Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Kadlowec, Rowan University; Tom Merrill, Rowan University; Robert Alan Hirsh, Cooper University Hospital; Sameer Sood, Rowan School of Osteopathic Medicine

Tagged Divisions

Biomedical

. Page 26.1762.1 c American Society for Engineering Education, 2015 Work-In-Progress: Clinical Immersion and Team-Based Engineering DesignINTRODUCTIONA clear need exists to streamline healthcare to reduce costs while enhancing patient care anddevelop more cost effective and safer medical devices. To meet this need, we must increase thenumber and the quality of bioengineers trained to identify and solve healthcare problems, anddevelop solutions through biomedical engineering education experiences.Improving team-based design experiences driven by new projects drawn from unmet clinicalneeds is a strategy to train engineers while simultaneously addressing healthcare

Conference Session

Design and Research in BME

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yawen Li, Lawrence Technological University

Tagged Divisions

Biomedical

active and cooperativelearning could better motivate the students and help to transform them from passive recipients ofother people's knowledge into active constructors of their own and others' knowledge. Twoeffective methods of student-centered teaching include active/collaborative learning andinductive teaching and learning (ITL). Based on my experience of supervising 16 undergraduateson a collaborative biomedical research project over the past four years, a research-based learning(RBL) model has been developed that makes important addition to current ITL methods.The proposed RBL model shares some of the common features of ITL in that it is a student-centered and process-centered inductive approach. It also has the following features

Conference Session

Communication and Professional Skills in BME

Collection

2007 Annual Conference & Exposition

Authors

Donna Ebenstein, Bucknell University; Joe Tranquillo; Daniel Cavanagh

Tagged Divisions

Biomedical

skills for the first timein their projects with little opportunity for continued reinforcement. In addition, some projectsmay not appropriately address all necessary skill areas. One curricular model that may addressthese limitations has recently been implemented by our Biomedical Engineering Program. Thisnew model, consisting of a sequence of four courses spanning the junior and senior years, wascreated to ensure that all students receive repeated exposure to a wide range of skills relevant tothe biomedical engineering profession as well as those required for accreditation.In this sequence, the first and second courses are each half-credit and focus on specific ‘soft’ and‘hard’ biomedical engineering skills, respectively, that students may find

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Won Joo, Robert Morris University

Tagged Topics

Diversity

Tagged Divisions

Biomedical

Paper ID #17446Work in Progress: Hands-On Practice of Implant Surgery Using ArtificialBone in Design CourseDr. Won Joo, Robert Morris University Won Joo is an Assistant Professor of engineering department at Robert Morris University, Pa. He received his Ph.D. in Mechanical Engineering from Case Western Reserve University, and joined RMU after 8 years of R&D experience in medical device industry. He has been teaching and developing course and research project on material and biological tissue biomechanics area. He is currently conducting applied research in computational biomechanics with hospitals and research institutes

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

engineering.Students apply engineering design principles through completion of a team design project with Page 11.401.2realistic constraints. The course serves as the entry point for the four-quarter sequence in whichstudents undertake and complete their capstone design project.Principles of Biomedical Design is a two-credit, required course for all biomedical engineeringstudents in the spring quarter of their junior year. The course meets twice a week, with one 50-minute lecture session and one 160-minute laboratory session. A unique feature of this course isits overlap with the final quarter of the senior design sequence. Half of the laboratory exercisesin

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Desmond Y.R. Chong, National University of Singapore; Jian Huei Choo, Engineering Design and Innovation Centre, Faculty of Engineering, National University of Singapore; Eng Keng Soh, Engineering Design and Innovation Centre, National University of Singapore; Yee-Sien Ng; Ming Po Tham, National University of SIngapore

Tagged Divisions

Biomedical

conception to implementation. In the course of his work, he dealt with various stakeholders including the multi-disciplinary project team members, the industry partners, the Users and external vendors. In the EDIC, he teaches and supervises undergraduate engineering students who engage in multidisciplinary projects. Eng Keng has a Bachelor of Engineering (Mechanical) from Nanyang Tech- nological University, and a Master of Science (Management of Technology) from National University of Singapore.Dr. Yee-Sien Ng Yee-Sien is currently the Head and Senior Consultant of the Department of Rehabilitation Medicine at the Singapore General Hospital in Singapore. He received his Bachelor of Medicine and Surgery at the National

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Eric Kennedy, Bucknell University; Donna Ebenstein, Bucknell University

Tagged Divisions

Biomedical

developed to introduce students to hands-onskills that could be important for BME students in design and their future careers.The BME “Cube of Knowledge” is a design and prototyping project where six design teamswork together to create a six-sided cube. Each team first develops a CAD model, rapidprototype, and engineering drawings for one side of the six-sided cube. After the creation ofengineering drawings, each team fabricates their individual side of the cube with a conventionalmilling machine based on the engineering drawings. After each team has manufactured theirown part, the six individual parts are assembled in class. A successful design and manufacturingexperience would predicate that the six parts, or “sides,” combine to create an

