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

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

concepts in a team report.Data AnalysisThe design concepts were examined to identify the presence of Design Heuristics in individualdesign concepts and team design concepts3. Students indicated the title(s) of Design Heuristic(s)incorporated into their concepts during the idea generation session. For example, a directapplication of Provide sensory feedback in a design concept would be to add lights to indicatehow much force a doctor is exerting while using a medical device. For each individual concept,we documented students’ reported use of heuristics as well as how they applied the heuristic(s)they reported.Subsequently, we analyzed the extent to which heuristic-driven ideas from individuals werepresent in team-selected ideas. We used this

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; Annmarie Mullen, Bucknell University

Tagged Divisions

Biomedical

bringing the entrepreneurial mindset to engineering education. c American Society for Engineering Education, 2017 The rise of rapid prototyping in a biomedical engineering design sequenceIntroductionPrototyping has always played an important role in the design process as way to determineconceptual viability and iterate upon an idea. Over the last decade, the decreasing costs,improved accuracy, and wide-spread availability of rapid prototyping (RP) technology haslowered the barriers to early-stage prototyping. At universities, the result has been the rise ofmaker’s spaces, skill-based pop-up classes and rapid design challenges. In this paper, we explorethe history of rapid prototyping throughout the 1990’s and 2000

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

question was asked on homework in these offerings as well. The homework assignments were provided to the students in the current offering but not assigned for credit. “What major assumption(s) did you make in problem 2 [holding the shank of the leg in the air] to make the problem tractable (able to calculate the muscle force) and describe in one sentence why this is/these are valid?” Essentially the same question regarding simplifications (single muscle acting at a point, frictionless joint) was asked in the four previous offerings. “The way our bodies are structured, the forces in the muscles and bones are very high for relatively low external forces (e.g., the 5 lb. weight I held out at arm’s length in class resulted in tens of

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

: Student feedback rubric for laboratory notebooks PointsSection Requirements PossibleTitle & Objective Clearly captures the daily goal(s) of the lab 3Materials & Methods Descriptions of experiments & materials clearly provided 4Results & Discussion All data, graphs, & relevant discussion is documented 4Observations, Notes Observations, errors, & future improvements are detailed 3Presentation Notebook is neat, organized, & has labeled tables/figures

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Monica Dominique Okon, The Ohio State University ; Tanya M. Nocera Ph.D., The Ohio State University

Tagged Divisions

Biomedical

laboratory motivation,documentation and technical communication skills. We are currently analyzing preliminaryresults from an anonymous online survey (Qualtrics) administered to all current junior andsenior-level BME students who were enrolled in one or more domain laboratory courses duringthe 2015-2016 academic year when paper-based notebooks were required, and/or during 2016-2017 academic year when ELNs were introduced. The survey responses placed the students intoone of two sub-categories, those who 1) had completed at least one domain lab course usingpaper-based notebooks and at least one domain lab course using electronic-based notebookkeeping methods; and 2) had completed domain lab course(s) with electronic-based notebookkeeping methods only

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

your REU student(s)? 2. Do you feel that the REU’s emphasis of the creative process impacted the REU student’s experiences? 3. Did the REU’s emphasis of the creative process impact your personal view of the research process?ProceduresThe pre-survey was administered to the students the week prior to the start of the REU, and thepost-survey was administered at the conclusion of the program. Surveys were administeredonline using the Qualtrics program.Student interviews were held within the span of one week towards the end of the program.Interviews of the faculty took place over a two-week period of time following the conclusion ofthe REU. Each interview lasted no longer than one hour. The interviews were conducted by

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Molly Y. Mollica, University of Washington; Heather A. Feldner, University of Washington; Anat Caspi P.E., University of Washington ; Katherine M. Steele, University of Washington; Dianne Grayce Hendricks, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical

and do not necessarily reflect the views of the federal government.References[1] Oakes, W., Duffy, J., Jacobius, T., Linos, P., Lord, S., Schultz, W. W., & Smith, A. (2002). Service-learning inengineering. In Frontiers in Education, 2002. FIE 2002. 32nd Annual (Vol. 2, pp. F3A-F3A). IEEE.[2] Duffy, J., Tsang, E., & Lord, S. Service-learning in engineering: What why and how? ASEE Annual Conference 2000.[3] Eyler, J., & Giles Jr, D. E. (1999). Where's the Learning in Service-Learning? Jossey-Bass Higher and Adult EducationSeries.[4] Sax, L. J., Astin, A. W., & Avalos, J. (1999). Long-term effects of volunteerism during the undergraduate years. Thereview of higher education, 22(2), 187-202.[5] National Academy of Engineering

