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

Assessment of Student Learning and Motivation in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert Matthew Miller, University of Pittsburgh; Spandan Maiti, Department of Bioengineering, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh

Tagged Divisions

Biomedical

, supported by findings from their developedmodel. Lastly, students were asked to individually answer a set of post-activity questions abouthip implant design to reinforce important concepts from the project. All lectures and assessmentswere identical between the two class sections.In order to assess student motivation after completing the activity, students were administered apost-activity online survey (using the Qualtrics platform). A set of 12 questions were designedusing a Likert scale to assess motivation in five categories: competence, autonomy, purpose,community, and appreciation of the assignment (Figure 1). Students were asked to complete thesame set of survey questions when considering both the hip implant design MEA and theirstandard

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Monica Dominique Okon, The Ohio State University; Tanya M. Nocera, The Ohio State University, Department of Biomedical Engineering

Tagged Divisions

Biomedical

to improve their lab notebooks. This feedback was verbal when the notebooks were paper-based (autumn 2015), whereas the ELN format allowed for electronic feedback to be providedvia rubrics the instructors created and imbedded within each student ELN (autumn 2016). Anexample of a student feedback rubric is shown in Table 1. Students were expected to usefeedback to improve documentation in their entire notebook (ELN format) or in future entries(paper-based format). At the end of the course, students submitted their finalized paper-based orelectronic lab notebook for summative assessment. Students could earn a total of 20 points basedon the “points possible” scores associated with the student feedback rubric, as shown in Table 1.Table 1

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; Barbara S. Smith, Arizona State University; Casey Jane Ankeny, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Biomedical

, providing real-time feedback ontheir research and design practices (Chickering & Gamson 1987). After a short lecture (sometimesaccompanied by an in-class activity, see Table 1), student teams use the lab session to work ontheir weekly design task. These assignments, as shown in Table 1, provide a step-wise path for thestudents to develop skills in problem discovery, concept generation, design iteration, Solidworks1 Curiosity is identified by the KEEN Network as central to the development of an ‘entrepreneurial mindset’ amongengineering students (http://engineeringunleashed.com/keen/).modeling, and final product presentation. The course instructor, together with trained graduate andundergraduate teaching assistants are on hand during the lab

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Biomedical

given the growingscope of the challenges ahead and the complexity and diversity of the technologies of the 21 stcentury, creativity will grow in importance” (p. 55).1 However, creativity is not typicallyemphasized in the traditional engineering curriculum and, rather, is relegated to design coursesor entrepreneurship minors. Few core technical courses incorporate elements that requirestudents to demonstrate aspects of the creative process in their assigned work. In fact, researchhas shown that both faculty and students feel that creativity, “is not valued in contemporaryengineering education” (p. 762).2This lack of focus on the creative process in the engineering curriculum has been hypothesized tobe a factor in the retention of engineering

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

. IntroductionBiomedical Engineering (BME) students at the University of Wisconsin-Madison participate in aunique design curriculum consisting of team-based design courses for seven semesters (Figure 1)[1-2]. Freshman year students work in interdisciplinary teams to solve community-based designchallenges. Then, from sophomore through senior year, our students design, build and test theirinnovative solutions for clients in the healthcare profession, local biomedical industry,community and from our faculty. Within our design curriculum, sophomores (in the fall) workon teams with juniors - forming mentored relationships [3], while seniors participate in outreachas well as prepare their work for a publication. Each course provides a unique challenge orexperience to

Conference Session

K-12 and Graduate Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carrie A Francis, University of Northwestern-St. Paul; Joseph E Michaelis, University of Wisconsin, Madison; Samuel Alberto Acuña, University of Wisconsin–Madison; Joseph Towles, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Biomedical

gender, grade-level, and ethnicity.MethodsProtocolWe surveyed studentsattending an engineeringoutreach event before andafter participating in up toseven interactivebiomechanics activities.The activities were asfollows: (1) measurementof maximum jump heightusing a Microsoft Kinectsystem (Redmond, WA)for comparison toprofessional athletes andanimals; (2) measurementof walking characteristicsusing Wii Balance Boards(Nintendo; Redmond,WA); (3) measurement ofmuscle activity usingsurface electrodes (BackYard Brains; Ann Arbor,MI); (4) investigatingobject properties in a Figure  1:  Pre-­‐  and  Post-­‐Activities  Statements/Questions.  virtual reality (VR)environment using a haptic robot and VR