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT); Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical

Paper ID #15682Work in Progress:Enhancing Student Leadership Competencies through Re-flectionDr. Dianne Grayce Hendricks, University of Washington Dr. Dianne G. Hendricks is a Lecturer in the Department of Bioengineering at the University of Wash- ington. She earned a BS in Molecular Biology at the University of Texas at Austin and a PhD in Genetics at Duke University. Dr. Hendricks’ teaching interests at the University of Washington include develop- ing and teaching introductory and honors courses in bioengineering, tissue and protein engineering lab courses, and capstone projects. She is committed to creating

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Trevor R Ham, The University of Akron; Rouzbeh Amini, The University of Akron

Tagged Divisions

Biomedical

curriculumand shorten the amount of time given to each topic. When teaching the principles ofprogramming to non-computer science students, it is important to focus on broad, widelyapplicable concepts (i.e., computational thinking), rather than become mired in the applicationand syntax of one specific language.7Active learning shows demonstrable and widespread improvements in student achievement overpassive learning in science, technology, engineering, and mathematics (STEM) fields, allowingbetter retention of new concepts, more efficiently.8,9 In BME, active learning can consist ofproblem/project-based learning,10 which requires students to undergo the engineering designprocess on their own. These projects can be multidisciplinary, which improves

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Sara Koehler, Northwestern University; Wendy Murray, Northwestern University

Tagged Divisions

Biomedical

Page 15.604.2the introduction of these methods, we contend that one of the most challenging aspects ofteaching BME 271 is helping students to transfer basic skills in math and science to novelapplications in biomechanics. Specifically, we have identified conceptual questions involvingvector projections to be particularly problematic for many students, limiting their understandingof higher-level concepts that build on these skills.In order to support applied skills in BME 271, we have implemented several methods to engagestudents in a process of review and assessment intended to diagnose and address commonmisconceptions associated with vector analysis. These methods include online coursewaredeveloped by the VaNTH ERC1, PRS to enhance formative

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

simulation, internships and cooperative education, guest speakers,guest instructors, field trips, bioethics instruction and problem-centered instruction.5 AtBucknell, a four course sequence over the Junior and Senior Years was implemented in order tointroduce students to such skills as regulatory issues, teamwork, environmental impacts, formaldecision making, computer-aided design, machining, rapid prototyping, cell culture andstatistical analysis.4 Importantly these skills are taught and practiced prior to embarking on thesenior capstone design project.4 At the University of Virginia professional skills such as jobsearching, interviewing, written and oral communication, ethics, negotiation skills, leadership,intellectual property and

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Raquel Perez Castillejos, New Jersey Institute of Technology

Tagged Divisions

Biomedical

students for productive careers in research—either in academia orindustry—by means of (a) introducing students to the research process; (b) mentoring students tobecome independent, intellectual thinkers; and (c) teaching the art of technical communication.With their application form, students select two of the 4 tracks, which helps matching selectedapplicants with research projects in their favorite topics within neural engineering.Each student research team has a research project and receives the support of one main facultyadvisor, one graduate coach, and two or more supporting faculty advisors who work in a similararea of research as the main faculty advisor. The main faculty advisor defines the generalhypothesis/ goal of the research project

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

Biomedical Engineering Design and Bioinstrumentation and has taken initiative to develop hands-on blended learning based courses on the same topics. His research interest is on global health and engineering and had worked on projects in Honduras, Ethiopia, India and Vietnam. He has received the Recognition Award for Achievement in Global Engaged Scholarship in 2013 through the Wisconsin Without Borders at the University of Wisconsin-Madison, the Professor of the Year Award in 2012, through the Biomedical Engineering Society at the University of Wisconsin-Madison, and a number of teaching awards.Dr. John P. Puccinelli, University of Wisconsin, Madison Dr. Puccinelli is the Associate Chair of the Undergraduate Program in

Conference Session

Design in the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amit Janardhan Nimunkar, University of Wisconsin, Madison; John P. Puccinelli, University of Wisconsin, Madison; Matthew S. Bollom; Willis J. Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

Engineering Design and Bioinstrumentation and has taken initiative to develop hands-on blended learning based courses on the same topics. His research interest is on global health and engineering and currently working on projects in Honduras, Ethiopia, India and Vietnam. He has received the Recognition Award for Achievement in Global Engaged Scholarship in 2013 through the Wisconsin Without Borders at the University of Wisconsin-Madison, the Professor of the Year Award in 2012, through the Biomedical Engineering Society at the University of Wisconsin-Madison, and a number of teaching awards.Dr. John P Puccinelli, University of Wisconsin, Madison Dr. Puccinelli is an Associate Faculty Associate in the Department of

