshooting circuits • Interpreting data sheets • Designing analog circuits • Project planning • Understanding of how real circuits work vs. how they ideally should work on paper • Use of best practices in circuit building (wiring, decoupling caps, etc.) • How to wire a circuit

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Samantha L McCarthy, University of Wisconsin - Madison; Reed T. Bjork, University of Wisconsin - Madison; Tasnia Tabassum, University of Wisconsin - Madison; John P Puccinelli, University of Wisconsin - Madison

Tagged Topics

Diversity

Tagged Divisions

Biomedical

studentswith BSAC members as mentees/mentors.Mentor matching was facilitated by surveys (one to the freshmen and the other to BSACmembers and the upper classes). Prior to the start of the semester, students in BME Design(sophomore-senior) were made of aware of this new program and the new role of the BSACrepresentative. Both groups were asked to indicate their intended track within BME, future plans,and the option to list other interests. We achieved a 100% response rate from the BSACmembers with an additional 13% of the remaining design students volunteering to be mentors forthe 91% of the freshman interested in having a mentor. This equated to two-three mentees permentor.Through integrating the mentorship program with the design curriculum and BSAC

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

sequence. Sample comments included (* note thatactual names have been replaced): • Conducting in depth research my junior year definitely helped with senior projects. I knew my way around the lab and was more confident in my lab skills by the time I got to senior year. Page 12.313.5 • It has helped me fulfill my objectives for my senior project because at the start of my senior project I didn't have to get comfortable with working in lab and didn't have to learn how to organize/plan experiments, only how to organize/plan the general project. After spending junior year on the project

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

, selecting the best design, constructing, and evaluating performancerelative to initial design specifications. Teams undertake a common project – in terms of clientneeds – although design products to meet these needs may vary.Biomedical Engineering Design I & IIDuring these two quarters, seniors undertake and construct their capstone design project workingon a relevant problem in biomedical engineering. This begins from the development of thedesign problem from a set of (real) client needs, establishing specifications, planning the project, Page 11.1427.3scheduling and efficient use of resources, examining ethics and safety in

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

and Quinn, 2004, p.5). Developing, designing, and building a device, product, or process affords students theopportunity to apply their engineering content knowledge, problem-solving and planning skills,implementation abilities, and self-directed learning skills (Kitts and Quinn, 2004).The curriculum developed for the instructional lab reported here is somewhat of a hybrid. It isgrounded in the principles of Problem-based Learning but also includes a Project-based Learningdesign-and-build element as indicated by the student-enacted protocols and labs for thetechniques students conduct as physical artifacts. For this paper, we will use the lower-casedesignation “pbl” to denote our approach that combines elements of both PBL and Proj

Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Weizhao Zhao, University of Miami; Xiping Li; Fabrice Manns, University of Miami

Tagged Divisions

Biomedical

learning gains promisingly. We are continuing the developmentand plan to apply the system to other local institutions for biomedical or other engineeringstudents.IntroductionBiomedical engineering (BME) education, a part of STEM, has developed as an interdisciplinaryengineering training area in the last 30 years. Based on the current ASEE College Profiles12,BME undergraduate enrollment has become one of the most rapidly growing engineering majors(Figure 1 left panel).Figure 1 Left panel: BME undergraduate enrollment has been monotonically increasing from1999 to 2009 and has exceeded 20,000. Right panel: The difference between the number of BMEprograms and the number of online medical imaging teaching materials indicates a potentialdevelopment area

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christa M Wille, University of Wisconsin, Madison; Dalton James Hess; Jake Mitchell Levin, University of Wisconsin-Madison; Amit Janardhan Nimunkar, University of Wisconsin, Madison; John P. Puccinelli, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Biomedical

change tracks”. Although several of the video lectures have been updated sincethe implementation of the course, we aim to continually improve these. The lower response tothe in-person lecture time as it relates to their future goals is difficult to interpret as the lecturesare designed to prepare the students for the following week’s lab. We plan to evaluate thisdifferently in the future and make adjustments accordingly.Figure 9. ​Survey responses indicating the effectiveness of each teaching tool used in BME 201related to their future goals: the design project, labs, video lectures and reflections, as well aslectures. Students had a more positive response toward the hands-on components.When given the opportunity to express open ended comments