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

Bioengineering Capstone ReportsIn addition to technical skill development, engineering undergraduate curricula must also fosterdevelopment of effective communication skills. The capstone report often plays an instrumentalrole in this development, as it comprises both the final assessment of student communicationperformance and it is the most significant opportunity for active learning of in-disciplinecommunication skills. Peer review has been proposed as an ideal means to provide students withmuch-needed formative feedback.1–3 In addition, peer review has the potential to increase studentinterpersonal communication skills and metacognition, provided that the review activity isstructured to encourage constructive contributions and reflection.In this

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

and biotransport in biological systems. Dr. Amini’s research has been funded by the National Science Foundation, Akron Children’s Hospital, Firestone Foundation, Conquer Chiari Foundation, and American Heart Association. c American Society for Engineering Education, 2017 Learning two programming languages in one semester does not adversely affect undergraduate biomedical engineering student performanceIntroductionAs the challenges that biomedical engineers are required to solve grow more complex andmultidisciplinary,1 we should adjust their undergraduate education to match. Recently, computerprogramming has become integral to the duties of all engineers

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

training students from engineering, life science, or pre-medicinebackgrounds in the core competencies required to successfully develop and commercialize a newmedical technology.CurriculumCCNY MTM is offered in a one-year Fall-Spring-Summer sequence and addresses two primaryobjectives: 1. To provide graduates with the tools and skills needed to bring solutions to interdisciplinary biomedical problems to market. 2. To provide graduates with experiential learning opportunities needed to work in inter- disciplinary teams.The curriculum contains 30 credits and is organized such that content from courses focused onthe technical, clinical, business, and regulatory issues involved in the translation of a medicaltechnology from the lab

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington

Tagged Divisions

Biomedical

describe the first offering of Introduction to Tissue CultureLaboratory Techniques. In this lab makeover, we significantly changed expectations, lab format,lecture content, lab protocols, and grading policies in order to engage novice students. Theinstructor observed striking improvements in overall student engagement, mastery of techniques,preparedness, and confidence in lab performance. These observations are supported by studentfeedback in written reflections, informal communication, and end-of-course student surveys.Briefly, the course learning objectives include: 1) Demonstrate ability to work safely with animal cells and mastery of aseptic technique 2) Perform laboratory techniques essential for establishing and maintaining cell lines

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington

Tagged Divisions

Biomedical

Implementation in a Bioengineering Honors ProgramReflection is a process in which one examines current or past experiences, and then uses thisinformation to make decisions about future actions. In engineering courses, reflection is usedprimarily to promote cognitive development.1-3 For example, immediately after an exam,students articulate what helped them do well on the exam and what they could do differently toimprove their performance on a future exam. In addition to improving academic performance,reflection is associated with student gains in social skills, civic engagement, and attitudes towardself and learning.This work-in-progress describes the novel implementation of reflection to enhance studentengagement in the Bioengineering Honors Program at

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Orlando Sanguinette Hoilett, Purdue University; Asem Farooq Aboelzahab, Purdue University; Erica Amanda Layow, Purdue University; Jacqueline Callihan Linnes, Purdue University; Chi Hwan Lee, Purdue University

Tagged Divisions

Biomedical

Society for Engineering Education, 2017 #FunTimesWithTheTA – A Series of Fun, Supplementary Lessons for Introductory Level Biomedical Instrumentation Students (Work-in-Progress)Engineering is hallmarked by the process of assessing a need and implementing a design to meetthe need[1]. Over the years, universities have adopted the capstone Senior Design project inorder to provide students the opportunity to put their engineering skills to the test in real-worldprojects. However, educators agree that obtaining competency in engineering design requireshours of hands-on practice beyond the time and scope of a university course. As a result, we arepilot testing a series of supplementary active-learning

