Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yakov E. Cherner, ATEL, LLC; Bruce R. Van Dyke, Quincy College

Tagged Divisions

Biomedical

“learning-by-doing” and problem-basedlearning methodologies [1, 2]. Students process new knowledge and master complex operationaland maintenance skills in such a way that it makes sense to them in their own frame of reference.According to contextual learning theory, learning skills and acquiring knowledge "in context" isthe most efficient learning strategy [4, 5].The software has a flexible multi-layered and open-ended architecture. All learning and teachingresources are based on a uniform pedagogical approach and conceptually organized in such amanner that they compliment each other and enable students to tackle the leaning subject from Page

Conference Session

Innovations in Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mansoor Nasir, Lawrence Technological University; Joseph Seta, Lawrence Technological University; Eric G. Meyer, Lawrence Technological University

Tagged Divisions

Biomedical

institution.IntroductionBiomedical EngineeringBiomedical Engineering (BME) is a relatively recent addition at many traditional engineeringschools with an increasing number of academic institutions now offering a Bachelors of Science(BS) degree in BME. The field of BME merges engineering disciplines such as mechanical,chemical, and electrical engineering with biology-based disciplines of life sciences andmedicine. This merger was prompted by the need to improve procedures such as diagnostics,therapeutics, noninvasive surgical techniques, patient rehabilitation and quantitative analyses forbiological problems [1]. The multidisciplinary nature of the field means that students in BMEneed to develop a broad based set of skills and knowledge. They need the modeling

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Renata Fortuna Ramos, Rice University

Tagged Divisions

Biomedical

. Without changing thecontent of the class or the equipment used, active learning was introduced in 2013 at threedifferent stages of the class:1. Before lab: An extra lab session was offered to one team of students per section per week todevelop their capacity to be peer-leaders. These students worked in groups to gain an in-depthunderstanding of the material to be covered the following week in lab.2. During lab: The peer-leaders present a short lecture covering the necessary backgroundinformation. Additionally, they serve as ‘experts’ helping their peers troubleshoot and completethe lab activities.3. After lab: Peer-leaders write a modified in-lab protocol with detailed instructions on how toimplement a new laboratory activity that reinforces the

Conference Session

Experiential Learning and Globalization in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Judy L. Cezeaux, Western New England College; Michael J. Rust, Western New England College; Robert Gettens, Western New England College; Richard D. Beach, Western New England College; Jason A Criscuolo, Western New England College

Tagged Divisions

Biomedical

biomedical engineering are scarce. An internet search revealed a handful ofsummer programs whose primary focus is on bioengineering. Milwaukee School of Engineeringhosts a residential program for rising high school sophomores, juniors, and seniors entitled“Focus on the Possibilities: Biomedical Engineering” which concentrates significantly onbiosignals and their measurement.1 The University of Washington has previously hosted abioengineering day program focusing on computational bioengineering, home health care,engineered biomaterials, medical imaging, and nanotechnology for rising 9th and 10th graders.2In the summers of 2008 and 2009, Wichita State University held a day program entitled “BodyWorks: The Body as a Machine" that introduced high school

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

students devote considerable effort to the design and developmentof their projects, but that they are not as motivated to devote time and effort to writing. As aresult, their final reports often have significant problems with organization, clarity, andeffectiveness. Therefore, we recently adopted several new strategies to improve the quality ofstudent writing. Our goals were to 1) encourage students to work on their writing earlier andthroughout the semester; 2) engage every student in each team in the writing process; 3) usewriting as a tool to improve students’ understanding of the clinical problem that they areaddressing and how their design addresses their client’s needs; and 4) improve the quality of thefinal reports.To achieve these goals