Conference Session

Pedagogical Developments in BME

Collection

2009 Annual Conference & Exposition

Authors

Mia Markey, University of Texas, Austin; Kathy Schmidt, University of Texas, Austin; Wonsoon Park, University of Texas, Austin

Tagged Divisions

Biomedical

realizing the potentialof distance learning. We will share our lessons learned, student survey results, and our plans forimproving distance learning offerings.IntroductionTeaching to students who are not physically on site is not a new notion for correspondenceclasses began as far back as 1728 when students taking short hand lessons could send in theirlessons.1 Given today’s technologies, however, students can virtually attend classes and partakein labs. It is estimated that a third of all post-secondary schools offer distance learning (DL)options and that the number of enrollments will steadily increase.2 Simply put, distance educationis defined as a formal education process in which the student and instructor are not in the sameplace with an

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

orient their preparation. However, incontrast to the practice of traditional laboratories, a circuit diagram including componentvalues, or a plan for the experiment including information about the measurements to obtainwas not provided. Each laboratory session started with a discussion moderated by theinstructor and teaching assistant aimed at establishing a layout for the circuit or a template forthe design of the experiment.Two laboratory sections enrolled 23 and 24 students respectively, who completed six “one-session” laboratories and two mini-projects spread over several weeks (electromyogramamplifier and blood pressure monitor). An anonymous student survey was conducted at theend of the semester to gather student feedback about the inquiry

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

engaging in practices of the field, such asjustifying simplifications or estimating magnitude of an answer.One specific type of SAIL activity is small-group, in-class solving of a problem based on real-world applications. Students work in small groups to accomplish a common learning goal andare encouraged to use the problem solving process of experienced decision makers: define thesituation, state the goal, generate ideas, prepare a plan, take action and check to see if the goalwas achieved.4 This type of collaborative learning activity has been shown to positively engagestudents in the classroom and emphasize the process of solving a problem, not just the end-goalof obtaining a solution.2,5,6 Even though the work is done in groups, individual

Conference Session

New Tools in Teaching and Learning Biomedical Engineering Concepts

Collection

2007 Annual Conference & Exposition

Authors

Robert Crockett, California Polytechnic State University; Jon Whited, St. Jude Medical; Daniel Walsh, California Polytechnic State University

Tagged Divisions

Biomedical

and President of Xeragen, Inc., a San Luis Obispo-based biotechnology startup company. He has also served as an Assistant Professor at Milwaukee School of Engineering and was employed by McDonnell Douglas Space Systems Company, where he was a lead engineer and Principal Investigator on projects to develop technology evolution plans for the Space Station.Jon Whited, St. Jude Medical Jon Whited graduated from San Diego State University with a BS in Engineering Management. He is currently Manager, University Relations and Recruiting for St. Jude Medical, Cardiac Rhythm Management Division. He has worked as a Software Test Manager and Systems Test Manager for General Electric Space Systems

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

). In order tosee what student group consisted of, we also asked what the student planned on doing aftergraduation (Figure 6). Half of the students will be applying to or are interested in medicalschool, which is consistent with the Biomedical Engineering department at Vanderbilt as awhole. 10 8 Survey Respondents 6 4 2 0 Helped Didn't hurt or help Hurt

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill; Kevin Caves, Duke University; Julie A. Reynolds, Duke University

Tagged Divisions

Biomedical

appreciated the opportunity to work ontheir technical writing, although some felt that the peer review feedback was not helpful and thatthe writing process distracted from their work on the projects. In the future, we plan tostreamline the peer review process and to refine the evaluation rubric so that students providemore effective feedback to their peers. Our goal is to further improve the quality of writing,without compromising the students’ focus on the design and development of their projects.IntroductionIt is essential for engineering students to develop a solid foundation in technical skills as well as Page 22.843.2“soft skills”, such as