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yanfen Li, University of Illinois, Urbana-Champaign; Philip A. Jensen, Rocky Mountain College; Paul Anthony Jensen, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign

Tagged Divisions

Biomedical

and a Ph.D. in biomedical engineering from the University of Virginia. c American Society for Engineering Education, 2017 Work in Progress: “Blinded” Rubrics for Bioengineering Lab ReportsBackgroundLaboratory courses are typically divided into several sections each led by different teachingassistants, raising questions about consistency of grading across sections. Previous work hasdemonstrated that TAs can assign a wide range of grades for similar work in engineeringcourses, resulting in what one set of authors called the “TA lottery” for students [1]. Otherauthors have noted that writing assignments might be especially prone to inconsistent grading inSTEM fields, as many graduate TAs may not have received

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristen Billiar, Worcester Polytechnic Institute; Kaitlyn A Marengo, Worcester Polytechnic Institute

Tagged Divisions

Biomedical

guide students towards adaptive expertise, the combination of factual and conceptualknowledge and ability to transfer that knowledge to new and novel situations (Bransford et al.2000). Here we provide details of the implementation of the project including tools forassessment of student learning and also present student outcomes.MethodsThe project was assigned at Worcester Polytechnic Institute in the Fall 2016 offering of asophomore-level biomechanics course (BME2511). To reduce the burden on the students, theproject took the place of the first two homework assignments from the previous offering of thecourse. The objectives of the assignment were to assess the students’ ability to 1) set up a staticbiomechanics problem effectively, 2) apply

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

Intensive CareUnits. Scholars also participated in discussions with doctors, nurses, technicians, hospital staff,secretaries, and patients. Scholars followed a three-step process: 1) observe clinical processes,2) identify problems associated with that process, and 3) formulate a need statement. EachScholar maintained an “innovation notebook” to ensure that observations were accuratelycaptured.8 For a few hours twice each week, engineering and clinical faculty met with theScholars to discuss their observations. Through discussions, debriefing sessions, and writtenassignments, the faculty team facilitated students in identifying problems and defining needs, inpreparation for writing need specification statements and brainstorming potential solutions

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

capstone design courses, including the longstanding core senior design sequence and the recently launched interdisciplinary medical product development course. She also serves as co-Director of the Freshman Engineering Success Program, and is actively involved in engineering outreach for global health. Miiri received her Ph.D. in Bioengineering and M.S. in Mechanical Engineering from the University of Illinois at Chicago and a B.S. in General Engineering from the University of Illinois at Urbana Champaign. c American Society for Engineering Education, 2017 Clinical Immersion Internship Introduces Students to Needs Assessment 1. AbstractA summer Clinical Immersion

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anastasia Katharine Ostrowski, University of Michigan; Jin Woo Lee, University of Michigan; Shanna R. Daly, University of Michigan; Aileen Huang-Saad, University of Michigan; Colleen M. Seifert, University of Michigan

Tagged Divisions

Biomedical

of each DesignHeuristic card, there is a title of the strategy, a graphic image, and a description of the heuristic(Figure 1). The back of each card provides two example products where the heuristic is evident,demonstrating how the heuristic can be applied to multiple products. One of these example isalways a seating device, and the other example is a consumer product, represented by a variety ofproducts throughout the set of 77 cards.Figure 1. Design Heuristic card #50, Provide Sensory Feedback. (a) Front features the DesignHeuristic strategy and description with image and text. (b) Back features two examples of how theheuristic can be applied.For example, the Design Heuristic, Provide sensory feedback, prompts the designer to considerhow

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

, 2014Work In Progress: Coordination of Pre-College Summer Programs to Create a Pipeline intoBiomedical EngineeringIntroduction: The National Science Foundation (NSF) requires that all funding integrate educationcomponents to help train future scientists and engineers[1]. In an effort to respond to thisrequirement, as well as the worker shortage and lack of diversity in the Science, Technology,Engineering, and Math (STEM) fields[2, 3], the NSF Engineering Research Center forRevolutionizing Metallic Biomaterials(ERC-RMB) at North Carolina Agricultural and TechnicalState University (NC A&T) in Greensboro, NC developed two impactful educational outreachactivities, the Bioengineering Institute (BEI) and the Young Scholars Program (YSP