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Christopher L. Brace, University of Wisconsin; Willis J. Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

interests include development of microprocessor-based medical instrumentation, on-line biomedical computing, and real-time computer processing of electrocardiograms. Dr. Tompkins has published more than 240 journal papers, book chapters, and conference articles. He has served as research advisor for more than 90 M.S. and Ph.D. graduates. He has published four textbooks: 1) Biomedical Digital Signal Processing, Prentice Hall, 1993; 2) Design of Microcomputer-Based Medical Instrumentation, Prentice Hall, 1981 (with J. G. Webster); 3) Interfacing Sensors to the IBM PC, Prentice Hall, 1988 (with J. G. Webster); and 4) Electronic Devices for Rehabilitation, Chapman Hall, 1985 (with J. G. Webster, A. M. Cook, and G. C

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Howard P. Davis, Washington State University; Denny C. Davis, Washington State University

Tagged Divisions

Biomedical

outcomes. IDEALS instructional materialsand assessments are structured to provide a general introduction to engineering in today’s world.The following are the learning outcomes for the class: 1. Dispositions toward increased confidence and mindset to recognize, evaluate and move toward opportunities. 2. Abilities to apply and defend business development processes to create a business concept for an envisioned solution that offers potential for a sustainable business investment. 3. Abilities to prepare and critically read financial documents, including a balance sheet, income statement, cash flow analysis and break even analysis. 4. Abilities to prepare to seek or obtain sources of capital applying knowledge about

Conference Session

BME Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steve R Marek, University of Texas, Austin; William Liechty, University of Texas, Austin; James W. Tunnell, University of Texas, Austin

Tagged Divisions

Biomedical

nature of engineering, atopic often lost in the first two years of engineering.In order to provide early and consistent exposure to the engineering design process, we haveimplemented a design-based laboratory course featuring experiments in biomaterials design anddrug delivery. Controlled drug delivery is an important application of biomedical engineeringincorporating key aspects of mass transport, physiology, and biomaterials. This lab segment,which spanned five laboratory sections and four 1 hour lectures, led the students through thedesign, synthesis, and characterization of a particle-based matrix drug delivery device usingionically-crosslinked alginate spheres and several model drugs, fluorescein, tartrazine, erythrosinB, and bovine serum

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

25.417.2There is therefore a clear incentive to grow bioengineering programs or develop new ones, inorder to meet this increased demand for graduates. At present, the dominant bioengineeringfields in industry are medical implants, prosthetics, and imaging. These applications havehistorically not required a strong knowledge of biology, but have required a deep grounding inelectrical or mechanical engineering; in fact, biomedical engineering positions frequently requiregraduate degrees.1 However, the emergent technologies in bioengineering are deeply rooted inbiology, and therefore require engineering graduates with a deep understanding and appreciationof biology in addition to engineering. While it is frequently a challenge for bioengineers toeducate

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Melissa Kurtis Micou, University of California, San Diego; Dawn M. Kilkenny Ph.D., University of Toronto

Tagged Divisions

Biomedical

, and commonbiochemical assays. In addition to teaching these specific techniques, the experiments emphasizeengineering analysis, mathematical and computer modeling, and statistical experimental design. The investment required to establish an instructional tissue engineering lab facility issubstantial. To maximize the return on investment, experiments make extensive use of a sharedset of equipment (Table 1). Due to the interdisciplinary nature of TE, it is possible to use thisshared set of equipment to conduct experiments that reinforce a wide range of engineering andlife science concepts that are covered in typical BME/BE programs. Supplies and consumablesnecessary for routine TE lab work are used throughout the book and should be made

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Donna M. Ebenstein, Bucknell University; Eric A. Kennedy, Bucknell University

Tagged Divisions

Biomedical

more biomedically relevant experiment wasincorporated into the class. Rather than focusing on cell growth, a cell cytotoxicity experiment Page 25.21.3was developed based on appropriate ISO and ASTM standards (1-5). This experiment was 2motivated by lectures on biocompatibility and relevant biocompatibility tests for differentmedical devices, illustrating that cell cytotoxicity tests are required for all body-contactingmedical devices (1,6). At the same time, the amount of time required in lab both in and outsideof class was reduced to reflect the fact that the course was not a full credit course