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

forwriting a final report that summarizes the current state in the area, describes the experimentaltechniques utilized, discusses the expected outcomes, provides data of the actual outcomes, andexplains the reasons for the departures between the expected and the actual results. The teamwill analyze the data, draw conclusions and suggest possible ways for improving the accuracy oftheir experiments. The team will also suggest ways in which the medical technology thusinvestigated could be improved for more effective use and maintenance. Afterwards, the teampresents their findings to the class as a whole.The BET 301 course will be offered to undergraduate students of SoTAPS, SoBESHS, andCoNHP in alternate academic quarters with planned course review in

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Logsdon, Johns Hopkins University; Robert Allen P.E., Johns Hopkins University; Nicholas J. Durr, Johns Hopkins University; Hien Nguyen, Johns Hopkins University

Tagged Divisions

Biomedical

the end of the semester if their project areassubmission was selected. These mentors can plan and engage with teams if they so choose duringthe summer prior to the year-long design course.Results and DiscussionThis model gave both leaders and team members the opportunity to experience clinicalobservation and shifted the logistical burden from the few faculty to the ~14 team leaders and theclinicians promoting their projects of interest. Completing this training ahead of the design teamcourse allowed teams to start with a deeper understanding of medical needs and applications oftheir project need and practical clinical constraints, a working relationship with their clinicalmentor, and primer on team and project management. Survey data

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yan Wu, University of Wisconsin, Platteville; Theodorus Evan de Groot, University of Wisconsin, Madison; Jorge Camacho; Patrick McMinn, University of Wisconsin, Madison

Tagged Divisions

Biomedical

course on Microfluidics. Results of student self-assessment survey according tosix ABET learning outcomes show that students judged the lab as a strongly positive learningexperience. Direct assessment data of student learning is not available at this point of time. Theauthors plan to make the kit available to Biomedical Engineering Education community afterfurther testing and development. Table I Topics covered in the instructional material Subject Topics Cell Biology Extracellular Matrix (ECM) and its impact to cell function Cell adhesion mechanism Biomedical implications of cell adhesion behavior, example: anoikis and change in cell adhesion behavior of cancer

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, Center for Engineering Learning and Teaching (CELT); Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical

decisions I made in how to write each section and get comments. some feedback on that.” • “Having the opportunity to have my papers read by my peers gave me an idea on what I exactly needed to improve on. This workshop was a great Page 26.1746.4 asset to my growth in writing.”Future Assessment Plan: During the second quarter of workshops, students were asked toupload a copy of their draft before peer review. These will be compared to the revised drafts thatstudents will submit at the end of the quarter, in order to examine the changes made as a result ofthe peer review

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mansoor Nasir, Lawrence Technological University; Eric G Meyer, Lawrence Technological University; Yawen Li, Lawrence Technological University

Tagged Divisions

Biomedical

4 3 2 1Construct a system or process to meet desired needs within suchrealistic constraints as economic, environmental, social, political, 52% 48%ethical, health and safety, feasibility and sustainability.Demonstrate the ability for self-directed learning by planning, 78% 22%research and design for the project.Student comments generally indicate that the course structure helped with finding out new ideas “Good design of the class. Helps to generate ideas initially. Concept of idea generation explained really well.”The exit interviews respondents have also “made numerous positive references to

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marcia A. Pool, University of Illinois, Urbana-Champaign; Jennifer L. Groh, Purdue University Women in Engineering Program, West Lafayette; Allison L. Sieving, Purdue University, West Lafayette

Tagged Divisions

Biomedical

contact hours)mini-design project based on a BME capstone senior design project in which each team workedto develop a “smart” gown which could replace traditional hospital gowns and measurephysiological signals (heart rate and respiration). Day 1 consisted of introducing participants toBME, brainstorming ideas for obtaining signals and implementing into a gown (sketchdocumented) and equipment overview. Day 2 involved building, design iteration, andverification testing; it also included gown assembly and planning for a scientific style poster.Day 3 began with an introduction to giving a professional presentation and continued withdeveloping the poster; the day concluded with participants presenting their posters and solutionsto their