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, University of Wisconsin, Madison; Carla Winsor, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Biomedical

underrepresented minorities.References[1] Puccinelli, TJ, Fitzpatrick, M., Masters, G., Murphy, JG, The Evolution of the Freshman Engineering Experience to Increase Active Learning, Retention, and Diversity--Work in Progress. American Society for Engineering Education, 2016.[2] B. M. Olds and R. L. Miller, "The effect of a first-year integrated engineering curriculum on graduation rates and student satisfaction: A longitudinal study," Journal of Engineering Education, vol. 93, p. 23, 2004.[3] S. S. Courter, S. B. Millar, and L. Lyons, "From the students' point of view: Experiences in a freshman engineering design course," Journal of Engineering Education, vol. 87, pp. 283-288, 1998.[4] D. W. Knight, L. E. Carlson, and

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

actualassignments.Introductory ProjectFollowing a class visit by a cancer-surviving individual who provided an in-depth, personaloverview of his cancer experience, the students were tasked with exploring distinctly the diseasepathway, intervention/ device treatment pathway, and the patient pathway for either breast orprostate cancer. Each student selected which of the two types of cancer s/he would explore.Overall, this introductory project had several underlying goals that aimed to lay a foundation forthe entire course. First, this introductory project was to provide opportunities for the students tobuild skills in examining the disease, device, and patient pathways of cancer. In subsequentprojects, students would further refine their skills and apply them to other

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington

Tagged Divisions

Biomedical

scaffolding roleof reflection. Preliminary results indicate that these efforts improve student engagement in theAutumn seminar and overall program, and promote success in the design and implementation ofyear-long team service projects.Bibliography 1. Ambrose, S. A. (2013). Undergraduate engineering curriculum: The ultimate design challenge. The Bridge: Linking Engineering and Society, 43(2). 2. Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How Learning Works. San Francisco, CA: Jossey-Bass. 3. Kaplan, M., Silver, N., LaVaque-Manty, D., & Meizlish, D. (Eds.). (2013). Using Metacognition and Reflection to Improve Student Learning. Sterling, VA: Stylus Publishing. 4. D.G

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

., Merle, D., Jackson, C., Lannin, J., & Nair, S. S. (2010). Professional skills in the engineering curriculum. IEEE Transactions on Education, 53(4), 562-571. 9. O’Leary, S. (2014). Incorporating employability into degree programmes by using consultancy projects as a form of international internship. In Proceedings of the Global Internship Conference 8th Annual Conference (pp. 173-176). 10. Rajala, S. A. (2012). Beyond 2020: Preparing engineers for the future. Proceedings of the IEEE, 100(Special Centennial Issue), 1376-1383. 11. Sargent Jr, J. F. (2013). The US science and engineering workforce: Recent, current, and projected employment, wages, and unemployment. 12. Stiwne, E. E., & Jungert, T. (2010

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

Engineering, 34(2), p. 200-2085 Enderle JD. (1999) “An Overview of the National Science Foundation Program on SeniorDesign Projects to Aid Persons with Disabilities.” Intl J. of Engineering Education, 15(4), p.288-2976 Kotche, D. (2016) “Clinical Immersion Internship Introduces Students to NeedsAssessment.”ASEE Annual Conf. #155937 Przestrzelski, B, DesJardins, J, Brewer, C, (2016) “Year Two - The DeFINE Program: AClinical and Technology Transfer Immersion Program for Biomedical Needs Identification andValuation,” ASEE Annual Conf. #171218 Kadlowec J, Merrill T, Hirsh R, Sood S. (2015) “Work-In-Progress: Clinical Immersion andTeam-Based Engineering Design,” ASEE Annual Conf., Seattle, WA9 Sood S

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

. Oakes, and Monica E. Cardella. “Students’ Ways of ExperiencingHuman-Centered Design,” Journal of Engineering Education,” 101(1), 28-59, 2012.[3] Privitera, Mary Beth, M. Design and Dale, L. Murray. “Applied Ergonomics: Determining UserNeeds in Medical Device Design,” in 31st Annual International Conference of the IEEE EMBS,Minneapolis, MN, 2009.[4] Gertner, Michael. “Biomedical Innovation, Surgical Innovation, and Beyond,” in 9th Annual NationalCollegiate Inventors and Innovators, San Diego, CA, 2005.[5] Walker, M. & Churchwell, A.L. “Clinical Immersion and Biomedical Engineering Design Education:Engineering Grand Rounds.” Cardiovasc Eng Tech (2016) 7: 1. doi:10.1007/s13239-016-0257-y[6] Stephens, J. S., & Rooney, S. I., & Arch, E