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kyle Steven Martin, University of Virginia

Tagged Divisions

Biomedical

’ abilities to identifyproblems and determine the needs of the clients (staff, infants). Figure 1 shows a representativeexample of one of the observed problems and our design process from class. Students were freeto choose any complication they observed to work on and many created solutions for sanitation, Page 24.1386.2equipment securement, and staff monitoring. Figure 1. Students discovered high-frequency oscillatory ventilation tubing was difficult to secure, where the solution devised by the NICU nurses consisted of stuffing blankets in the port of the incubator (left). A design was created using a CAD program

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

there is a need to establish a pathwaythrough which the student interest in STEM is reinforced. To increase interest in biomedicalengineering (BME), we developed outreach modules which enabled students to explore andbuild knowledge of the engineering design process by utilizing their problem solving skills.The engineering design process is defined as an “[iterative], decision-making process in whichthe basic sciences, mathematics, and the engineering sciences are applied to convert resourcesoptimally to meet these stated needs”1. When employed, the engineering design process is acontinuous cycle of improvement involving: problem identification, brainstorming, conceptgeneration, implementation, and verification of the design. These engineering

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Martin T. Spang, Ohio State University; Aaron Strickland, Ohio State University; Deborah M. Grzybowski, Ohio State University

Tagged Divisions

Biomedical

the design project: a robot design-build course and an alternativenanotechnology (nano) research course. The study has included students who have completed thehonors engineering sequence in the past four years. Approximately 1500 students havecompleted the sequence over the past four years, and the distribution by course and year can beviewed in Table 1 below. Table 1: Distribution of student participants by course and year Year Robot Nano Total 2010 307 39 346 2011 277 47 324 2012 293 61

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark A. Ruegsegger, Ohio State University

Tagged Divisions

Biomedical

ideas, best practices, reports, and strategies throughout theyear via teleconferencing and email. Although simple in some ways, it also included a lot ofchallenges. Further discussion refined the early ideas to focus on a pre-capstone experience forJunior students, where NJU and OSU students could work on teams and gain extra design andteam skills, with an international perspective, before the senior capstone course. From this, thecurrent plan is detailed here of an annual Summer Design Experiences (SDE) at both institutions,and an internationally co-mentored senior design project in alternate years at NJU.Program StructureThe overall program structure is presented in Table 1, showing the timeline for events in a two-year cycle. The Summer

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

course capable ofnurturing student-faculty teams, educating future generations of innovators and entrepreneurs, andleveraging the billions of dollars invested in cutting-edge academic research to help bringtechnologies out of the lab and into the real world to benefit human health.B. IntroductionInnovation in Academia. The U.S. invests billions of dollars in research at institutions across thecountry with the goal of benefitting society [1]. However, even the most promising technologiesoften fail to reach patients due to the high-risk path biomedical technologies face moving from thelab to the market [2]. In addition, faculty and graduate students have unique educational andprofessional needs and priorities. Faculty traditionally focus their

Conference Session

BME Assessment and the VaNTH ERC

Collection

2007 Annual Conference & Exposition

Authors

Steven Schreiner, Western New England College; Judy Cezeaux, Western New England College; Diane Testa, Western New England College

Tagged Divisions

Biomedical

. Moreover, we decided to rely on direct measures of outcomes and avoidmore subjective surveys. Since a myriad of measurement possibilities have been written aboutpreviously, this paper focuses on the overall system used to track and assess the measures ratherthan detailing specific outcomes measures.Tracking and Assessing OutcomesThe Biomedical Engineering Program has adopted an assessment process with a three-year cycletime. Figure 1 shows that during the three year cycle, relevant data are gathered from specificmeasures of a particular outcome. Throughout the cycle, collection of these relevant data isperformed using well defined measurement instruments within the curriculum (e.g. examquestions, homework problems, reports, etc.). Then, these data