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign; John Vozenilek

Tagged Topics

Diversity

Tagged Divisions

Biomedical

section, 73% of the research section, and 46% of theclinical section explicitly indicating the benefit in the course evaluation. The main reason citedfor the lower result in the industry section was lack of physical interaction, since that group useda simulation.Challenges and Future DirectionsAlthough feedback was largely positive from both instructor and students, challenges arose andimprovements are planned for the next offering.One challenge encountered by the team was enrollment management. Although the overallnumber is limited to the class size of incoming freshmen, it was difficult to predict sectionenrollment. Some students were turned away from the research and clinical section due tolimited capacity for shadowing assignments for the

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer H. Choi, University of California - Davis

Tagged Divisions

Biomedical

their team roles effectively, the use ofdelegation to make progress, written notes, and impact of planning ahead. One team stated “Ourorganizer did a very good job at scheduling out meetings and making sure we were ontrack…being on this team has definitely made us better planners and organizers.” Another teamcommented that “our organization skills were refined and we were able to accomplish muchmore in a shorter amount of time.”Overall PE scores did not show any significant changes from DC1 to DC2. Specifically, 38% ofstudents had higher PE2 than PE1 scores, 42% had decreased PE2 scores, and 20% had the samescores for both evaluations. It should be noted however, that decreased PE scores were also aresult of improvement in fellow team member

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

Cycle format used in lesson module design. • Leaders and participants worked through an abbreviated Legacy Cycle module to experience the process, including using technology for formative feedback and for lesson development. • Leaders examined other examples of Legacy Cycle modules. • Participants applied HPL to the participants' own selected course(s) Revisited course objectives to determine acceptable evidence and plan the assessment(s) to be used (formative and summative) Designed effective challenges to engage students with the content Identified appropriate learning activities

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

guidelines have already been established which may be relevant (for example, by the NIH or FDA)? What are the facts involved? Are there risks involved? What are the uncertainties of this situation? How can we clarify those uncertainties?  Alternatives: List alternate solutions. Develop alternate plans in parallel. Use the gathered information to develop realistic options and alternate solutions.  Assessment: Assess the possible solutions according to the moral theories of virtue, justice, duty, rights, and utilitarianism. Who are the stakeholders involved (i.e. those that will be directly or indirectly affected by a decision)? How will those stakeholders

Conference Session

Laboratories and Projects in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yakov Cherner, ATEL, LLC; Sonia Sparks Wallman; Margaret Bryans, Montgomery County Community College; Marina Taranova, Southern Federal University, Russia

Tagged Divisions

Biomedical

relationship between what ishappening in the system and the column and the resultant chromatogram. Students report thatusing the virtual chromatography system with the real chromatography system equipment andprocess SOPs allows them to quickly assemble and accurately use the real chromatographysystem to purify biopharmaceutical proteins. They understand the process.We believe that the combination of online and hands-on learning ensures integration oftheoretical knowledge and practical skills and enhances students’ understanding and workplaceperformance. Our plans include thorough testing to evaluate and compare the impact on studentlearning of hybrid labs versus the separate use of hands-on or virtual labs, as well as to developvirtual labs for the

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

M. Barbara Silver Thorn, Marquette University; Karla Bustamante, Itesm chihuahua

Tagged Divisions

Biomedical

Page 23.1400.31 U.S. Department of Education, International and Foreign Language Education Service,http://www2.ed.gov/programs/fipsenortham/index.html2 http://www.nareti.com/host institution(s), forwarding applications for which they recommend travel awards. The hostinstitution determines final acceptance. Accepted students then work with international officestaff and NARETI faculty at the host institution regarding travel logistics, curriculum options,and specific research/internship opportunities.Program assessment: An evaluation plan and specific assessment tools were identified so as toassess the program objectives (Table 2). These assessment tools include: (1) a healthcareawareness survey, (2) two case study reports, (3) a global