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

analyze teaching in traditional versus innovativeclassrooms. Proc 2nd Joint EMBS-BMES ConfHerreid C, Schiller NA. 2013. Case studies and the flipped classroom. J College Sci Teaching42:62-66Roehl A, Reddy S, Linga S, Gayla J. 2013. The flipped classroom: An opportunity to engagemillennial students through active learning strategies. J Family Consumer Sci 105:44-49Roselli RJ, Brophy SP. 2003. Redesigning a biomechanics course using challenge-basedinstruction. Eng Med Biol IEEE 22:66-70. DOI 10.1109/MEMB.2003.1237504Schwartz DL, Bransford JD. 1998. A time for telling. Cogn Instruct 16:475-522Silverthorn DU. 2006. Teaching and learning in the interactive classroom. Adv Physiol Educ30:135-140. DOI 10.1152/advan.00087.2006Talbert, R. (2012). Inverted

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

group discussion, groups reported back to the class. The instructors compiledconsensus items into a master list, which was distributed to the class as a rubric. (See AppendicesA-C for student-generated rubrics.)Call To Action:Students were asked to use the rubric as a guide when reviewing drafts.Autumn Workshop Session(s) 2 or 2-3 (75 min or 2x50 min):Expectations for Conduct and Useful Feedback; Peer Review in Small GroupsObjective:Enable students to provide meaningful guided peer review of drafts.Activation:The instructor asked students to share prior peer review experiences to uncover what constitutesuseful feedback. The class reached consensus on the following criteria for providing helpfulfeedback: 1) Always suggest something actionable

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Samantha Brenna, Arizona State University ; Casey Jane Ankeny, Arizona State University; Michael R. Caplan, Arizona State University

Tagged Divisions

Biomedical

studentachievement and attitude.References[1] Lowell, J., Utah, B., Verleger, M., & Beach, D. (2013). The Flipped Classroom : A Survey of the Research The Flipped Classrom : A Survey of the Research. Proccedings of the Annual Conference of the American Society for Engineering Education, 6219[2] Laman, J. A. (2012). AC 2012-4028 : CLASSROOM FLIP IN A SENIOR-LEVEL ENGINEER- ING COURSE AND COMPARISON TO PREVIOUS VERSION Classroom Flip in a Senior-Level Engineering Course and Comparison to Previous Version Abstract identified by students as needing further review and ex.[3] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael G. Mauk, Drexel University; Richard Chiou, Drexel University; Tamra Duke, Drexel University ; Qayum Malik, Drexel University

Tagged Divisions

Biomedical

Microcontroller. The speed to simulate the required torqueforces in the chip was estimated at between 50 and 90 rad/s. Some test results for chips areshown in Fig. 5, indicating the change in threshold torque with channel geometry. A Gantt chartschedule for the 8-month project is shown in Fig. 6.Conclusion and Discussion. This project proved to be an instructive case study for senior designon several accounts: 1) it developed and tested a useful medical sensor with importantapplications, 2) it utilized a microfluidic chip as a sensor, rather than the more typicalapplications of microfluidics for sample processing and analysis, 3) it demonstrated that there isa place for completely non-electrical sensors, and 4) its easy prototyping allowed students

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

Paper ID #19719Implementation of a Master’s in Translational Medicine (MTM) Program atThe City College of New York (Work in Progress)Mr. Jeffrey Stock Garanich Ph.D., The City College of New York Jeffrey S. Garanich, Ph.D. is Director of the Master’s in Translational Medicine (MTM) Program at the City College of New York (CCNY). In this role, his primary responsibilities include leading recruiting efforts to expand the Program’s student base, engaging medical technology industry partners, and manag- ing administration of a curriculum that trains students from diverse educational backgrounds in the core competencies

Conference Session

K-12 and Graduate Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eileen Haase PhD, Johns Hopkins University; Elizabeth A Logsdon, Johns Hopkins University