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

engineering. Secondary goals include impacting student interest in pursuing graduatestudies, particularly in programs with international components.11In order to help meet the needs for globally trained biomedical engineers, a new global healthcourse was recently developed at Western New England University (WNE). The new course,which is titled Global Health & Technology, was designed to provide a multidisciplinaryexperience at the interface between global health issues and the technologies being developed tosolve them. Additionally, the course contained an integrated field experience in Guatemala thatwas included to provide a practical module to complement the in-class learning. The objectivesof the course were to 1) increase student knowledge

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical

bioethicalissues, as well as a strategy for solving ethical problems. Important core learning outcomes forthis course include: by the end of the course, students will be able to 1) identify ethical issuesapplicable to bioengineering and 2) apply engineering ethical analysis strategies and problemsolving skills to design solutions to ethical problems. Our methods for realizing these learningoutcomes involved a case-based approach. Students were presented with case studies involvinga variety of ethical issues with real world relevance, in order to gain an understanding of theimportance of considering ethics in bioengineering. We discussed the ethical issues involved ina variety of bioengineering-related areas, such as clinical trials, organ transplantation

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

. Authentic learning occurs under the following conditions: 1)real world problems that mimic field work and presentations to audiences beyond the classroom;2) a focus on open-ended inquiry, thinking skills, and metacognition; 3) engagement in discourseand social learning within a community of learners/practitioners; and 4) empowerment throughindependent choices as related to the project. These principles of authentic learning form theframework for the Problem-based Learning (PBL) pedagogical model. Problem-based learning isa cognitive–apprentice style approach to educational practice that places learning in the contextof a complex real-world problem (Barrows, 1996; Collins et al., 1989; Kolodner et al., 2003). InPBL classrooms, students are guided by

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jamie Lynn Brugnano, Weldon School of Biomedical Engineering, Purdue University; Kevin Andrew Richards, Purdue University; Marcia A. Pool, Purdue University; Allison L. Sieving, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; Sherry L. Voytik-Harbin, Purdue University, West Lafayette; Ann E. Rundell, Purdue University, West Lafayette

Tagged Divisions

Biomedical

increase in the percentage of studentswho believed that they had in-depth knowledge of course topics by the conclusion of the course.In summary, course objectives were achieved and students demonstrated proficiency of theprofessional design skills. This pedagogical approach towards teaching these professional skills Page 25.1140.3was found to be engaging and effective; it may be broadly applicable to other biomedicalengineering programs and engineering disciplines.1. IntroductionThe career requirements of today’s biomedical engineer expand beyond the scope oftechnological proficiency. Businesses maintain global competitiveness through employment

Conference Session

BME Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steve Warren, Kansas State University

Tagged Divisions

Biomedical

engineering education have beenoffered to date through the KSU Department of Electrical & Computer Engineering (ECE).1 TheKSU ECE Department offers these courses in the context of a Bioengineering Option as part ofan Electrical Engineering (EE) degree, and this option area has been offered for over thirty years Page 25.1262.2as a Regents-approved opportunity for EE students. ECE 571 – Introduction to BiomedicalEngineering, is a required course in the EE Bioengineering Option and has multiple goals: tointroduce students to this growing field, to recruit students into the EE Bioengineering Option, toencourage students to seek out graduate

Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Charles J. Robinson, Clarkson University

Tagged Divisions

Biomedical

and engineering principles of a particular advance. The last lectures of a set consid-ered the societal and political responses to that advance, with particular emphasis on ethicalissues, and with considerable participatory discussion of selected cases. Advances to aid peoplewith disability were especially covered.ParticipantsThe sophomore BmE course (BR200) was taught in 2009, and additionally in 2010 when it wasalso designated as an STS course. There were no prerequisites for this course. Students werefrom engineering, business and bioscience majors, freshmen to seniors (See Table 1). This tableillustrates the great disparity of engineering and science backgrounds that were in this introduc-tory course. Sophomores and Juniors predominated