Conference Session

Laboratories and Computer Simulation in BME

Collection

2007 Annual Conference & Exposition

Authors

Joe Tranquillo; Daniel Cavanagh

Tagged Divisions

Biomedical

AC 2007-1170: A PROJECT-DRIVEN APPROACH TO BIOMEDICAL SIGNALSAND SYSTEMSJoseph Tranquillo, Bucknell UniversityDaniel Cavanagh, Bucknell University JOSEPH V TRANQUILLO is an assistant professor of biomedical and electrical engineering at Bucknell University. Dr. Tranquillo teaches courses primarily in bioinstrumentation. His research focuses on theoretical and computational models of electrical activity in the heart. Page 12.101.1© American Society for Engineering Education, 2007 Biomedical Signals and Systems Design Course 1 A Project-Driven Approach to Biomedical

Conference Session

New Tools in Teaching and Learning Biomedical Engineering Concepts

Collection

2007 Annual Conference & Exposition

Authors

Vikki Hazelwood, Stevens Institute of Technology; Arthur Ritter, Stevens Institute of Technology

Tagged Divisions

Biomedical

benefits. A summary of the scoresfrom the exit quiz is shown in the table below. A detailed tabulation is presented in Appendix G. Raw score Score % n n% 7 100 19 35 6 85 14 26 5 71 10 19 4 Fail 8 15 3 Fail 2 6Table 1: Ranked results from ‘Quiz’, Part I of ‘Exit Survey’At least two of the graduating participants have received job offers in clinical research withbiomedical companies, and attribute their success in obtaining that job to their participation

Conference Session

Design in BME Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Judy Cezeaux, Western New England College; Eric Haffner, Western New England College; Anne Kaboray, Goodwill Industries of the Springfield/Hartford Area, Inc.; Carol Hasenjager, Goodwill Industries of the Springfield/Hartford Area, Inc.

Tagged Divisions

Biomedical

cornerstone of engineering education is design education. Accredited programs are required toprovide a capstone design experience in which students integrate knowledge gained from theircoursework. For many engineering programs, design education begins in the freshman yearwhere students are introduced to the design process.1, 2, 3, 4 Following this freshman experience,many students are not required to implement the design process in a systematic fashion until theyperform their capstone project . Integration of design across the curriculum is challenging sincethe outcomes of most lecture courses rely predominately on mastery of subject matter.Both freshman and capstone design courses for biomedical engineering students often involvethe design of

Conference Session

New Tools in Teaching and Learning Biomedical Engineering Concepts

Collection

2007 Annual Conference & Exposition

Authors

Daniel Cavanagh, Bucknell University; Joe Tranquillo; Donna Ebenstein

Tagged Divisions

Biomedical

perform with less guidance and in which astronger emphasis is placed on the acquisition of valuable results. These projects include: 1) amedical device benchmarking project; 2) a fluid flow feedback control project; 3) a finiteelement modeling project; 4) a CAD/rapid prototyping project; 5) a cell culture project; and 5)senior design projects mentored by external experts in the biomedical field.Overall, the four-year series of approximately eight open-ended projects provides students withextensive experience in recognizing and tackling less-defined technical projects. Since studentsare presented with projects in the early years that are more process driven, they have time to gainexperience with project planning and execution before they enter

Conference Session

Communication and Professional Skills in BME

Collection

2007 Annual Conference & Exposition

Authors

Joe Tranquillo; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

AC 2007-1166: BUILDING ENGINEERING COMMUNICATION SKILLSTHROUGH SHORT ASSIGNMENTSJoseph Tranquillo, Bucknell University JOSEPH V TRANQUILLO is an assistant professor of biomedical and electrical engineering at Bucknell University. Dr. Tranquillo teaches courses primarily in bioinstrumentation. His research focuses on theoretical and computational models of electrical activity in the heart.Daniel Cavanagh, Bucknell University Page 12.331.1© American Society for Engineering Education, 2007 Building Engineering Communication Skills 1 Building Engineering