Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael J. Rust, Western New England University; Steven G. Northrup, Western New England University

Tagged Divisions

Biomedical

that documented the trip.Additionally, the students were assessed by the faculty members during the field experienceregarding teamwork, attitude, and leadership. After returning from the field experience, thestudents were required to submit a final paper in order to complete the course requirements. Thecontent of the paper included a reflection on the trip and a discussion of how each student’sprofessional skills can contribute to the field of global health.ResultsIn order to assess the impact of the new course on student interest and attitudes toward globalhealth, a set of IRB approved pre- and post-course surveys were developed and administered.The pre-course surveys were administered at the beginning of the first lecture, whereas the post

Conference Session

Laboratories and Projects in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Divisions

Biomedical

conclusions, including the significance of results, major limitations and future directionsAlthough not required, it was suggested that students give a short live demonstration. Asin Assignment 2, extensive notes were expected to supplement the presentation.Assignment 7: Project DocumentationDuring finals week, all documents related to the projects were turned in electronically.These documents included all written work, all presentation slides (with notes) and a finalworking copy of all MATLAB code. In addition, a one-page users manual and one-pageself-reflection were included. The objective of the users manual, code and presentationswere to allow someone unfamiliar with the project (but familiar with MATLAB) to notonly understand the

Conference Session

Design in BME Poster Session

Collection

2007 Annual Conference & Exposition

Authors

David McStravick, Rice University; Marcia O'Mallley, Rice University

Tagged Divisions

Biomedical

techniques, we have adopted a setof activities and policies for the capstone design course. This section will outline the five areasrequired for cooperative learning and our specific activities, based on suggestions of Felder,Brent, and Stice5. Also presented, will be some discussion of our methods for team formation.Positive InterdependenceTo promote positive interdependence, we must create an atmosphere where team members mustrely on one another to achieve their goal. When any team member fails, this must reflect on thegroup as a whole2. For this facet of cooperative learning, we have implemented two revisions.First, we have adopted jigsaw activities4. In the jigsaw workshops, at least one representativefrom each group must attend one of three

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

same admissionsrequirements.” While it is true that medical schools have come to expect a standard array ofbasic science courses prior to matriculating, it is also true that some medical schools indicatehaving no requirements of particular classes; the MCAT is their principal measure of mastery ofbasic sciences. Indeed we have seen no evidence amongst our graduates that any medicalschools reject students for lack of a particular undergraduate class.One reason for this may be reflected in another free-response: “Be certain that this plan of studyis strongly endorsed by UVa’s premed advisor. Med schools are guided by that endorsement.”Most institutions have the equivalent of an office of pre-professional studies. We work closelywith advisors in

Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Melissa Micou, University of California, San Diego

Tagged Divisions

Biomedical

Good Mentoring Practices % Utilized Discussed goals and outcomes of your mentee’s research project 100% Page 14.343.6 Discussed expectations of your mentee with him/her 86% Oriented your mentee to your lab and its practices 86% Talked with your mentee about things other than research 86% Discussed career goals with your mentee 86% Reflected upon your own mentoring philosophy 86% Discussed amount of time mentee was expected to spend on research 71

Conference Session

Pedagogical Developments in BME

Collection

2009 Annual Conference & Exposition

Authors

James Cawthorne, Purdue University; Osman Cekic, Purdue University; Monica Cox, Purdue University; Melissa Stacer, Purdue University

Tagged Divisions

Biomedical

institutions (associateprofessor), and 21% were working in other areas, possibly out of the academe. The distributionof the participants by gender was about fifty-fifty. Sixty-six percent of respondents were white,10% were Asian, and 14% were African-American. Ninety percent of the respondents were UScitizens and permanent residents compared to 10% non-US citizens.Survey Construction The exploratory survey developed for the graduate students sought to glean insights fromrespondents about their experiences with HPL-oriented, or challenge-based instruction before,during, and after their participation in VaNTH. Participants were asked to (1) reflect and recalltheir understanding of the HPL framework and their concept of effective teaching, (2