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

their design project as a daily exercise in paperwork rather than a year-long experience of learning and implementing a technical design process. 2. The conclusion of the first semester of design can be unsatisfying Like many other institutions, our senior design is a two-semester sequence where the first semester concludes with a written design proposal and the second semester culminates in a functional deliverable. As such, teams are typically far from a final deliverable at the conclusion of the first semester. For students who are accustomed to finishing a course project at the end of the semester and experiencing a strong sense of completion, the first semester of the capstone leaves many students

Conference Session

BME Course and Curriculum Development

Collection

2010 Annual Conference & Exposition

Authors

James Sweeney, Florida Gulf Coast University

Tagged Divisions

Biomedical

research labs. Student response to this approach to teaching Bioelectricityat the senior level of our undergraduate curriculum was very favorable in a first offering lastyear. This paper provides a summary of the course structure, content, projects and evaluation ofassessment results from the first offering of this course with discussion also of additional projecttopics incorporated into the second offering.BackgroundCourses in Bioelectricity or Bioelectric Phenomena can be taught as early as the freshman orsophomore years in some undergraduate curricula. More commonly, such courses areconsidered specialized subject matter at the junior or senior level, or are delivered as graduateclasses. A survey of the now archived on-line Biomedical

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

tabular form, with anintensity scale of 0-5 and a word cloud with word size proportional to word frequency. Thisallows instructors to easily pinpoint the muddiest and most interesting concepts.Finally, group-based activities such as in-class activities and projects have been found to be aneffective student-centered engagement strategy9. Here, students work with team members tocomplete short-term or long-term assignments or projects. In this study, we will explore bothshort-term assignments in the form of class problem sets involving statistical software and long-term design projects focusing on design of experiment and statistical analysis of previouslyuntested hypotheses.Overall the organization of classes is as follows: students watch pencasts

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

example, this year each studentgroup developed a robot arm system controlled by a biopotential signal, such as an EMG orEOG, that they acquire from their own body and process. For the fourth design course, eachgroup works on a different project, chosen from a wide variety of project ideas that change fromyear to year.This design program has many benefits. By the time students start their final design project inthe spring of senior year, they already have a number of hands-on experiences in design. Thiselevates the level of what they can accomplish for this project. In addition, since our studentsstart getting experience with equipment in the machine shop in their sophomore year, they are anattractive asset for many research laboratories. Feedback

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

. Page 11.1427.1© American Society for Engineering Education, 2006 Vertical Mentoring: Closing the Loop in DesignAbstractTo help students ‘close the loop in design’ – that is, appreciate the importance and depth of theirdesign knowledge through a specific demonstration of this ability beyond their capstone designproject – we have implemented a vertical mentoring scheme in biomedical engineering design.Biomedical engineering seniors in the fourth quarter of the design sequence serve as designmentors to teams of juniors beginning their first quarter of design.In the junior-level course, student teams work on a smaller, common design project to ‘practice’a complete iteration of the design process before they tackle larger, more

Conference Session

BME Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

Biomedical

, project-based design courses. She has also studied and published on other aspects of the student experience, including studies of persistence and migration (why students stay in engineering or choose to leave), as well as differences in the engineering experience between male and female students. In 2010, she received an NSF CAREER Award in support of her research on engineering education. Page 25.417.1 c American Society for Engineering Education, 2012 Developing a Small-Footprint Bioengineering ProgramAbstractThe field of bioengineering is rapidly changing and expanding to

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naiquan (Nigel) Zheng, University of North Carolina, Charlotte

Tagged Divisions

Biomedical

biomechanicalengineering students, which can significantly prolong their 4-years to 6-years college life.WWW-based e-Learning enables students to learn medical knowledge (i.e., human anatomy andphysiology) that are needed in solving their PBL problems or DBL projects on their own pace, attheir preferred time and location. In addition, e-Learning allows students to select learningmaterials that meet their level of knowledge and interest. The overall purpose of the project was to develop an interdisciplinary course formechanical engineering students with an emphasis on student-centered education and use ofinformation technology. This project integrated WWW-based e-Learning, PBL and DBL toimprove our engineering students’ knowledge and skills in orthopedic

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

spent six years with Boston Scientific Corporation. During this time, he progressed from a doctoral entry-level position to manage the day-to-day activities of five direct reports along with the operation of a corporate cell biology research laboratory staffed with ten scientists. He also worked with senior management to propose and develop a cross-Divisional collaboration network to improve communication and eliminate redundancies within the Company’s billion-dollar research and develop- ment (R&D) organization and drive the completion of cross-disciplinary medical device R&D projects critical to products’ commercialization. Prior to Boston Scientific, Garanich served as both Associate and Analyst with The