Conference Session

Laboratories and Projects in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Divisions

Biomedical

manyaspects of active and problem based learning (1, 3, 12, 25, 26, 27) and spanned the entiresemester. Although each of the references above presents various types of projects, noneare the unique combination of being student-driven, long-term, and targeted at thelearning of algorithmic thinking.Semester-Long ProjectThe computing project presented below was designed to focus on the learning ofalgorithmic thinking. As a team-based project could too easily allow one person to Page 22.98.3   2  perform the high-level algorithmic development and farm out the writing of

Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eric M. Brey, Illinois Institute of Technology; Kelly Laas, Illinois Institute of Technology, Center for the Study of Ethics in the Professions; David W. Gatchell PhD, Northwestern University

Tagged Divisions

Biomedical

librarian with an expertise in research ethics). An ABETstyle syllabus was developed for the course (see the appendix). While topics varied somewhatfrom one year to the next, the topics were generally composed of the areas shown in Table 1. Thedetails of the course have evolved over the lifetime of the program as described below. Table 1: Typical Topics Covered in Ethics Course Codes of Ethics Advisor/student relationships Issues facing women and underrepresented groups Intellectual Property Authorship Conflicts of

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

create a better world both for themselves and others. Figure 1 and 2: Students working on the clinic remodeling in the El Salvador trip of 2009.Inn comparison to similar programs programs, the grand uniqueness of HWB lies in the facts that it is notresearch based; it is built strictly on the motivation and leadership of the students; students and it is aconglomerate of interdisciplinary participation.. Some universities have classroom creditdedication, open research facilities, and thus research based project design. Due to a lack of suchresources, HWB was created as an organization based outside of the classroom, and functions asa

Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jennifer Vernengo, Rowan University

Tagged Divisions

Biomedical

for seniors,are presented here that involve the design of biomaterials for cartilage and bonereplacement. An assessment plan, to be executed during Spring 2011, will measurestudent mastery of learning outcomes specific to the field of biomaterials science andthose set forth by ABET for undergraduate Chemical Engineering programs. 1.  Introduction   Biomaterials have received considerable attention over the past 30 years.  A biomaterial has been defined as a material intended to interface with a biological system to evaluate, treat, augment, or replace any tissue organ or function in the body (1).  Therefore, the study of biomaterials encompasses the study of materials science, medicine, and biology. It is estimated that over 11 million

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington; Kelli Jayn Nichols, University of Washington, Seattle, Department of Bioengineering; Laura Wright, University of Washington; Christopher Neils, University of Washington

Tagged Divisions

Biomedical

.” communicate problems and their solutions “Junior class hit [learning] targets much more than senior effectively) ones.” “I feel that I have unique training in the biomedicine field. There are very few people who can sit down and figure out a problem using logic in the first year of graduate school. I feel that the “non-book-smarts” that the BIOEN program has given me has allowed me to succeed now.”Table 1. Representative quotations submitted by student alumni regarding their perceptions of theirpreparation received in our BIOEN program.This student alumni survey provided qualitative results (Table 1) which were instrumental inidentifying aspects of the curriculum which required attention. Many of the concerns cited

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Eric Kennedy, Bucknell University; Donna Ebenstein, Bucknell University

Tagged Divisions

Biomedical

conventionalmachining [1]. These skills are vital for engineers to communicate design ideas, and a basicunderstanding of manufacturing technology helps enable students to consider how a design onpaper might be turned into a physical prototype. Faculty observations and student and alumnifeedback have indicated that these skills are vital for success in classroom design projects suchas senior design, as well as for careers in industry [2]. Page 15.482.2Within the biomedical engineering curriculum at Bucknell University, a fabrication andexperimental design course is integrated into a four course design sequence where two coursescomprise the senior capstone