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

or reflections regarding competitiveness in thejob-market for recent graduates. Table 6 indicates the comments from respondents. Table 6. Comments regarding experience contributing to job-market competitiveness From my experience, there are many qualified candidates for a single position. On paper, most candidates will look the same. The difference comes when you are at an in-person interview and you must acknowledge something about yourself that makes you completely different from the other candidates; generally, this quality is not even related to work or academic experience. Should be able to frame a problem. No matter the position, being able to communicate well is critical, GPA can be used to thin a stack of resumes but I

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

problem-solving and the skills necessary to useprogramming to solve real-world problems. We believe that learning a second language helps toaccomplish this goal, as it demonstrates to students that the connection between programmingand problem-solving is not language dependent, but rather that it revolves around a core set ofskills. Additionally, students are exposed to the idea that they can apply these skills to newprogramming languages. As the final exam was undertaken in MATLAB, the students in AIDEgroups could not observe a direct link between the project and preparing for the final. Thisobservation may reflect perceptions on behalf of the students that the course is a “MATLAB”course, rather than a more general programming course. In the

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric M. Brey, Illinois Institute of Technology; Megan F. Campanile, Illinois Institute of Technology; Norman G. Lederman, Illinois Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Biomedical

me tremendously…”; 2008: “…played a vital role…”). Interestingly, the students inthe internal program appear to provide more emphasis on the significant impact of their facultymentors in their long-term academic plans and careers (2008: “…personal adviser to best helpme make career decisions.”; 2008: “conversations…about life in academia and about thechallenges associated with it”; 2011: “..a one of a kind professor, researcher, and mentor.”). The REU program selected students based on an expressed interest in research careers.However, the internal program did not have such goals, selecting students based primarily onprevious experience with faculty mentors. This was reflected in student comments (2009: “Iwanted to become a practicing

Conference Session

Design and Research in BME

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lily Hsu Laiho, California Polytechnic State University; Kristen O'Halloran Cardinal, California Polytechnic State University; Trevor R. Cardinal, California Polytechnic State University

Tagged Divisions

Biomedical

are conductedby the Internship Mentor. The mentor completes a form assessing the intern’s quality of work,organization and efficiency, knowledge base, communication skills, working relationships,strengths, and weaknesses. They also provide an overall performance score as well assuggestions on how the intern could improve their overall score. Internship Mentors have tomeet with the interns to discuss their performance evaluations, and Faculty Mentors are providedcopies of the evaluations to also discuss with the students during their monthly phone calls. Atthe same time as the Performance Evaluations, students must complete a form providingfeedback to their Internship Mentor and self-reflection on their performance. Students evaluatetheir

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

James Warnock, Mississippi State University

Tagged Divisions

Biomedical

, more difficult levels. The gaming, iterative approachwas applied to a junior level biomaterials course, where progression was based on cognitiveability.Bloom’s taxonomy1 is familiar to many educators as a way of classifying different domains ofcognitive ability. The original taxonomy developed definitions for six cognitive domains;knowledge, comprehension, application, analysis, synthesis and evaluation. The taxonomy wasrevised in 2001 to reflect relevance to the 21st century and the nouns originally used to describethe cognitive domains were replaced with verbs 2. The categories are ordered from simple tocomplex and assume a cumulative hierarchy so that mastery of the lower domains is implied inorder to master the higher domains 3. Thus

Conference Session

BME Laboratories and Skills-Based Projects

Collection

2008 Annual Conference & Exposition

Authors

Kristen Jevsevar, Vanderbilt University; Melanie Aston, Vanderbilt University; Shaun Price, Vanderbilt University; Cynthia Paschal, Vanderbilt University; Stacy Klein-Gardner

Tagged Divisions

Biomedical

andrising high school seniors. The curriculum successfully stimulated interest in biomedicalimaging and biomedical engineering among the test population. Feedback from the high schoollearners aided in the further development of lectures and activities for the curriculum.AcknowledgementThis material is based upon work supported by the National Science Foundation under grantsEEC-0343607 and EEC-9876363. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation. Page 13.379.9Bibliography1. Bransford, J., Brown, A., &