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel P. Cavanagh, Bucknell University; Joe Tranquillo, Bucknell University

Tagged Divisions

Biomedical

seniorcapstone projects [1-4], working with external clinical mentors [5], learning and applyingregulatory and intellectual property guidelines [6], conducting rapid design challenges [7,8], andmany more [9]. Furthermore, the design experience may be patient-oriented with studentsinteracting directly with patients [10].One very common aspect of biomedical engineering senior design experiences is the requirementthat students summarize the physiology and anatomy relevant to the specific clinical problem ofinterest. While this background research effort gives the students a baseline knowledge topropose potential design solutions, the students rarely understand the entire disease pathwayleading from the patient in a healthy state to the current diseased

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

design processskills are not unlike decision making skills employed in real-life. However, describingengineering to pre-college students in these foreign terms may be intimidating2 which mayinhibit students from pursuing engineering in college. Therefore, there is a need to advertiseengineering for what it is: implemented problem solving.Engineers are natural problem solvers and seek challenge. Allowing novice engineers (pre-college students) to practice and develop their problem solving skills through design allows themto connect concept with implementation and verification thereby enhancing understanding andinterest while reducing apprehension to “engineering”. As students achieve success in smalldesign projects, their confidence is increased3

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 the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

James D. Sweeney, Florida Gulf Coast University; Kristine R. Csavina, Arizona State University, Polytechnic campus; Lisa Zidek, Florida Gulf Coast University

Tagged Divisions

Biomedical

initiates with team formation andthe rapid design challenge, then assignment of teams (of two to four students) into their full two-semester design projects (typically with clients in local industry and/or health care), and throughthe remainder of each fall semester progresses teams through the design process (includingproblem definitions, team mission statements and contracts, development of project Houses ofQuality including competitive benchmarking, pertinent FDA regulations and engineeringstandards, patents and intellectual property, and structured brainstorming leading into projectdesign solution concepts and selection). The course also includes aspects of professionaldevelopment, and post-graduation planning. A roundtable design review late

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark A. Ruegsegger, Ohio State University

Tagged Divisions

Biomedical

Paper ID #9730Work in Progress: International BME Capstone and Summer Design Expe-rienceProf. Mark A. Ruegsegger, The Ohio State University Mark Ruegsegger is currently an Associate Professor of Practice in the Department of Biomedical Engi- neering at Ohio State University. He has a curricular focus on the Senior Design capstone course, which includes multi-disciplinary teams of BME, Mechanical Engineering, Occupational & Physical Therapy, and other Medical and Engineering disciplines. Each project team builds a device that provides assis- tance to those with disabilities, or projects with other clinical or

Conference Session

Communication and Professional Skills in BME

Collection

2007 Annual Conference & Exposition

Authors

Willis Tompkins, University of Wisconsin-Madison; Naomi Chesler, University of Wisconsin-Madison; Walter Block, University of Wisconsin-Madison; Kristyn Masters, University of Wisconsin-Madison; William Murphy, University of Wisconsin-Madison; Mitchell Tyler, University of Wisconsin-Madison; John Webster, University of Wisconsin-Madison

Tagged Divisions

Biomedical

engineeringcurriculum at the University of Wisconsin-Madison. This sequence of courses provide a platformfor students to develop and improve their oral and written communication skills. After taking afreshman engineering design course, each student admitted to biomedical engineering in thesophomore year does a team design project each semester for six sequential semesters. Theteams work on progressively more challenging real-world projects submitted by clients fromaround the university and from industry. While advancing their technical and problem-solvingskills through successive projects, the students also learn interpersonal and publiccommunication skills through this experience.IntroductionBeginning in 1998, we started teaching a sequence of design courses

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

knowledge to the design of artificial organs including circulatorysupport devices, drug delivery systems, artificial lungs and oxygenators, artificial kidney,pacemakers, neural prostheses, prosthetic heart valves, orthopedic implants, bioartificial organs(tissue engineering), and cardiopulmonary bypass. These lectures demonstrate how thetechniques and knowledge presented in the first part of the class are applied to the design ofartificial organs. The students then complete a final design project for an artificial organ of theirown choosing.1. IntroductionArtificial organs have a significant impact on the types and quality of medical care availabletoday. Artificial organs treat over 4.8 million patients a year in the United States and

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

Page 11.412.3AbstractThe ABET Criteria for Accrediting Engineering Programs specifically requires design incriterion three and criterion four. These requirements stem from a fundamental need forengineers to understand and carry out the design process and the requirements areunlikely to change in the foreseeable future. ABET criteria do not allow substitution ofresearch for design in an engineering program. What is the difference between researchprojects and design projects and why doesn’t ABET allow the substitution? Theobjective of this paper is to review the rationale for the design requirement in the ABETcriteria; review the differences between design and research; and to propose questionsthat can be used to differentiate between a research