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

William Guilford, University of Virginia

Tagged Divisions

Biomedical

as paper-based exams.IntroductionAudience response systems (ARS, also known as “clickers”) have been used extensively forformative assessment – helping students determine for themselves whether or not theyunderstand the material, and breaking up rote lectures with an active learning activity. There isan extensive literature on their use and efficacy in these regards. While it is disputed whetherARS use improves student performance, there is evidence of improved retention as a result ofusing ARS in the classroom setting. Readers are referred to recent articles by Fies 1, andCrossgrove and Curran 2.ARS have the added advantage of being able to assess large numbers of students simultaneouslyand rapidly. Paschal noted that ARS can overcome the

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Randolph, Randy Hutchison, Randy Hutchison, Clemson University; John DesJardins, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Biomedical

to 4 pm.Course DescriptionMovement Science in biomechanics is an application based course for sophomore to senior levelstudents which applies principles and concepts of biomechanics, including statics, dynamics, andphysics to motion analysis. Within the course students are expected to utilize variousbioinstrumentation to collect and analyze data for various human motions and applybiomechanics concepts to quantify and characterize these motions.Description of StudentsNineteen students from the sponsoring university participated in the Movement Science inBiomechanics class. Within the class, the majors included: 14 bioengineering, 2 mechanicalengineering, 1 computer science, 1 civil engineering, 1 chemical engineering. All students

Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

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

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

Page 22.1342.4successful in learning and become self-direct learners, knowledge builders and better problemsolvers. A multifaceted approach, which integrated PBL, DBL and WWW-based e-Learning,was adopted for student-centered learning in one of our recently developed interdisciplinarycourses. Methodology MEGR 3090 Intro to Biodynamics is one of such interdisciplinary courses developed inspring 2009 as an elective. In this course, we aimed to obtain the following specific objectives: 1. To improve engineering students’ skills in self-directed learning of basic medicalknowledge related to orthopedic engineering design and manufacture; 2. To improve engineering students’ skills in tackling complex real-world

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

and thus moreclinically effective. Additionally, knowledge of the design and development of medicaltechnology will facilitate proper maintenance in the clinical environment thus avoiding patientadverse events and errors and promoting optimal care. Finally, a more fundamental Page 22.1542.2understanding of the technology with which they must interact will better acquaint nursingstudents with both the advantages and disadvantages of specific devices as well as the expectedoperating parameters. This will improve nurses’ ability to deliver effective patient care.The complete project includes the following components: 1. Clinical simulations

Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jorge E. Bohorquez, University of Miami; Ozcan Ozdamar, University of Miami; Jonathon Anthony Toft-Nielsen, University of Miami

Tagged Divisions

Biomedical

otherdevices, such as an optical coherence tomography device are being considered as alternative finalprojects for future students.Course objectives are assessed in several ways: by student surveys at the end of the semester, by Page 22.1397.2analysis of the final product and by the associated documentation. BME540/541have beenavailable for two years with satisfactory results as assessed by student and industryrepresentative evaluations, exit interviews and employment records.1. IntroductionThe Biomedical Engineering (BME) industry is fertile ground for BME graduates; this dynamicindustry requires more entrepreneurs generating new jobs for our

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hatice O. Ozturk, North Carolina State University; Dianne Raubenheimer, North Carolina State University

Tagged Divisions

Biomedical

into three parts: 1) Knowledge, 2) Skills and 3)Attitudes. This separation was suggested to avoid conglomeration of the outcome statements, tosimplify the connection to course instructional objectives and to allow for out of curriculumcomponents. We had been in search of a model like this to create a new sustainable assessmentplan with embedded course level assessment and chose to adopt the approach. Defining a“skills” category for the undergraduate program captured the attention of BiomedicalEngineering faculty who were interested in developing a skill-set common to all studentsgraduating from the program.At the next Biomedical Engineering (BME) Undergraduate Program retreat, a session wasdedicated to identifying the basic skills our students