Conference Session

Design in the BME Curriculum

Collection

2008 Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; Donna Ebenstein, Bucknell University; James Baish, Bucknell University; William King, Bucknell University; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

. Page 13.764.8 8Multi-disciplinary TeamsExternal mentors are active members of the design team and play a real role in all aspectsof the design process. Students must learn to set and achieve goals, delegateresponsibility, handle conflicting objectives, and function as a professional in a medicalsetting.Course AssessmentExternal mentors have been used for every project in every offering of our senior designcourse. It is therefore not possible to fairly compare the external mentor approach to otherpossible implementations. The observations below reflect the opinions of the design teammembers.StudentsAt the completion of the Fall semester students are asked

Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael J Rust, Western New England University; Andrew Wellesley Browne, Harvard Medical School, University of Southern California

Tagged Divisions

Biomedical

areexposed to research methods. In this case, the course involved 4 seniors and 5 juniors, whichrepresented 47% of their combined graduating classes. For comparison, a typical cohort fromour institution has 20% of students participating in summer REUs.One potential limitation to course-based research projects involves the issue of scalability. Forexample, the project described in this work was implemented with a class of 9 students, which isa relatively small number that reflects the size of our program and the elective status of thecourse. In larger class sizes, such as those found in required courses, there may be challenges inimplementing similar research projects. One factor that may aid the scalability is the use ofgroups to complete the

Conference Session

Experiential Learning in BME

Collection

2010 Annual Conference & Exposition

Authors

Rebecca Willits, Saint Louis University; David Barnett, Saint Louis University

Tagged Divisions

Biomedical

we need to have, as the information needs to be the correctlevel as to not intimidate the participants. This item will be an important point for feedback andre-evaluation as the program progresses. Finally, feedback after the BMES conference waslargely positive, further emphasizing the broad range of careers that can be pursued with agraduate degree in engineering.Recent feedback (December 2009) was requested from the participants and we have received 6/8responses. The questions were directed more at a reflection on the program and included scaledresponses. Of the responses, 3/6 strongly agreed that the program gave them a positiveimpression of bioengineering research, with 3/6 being neutral. Four respondents strongly agreedor agreed that

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Renata Fortuna Ramos, Rice University

Tagged Divisions

Biomedical

physiology laboratory course.Introduction to Active Learning TechniquesActive learning is characterized by the introduction of instructional activities that engagestudents in their own learning process1. A wide variety of instructional methodologies fall withinthe active learning category as long as they provide the students with “opportunities tomeaningfully talk, listen, write, read and reflect on the content, ideas, issue, and concerns of anacademic subject” 2. Some of these activities, such as collaborative learning and peer-teachinghave shown to improve not only content knowledge but also student engagement when comparedto traditional lecture courses3-5

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

learning and on engaging in open-ended engineering work,beginning early in students’ academic careers. More information about the curriculum can befound online.4In order to develop our program, we consulted with academic and industrial leaders in the field,focusing on its future directions and the skills and training bioengineers would need to solvethese new professional challenges. Based on their input, which reflected the trends describedabove, our approach was to create a flexible BioE program that aims to provide students with astrong grounding in both biology and engineering. In particular, this program was designed toleverage Olin’s broad-based foundation in engineering fundamentals and complement, notduplicate, our existing offerings 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

BiomedicalEngineering at Georgia Tech and Emory University conducted a comparison study of analternative pedagogical approach to traditional instructional labs. Using backward design(McTighe and Thomas, 2003) in which curriculum change is developed around identified anddefined “big ideas” that give rise to essential questions and authentic performances, theBiomedical Engineering (BME) systems physiology lab instruction was reverse-engineered toreflect relevant skills-- that is, a focus on the practices, and experiences valued by the BMEpractitioners as well as employers and colleagues in the professional domain. Theinterdisciplinary nature of biomedical engineering indicates a need to structure the acceptedpractices of the typical biology lab to reflect the

