Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh; Chris Yoder, University of Pittsburgh; Phil Weilerstein, National Collegiate Inventors and Innovators Alliance; Angela Shartrand, National Collegiate Inventors and Innovators Alliance

Tagged Divisions

Biomedical

. Shuman is Associate Dean for Academic Affairs, School of Engineering, University of Pittsburgh and Professor of Industrial Engineering. His areas of interest are improving the engineering education and the study of ethical behavior of engineers. As Associate Dean, he has introduced a many curricula innovations. He has been principle or co-principle investigator on over 20 sponsored projects funded by the NSF, HHS and DoT, the RW Johnson Foundation, and EiF. He is Editor of the new Advances in Engineering Education.Chris Yoder, University of Pittsburgh Chris Yoder is a senior industrial engineering student at the Swanson School of Engineering University of Pittsburgh.Phil Weilerstein, National

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Regina Nelson, University of Wisconsin, Madison; Naomi Chesler, University of Wisconsin, Madison

Tagged Divisions

Biomedical

. & Peterson, P. (2001). A tool to measure adaptive expertise in biomedical engineering students. ASEE Annual Conference and Exposition. Albuquerque, NM: ASEE.11. Harris, T.R., Bransford, J.D. & Brophy, S. (2002). Roles of learning sciences and learning technologies in biomedical engineering education: A review of recent advances. Annual Review of Biomedical Engineering,4, 20-48.12. Pandy, M.G., Petrosino, A.J., Austin, B.A. & Barr, R.E. (2004). Assessing adaptive expertise in undergraduate biomechanics. Journal of Engineering Education, 93(3): 211-222.13. Martin, T., Rayne, K., Kemp, N.J., Hart, J. & Diller, K.R. (2005). Teaching for adaptive expertise in biomedical engineering ethics. Directions

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

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

extracurricular teaching with engineers and scientists has been geared towards encouraging them to think about the broader social, ethical and political dimensions of their research and training.Prof. Barbara S. Smith, Arizona State University Barbara S. Smith is currently an Assistant Professor in the School of Biological and Health Systems En- gineering at Arizona State University. Dr. Smith has 14 years of educational and professional experiences as an engineer, having worked in various engineering fields with diverse populations for over a decade. Her research expertise includes: point-of-care diagnostics, tissue engineering, and nanotechnology.Dr. Smith gained expertise during her postdoctoral research training under the

Conference Session

Hands-on Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eric G Meyer, Lawrence Technological University; Brent L Ulrey , Western New England University

Tagged Divisions

Biomedical

Expectations Initial Ideas Incomplete, little effort. Good effort, mostly complete. Highly motivated, detailed. 5 Presentation Prototype Setup Absent, not participating. Present, participating. Fully engaged. 5 Final Pitch Incomplete, little effort. Good effort, mostly complete. Highly motivated, detailed. 5 Presentation Management/ Very little effort put into the Highly motivated. Good Good work ethic, team-effort

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Margo Cousins, The University of Texas at Austin; Mia K. Markey, The University of Texas at Austin; Henry Grady Rylander III P.E.

Tagged Divisions

Biomedical

practical toarrange an industry internship when the student is not being paid under the T32 grant and caninstead be paid by the industry host site. There is considerable variation and uncertainty about policy with respect to intellectualproperty generated as part of an off-campus training experience. This is consistent with theauthors’ experience. In addition, we note that our trainees to date have demonstrated a high rateof interest in intellectual property and other issues related to entrepreneurship. Hence, we havetried to address this challenge by creating opportunities for students to learn about practical,legal, and ethical issues of intellectual property management. In conclusion, this analysis suggests that successful

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

, communication, and theassessment of skills. A fully customizable training tool assists in the training of standardizedpatient actors. In addition, the software allows for 1) controlled access, 2) live & archivedviewing with blinded “grading” & “scoring” of items and the ability to generate more than 50reports.Types of standardized patient (SP) encounters include a) clinical skills, b) ethical dilemmas, and c)communication (such as communicating bad news). Participants who utilize the SP labs forformative and summative experiences include 1) multidiscipline academic programs(undergraduate/graduate nursing, physician assistant, physical therapy, women’s health, radiologytechnology, couples and family therapy, creative arts therapy, and behavioral