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

givenimmediately after the student finished the module. Students were informed to finish the modulein one logon session so that the pre/post tests reflect the gain through the module only, regardlessof students’ knowledge from other sources.Conclusion and DiscussionBased on the outcomes and the evaluations of different assessments, we conclude that thedeveloped MITS/DATS system is convincingly suitable and applicable for medical imagingeducation to undergraduates. We feel confident to scale up the development through the effortsby multi-institutions to produce a professional medical imaging teaching product that can beadopted by interested academic institutions. In fact, three local institutions are working with us todevelop a complete set of animation or

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gail Baura, Keck Graduate Institute of Applied Life Sciences; Tiffany Berry, Ph.D., Claremont Graduate University

Tagged Divisions

Biomedical

were culled from an earlier survey.Six categories were assessed with highest assessment percentages of “Weak”. These categorieswere practical experience, oral/written communication, overall systems perspective, engineeringcodes and standards, project management, and business processes. 9 These categories were usedas skills knowledge categories in the medical device industry survey.Vital signs medical devices, appropriate physiology, and biocompatibility were added as skillsknowledge categories. These additions reflect the ABET bioengineering program criteria topics Page 22.359.6of “measurements on and interpret data from living systems

Conference Session

Laboratories and Projects in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

John D. Gassert, Milwaukee School of Engineering; Jeffrey A. Lamack, Milwaukee School of Engineering; Olga Imas, Milwaukee School of Engineering; Larry Fennigkoh, Milwaukee School of Engineering; NE Schlick, Milwaukee School of Engineering; Charles S. Tritt, Milwaukee School of Engineering; Ron Gerrits, Milwaukee School of Engineering

Tagged Divisions

Biomedical

systemscourse [6]. Those scores ranged between 50 and 60 percent in that study.It should be noted that in case of a lack of understanding of a concept underlying a givenquestion, one would expect a SSCI score of 25%, reflecting a random guess of the correctanswer. However, the SSCI scores were well below 25% for questions 17, 18, and 19 in bothstudent groups. This unexpected finding may potentially be attributed to the possibility that theconcepts represented in these questions were insufficiently covered in both curricula andtherefore, represented a significant challenge for students in both groups. Distribution of Scores by Concept Inventory Question (Solid bar

Conference Session

Experiential Learning and Globalization in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Megan Ida O'Connor, Milwaukee School of Engineering; Linda Young, MSOE School of Nursing; John D. Gassert, Milwaukee School of Engineering

Tagged Divisions

Biomedical

take a great interest in exploring the equipment characterized by their majorbased on the high number of participants in the class. As it was the first time running, the coursedid not account for any graduation requirements; yet, 16 students added it onto already busyschedules just to learn more about where their career could take them. To appreciate this numberfurther, remember that the senior biomedical engineer class at MSOE only includes 26 students.Moreover, reviews showed positive feedback from students who were glad to explore the role ofhospitals on medical products already in use. Senior biomedical engineering student, AnnMarieAxarlis reflected on the course, “Even Dr. Fennigkoh’s lecture on electrical safety really broughttogether

Conference Session

Assessment of Student Learning and Motivation in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brian P. Helmke, University of Virginia

Tagged Divisions

Biomedical

assignments included solving example problems in class, answering conceptquestions to relate detailed mathematical problems to the big picture learning goal of the day,and reflection questions to promote self-assessment of learning. These assignments were oftenadministered using the online audience response tool QuestionPress (www.questionpress.com).Finally, a pre-/post-test was administered to assess learning of primary concepts of massconservation and momentum conservation applied to classic problems in biomedicalengineering.Analysis of class composition and self-perception of learningIn order to determine whether background or demographic factors contributed to their self-perceptions or outcomes, students completed a survey at the beginning of the

Conference Session

BME Laboratories and Skills-Based Projects

Collection

2008 Annual Conference & Exposition

Authors

Shahin Sirouspour, McMaster University; Pawel Malysz, McMaster University; Ali Shahdi, McMaster University; Ryan Leslie, Quanser Inc; Mahyar Fotoohi, Quanser Inc; Paul Karam, Quanser Inc

Tagged Divisions

Biomedical

the distance of haptic point from the center of force field as shown in Fig. 16. Anupper bound is placed on the force to prevent the application of large forces that might damagethe device. A separate s-function is implemented for the haptic guidance algorithm in Part 2. Thehaptic exploration experiments in Part 1 are repeated with the repelling force field to assess theeffectiveness of haptic guidance for robot-assisted medical interventions.5.4. Experiment IV: Control Architectures for TeleoperationIn master/slave telerobotic systems, a human operator can remotely control a robotic arm inorder to interact with a task environment. In this context, force-feedback haptic interfaces can beemployed to reflect the environment force back to the

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

-class time to write a memo in whichthey must: 1) Compare how their solution compares to the: a. Objectives identified in Assignment 1 b. Functions identified in Assignment 2 c. Specifications identified in Assignment 3 2) Summarize project progress and team performance. Items to address are: a. Is the team on schedule? Why or why not? b. What are the main challenges in completing the project?In addition, a third point must be addressed by each individual on each team. 3) Reflect on your own individual role in the project.Assignment five is not accompanied by formal lectures, but rather is meant to induce individualand group meta-analysis of the design process. The aim is that by identifying

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

measuring changes in student achievement based on thesethree elements. The weightings of the original metric were refined to reflect the linearcombination that maximally separated two groups of biomechanics students based on their levelsof adaptive expertise15.The resulting metric (AE = 0.14F – 0.36C + 1.27T) is a starting point for quantifying adaptiveexpertise in physiology in this study. However, there are limitations in quantifying a concept likeadaptive expertise. The qualitative data collected in this study will allow examination of theweighted elements of the metric as well as other factors that might contribute to adaptiveexpertise in physiology. The collaborative, challenge-based activities in this study provideopportunities for

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

, and neuroprosthesis. The instructors of these specificareas were consulted to determine how these scores can be improved for future class offerings.6. ConclusionThis paper has described the development of an artificial organ design course at the PennsylvaniaState University. The objectives of this course are to understand engineering design and problemsolving techniques, become familiar with various engineering issues surrounding the design ofartificial organs, understand the process of obtaining regulatory approval for artificial organs,and apply these techniques and knowledge to the design of artificial organs. The current offeringof this course in the Spring of 2006 reflects this continuous development.AcknowledgementsThe authors would

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Davide Piovesan, Gannon University; Karinna M. Vernaza, Gannon University

Tagged Divisions

Biomedical

personal stand on issues what I alreadypositions and others, and from support my commitment to based on my know.commit to them. reflective thinking. learning. learning. personal values and analysis. Page 26.790.44. Program Assessment RubricsThe

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

serve as “discovery labs” can be used as a means to lead students from a physicaldescription of mechanics to a mathematical description. These kinesthetic/tactile activities can bedirectly connected to deeper thinking about the how and why of the results.11,12 This type ofactivity reflects a fundamental aspect of the engineering modeling process where an engineerobserves a physical phenomenon, e.g. mechanical behavior of a material, and develops ways toquantify the behavior to use in a predictive manner in the future.The scope of this paper focuses on the development, implementation and planned assessment ofSAIL techniques in a Biomechanics course to address our goals and is a work in progress. Wededicated 50% of class time to group problem

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Paul Denny, University of Auckland; Beth Simon, University of California, San Diego; Melissa Micou, University of California, San Diego

Tagged Divisions

Biomedical

activities that were not a required component of theircourse grade. This result supports an earlier study showing that students in an introductorycomputer science course answered many more questions than they were required to andvoluntarily used the system to prepare for exams 9. Additional qualitative data is needed to fullycharacterize student attitudes about PeerWise and to determine if HA students devoted more totaltime to studying for the final than MA students.The data for this study was collected from all students enrolled in the course and there weremany uncontrolled variables, as is reflected in the high standard deviation of the data. As such,the experimental samples represented the diversity of a typical student population