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

David W. Gatchell PhD, Northwestern University; Robert A. Linsenmeier, Northwestern University

Tagged Divisions

Biomedical

engineering courses that did not fitinto the categories discussed so far (Figure 1) and these were classified into the category “other.”Courses in this category include ethics, communication (written, oral, and graphical), economics,BME seminars, and professional development. These courses comprised 9 credit hours onaverage and no program required more than 20 credit hours of “other” courses. Figure 2 shows the amount of time that each university required in each of the subjectsshown in Figure 1. This graph is comprised of data only from those universities that requiredeach of the listed topics. Data were converted to a semester credit hour basis for all universities.The median number of hours for graduation at these universities was 129, with

Conference Session

Innovations in Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine Langman, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Judith S. Zawojewski, Illinois Institute of Technology

Tagged Divisions

Biomedical

manycomplications. The students’ research projects are developed from ongoing work in thelaboratories. The research projects of the undergraduate students covered a diversity of topicsrelated to diabetes, including metabolic engineering, biomaterials, biosensors, medical imagingand tissue engineering. In addition to conducting research, students participated in weeklyseminars on topics related to diabetes (basic research, clinical treatment public health andpolicy), weekly ethics seminars, and off-campus tours of research and clinical facilities. Theseactivities were designed to expose students to the broad health implications of the disease and theimportance of research related to the treatment and potential cures for this disease and itscomplications

Conference Session

Laboratories and Computer Simulation in BME

Collection

2007 Annual Conference & Exposition

Authors

Timothy Allen, University of Virginia; Brett Blackman, University of Virginia

Tagged Divisions

Biomedical

ethics in scientific experiments and experimental design. Page 12.940.3Overall Course OrganizationThe IDEAS lab is a two-semester course sequence which is taken by BME majors in their thirdyear of study in our program. The lab is divided into topical modules which introduce thestudents to fundamental and cutting-edge skills in the broader field of biomedical engineering.Each module (described in a later section) provides students with experience using laboratorytechniques and quantitative analysis of data. Modules vary in duration from one to two weeks,with the exception of the final “IDEAS Module,” discussed below. Each week of the

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Miiri Kotche, University of Illinois, Chicago

Tagged Divisions

Biomedical

program).In 2015, the Monday workshops were expanded to three hours in the morning. Each three-weekrotation culminates in a final team presentation to the clinical mentors. In these workshops,students receive training in Responsible conduct of research, including ethics of human subjectresearch, User-centered design research, Contextual inquiry, Stakeholder interviewing, Analysisand synthesis of research, and Prioritizing user needs. A guest speaker leading discussion andactivities related to empathetic design, facilitates one of the workshops. Meeting times are alsoan opportunity for students to share their observations and experiences for group discussion. Thefaculty instructors guide students to identify trends, understand underlying needs and

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Lucy L. Pick, University of Washington; Alyssa Catherine Taylor, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical

better bandage for an application of their choice. Each groupof students defined the need/problem, designed a solution, pitched their solution to potentialinvestors, purchased materials from a supply store, tested their prototype, and demonstrated theirprototype. At the end of the activity, it was revealed that the supply store had charged each groupdifferent prices for materials to simulate different allocation of resources. The students engagedin discussion of the technical aspects of their designs as well as the financial, ethical, and societalconsiderations that must be considered when designing solutions in global health.Central Dogma of BiologyThis module introduced basic principles of genetics and the mechanisms of DNA replication

Conference Session

Experiential Learning and Globalization in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eric M. Brey, Illinois Institute of Technology; David W. Gatchell, Illinois Institute of Technology

Tagged Divisions

Biomedical

extensivesurvey was developed and implemented in 2009 and 2010. Upon completion of the program,students were asked to answer questions and provide comment on the time spent on research andinteractions their mentor (Table 2). The amount of time spent per week on research varied from5 to 55 hours. However, despite a number of outside activities (seminars, ethics class) 94% ofstudents spent more than 30 hours per week on research, which is important as the primary goalof this program is to expose students to research. Page 22.251.9 Table 2: Summary of student research and mentor/student interactions Year