Tagged Topics

Diversity

Tagged Divisions

Biomedical

. Department of Labor, Occupational Outlook Handbook, 2016-17 Edition, Biomedical Engineers, on the Internet at https://www.bls.gov/ooh/architecture-and-engineering/biomedical-engineers.htm.[2] Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2016-17 Edition, Occupational Information Included in the OOH, on the Internet at https://www.bls.gov/ooh/about/occupational-information-included-in-the-ooh.htm.[3] C. G. Prober and S. Khan, “Medical Education Reimagined: A Call to Action.,” Acad Med, vol. 88, no. 10, pp. 1407–1410, Oct. 2013.[4] T. Jong, M. C. Linn, and Z. C. Zacharia, “Physical and Virtual Laboratories in Science and Engineering Education.,” Science, Vol. 340, Issue 6130

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

advice,feedback, and guidance on the issues teams faced in pursuing a path to commercialization.Course Evaluation and Feedback. Assessment of learning outcomes, course dynamics, andeffectiveness was achieved through anonymous pre- and post-course surveys of participants(Table 2). The survey included three short answer questions to determine role on the team, area(s)of expertise, and intention/history of attendance. Following the role identification questions wereten questions aimed at ranking knowledge gained from the course. Then, following the sameranking format, five questions aimed to determine participant enthusiasm over aspects of thecourse, such as excitement to network or to hear other teams present. The survey concluded witha final

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexander J. Carroll, North Carolina State University; Andrew J. DiMeo Sr., UNC & North Carolina State University; Hatice O. Ozturk, North Carolina State University; James McCall, North Carolina State University

Tagged Divisions

Biomedical

CurriculumThe landscape of today’s Biomedical Product Development Industry calls for a diverse set ofskills beyond the typical engineering fundamentals. The current Hospital Value-BasedPurchasing environment driven by the Department of Health and Human Services Centers forMedicare & Medicaid Services (CMS) measure all new products by their ability to improveclinical outcomes, increase patient satisfaction, and lower the cost of care.1 Preparing students tobecome leaders in the Biomedical Engineering (BME) industry therefore must include anunderstanding of health economics and a broad view of the continuum of care and overall impactof care. The proposed changes to Accreditation Board for Engineering and Technology, Inc.’s(ABET) Criterion 3 signals

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Karen R. Thickman, University of Washington

Tagged Divisions

Biomedical

–624 (2012).3. Tursz, T., et al; Nat. Rev. Clin. Oncol. 8, 177–183 (2011).4. Disease, Committee on A Framework for Developing a New Taxonomy of Disease, Board of Life Sciences, Division of Earth and Life Sciences, N. R. C. of E. N. A. Toward Precision Medicine: Building a Knowledge Network for Biomedical Research and a New Taxonomy of Disease. Toward Precision Medicine: Building a Knowledge Network for Biomedical Research and a New Taxonomy of Disease (2011). doi:10.17226/132845. Chivers, T. Genomics: the revolution that’s transforming medicine. The Telegraph6. Jordan, T. C. et al.; mBio 5, (2014).7. Daack-Hirsch, S. et al. Integrating Genetics and Genomics into Nursing Curricula. Nurs. Clin. North Am

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeffrey Thomas La Belle, Arizona State University; Aldin Malkoc, Arizona State University ; Mackenzie Honikel, Arizona State University, Biological and Health Systems Engineering

Tagged Divisions

Biomedical

in key concepts is not affected by differentinstructors and offered class times. Through engineering a board game students’improvement in innovation, prototyping, and design is strongly supported. Thisunique pedagogy is an effective measure for teaching and learning that can at anygrade level truly help students prepare for their senior design.Appendix 1Figure 8: A comparison of a board game and medical device. The left columnuses an example of the process a board game has to address before getting tomarket. The right column shows the process a medical device ,specifically a bloodglucose meter, needs to consider before market.References1.     Malkoc  A,  Krause  S,  Ankeny  CJ.  Value  of  Student  Resources  in  Materials

Conference Session

Assessment of Student Learning and Motivation in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

William H Guilford, University of Virginia; Brian P. Helmke, University of Virginia

Tagged Divisions

Biomedical

“explorationactivities” in section 2 revealed students’ appreciation for connecting in-class discussions andtextbook readings to current events and to research in physiology and biomedical engineering.Although we did not measure student motivation, we hypothesize that student motivation wouldbe increased when provided with opportunities for engagement with authentic biomedicalproblems [13]. Thus, retention/recall and comprehension may not be the only relevant metrics oflearning [14].Literature Cited[1] P. Black and D. Wiliam, “Developing the theory of formative assessment,” Educ. Assess. Eval. Account., vol. 21, no. 1, 2009.[2] K. E. Dunn and S. W. Mulvenon, “A Critical Review of Research on Formative Assessment: The Limited Scientific Evidence of the

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

of the rubric willimprove inter-grader variation, TA confidence in assignment evaluations, and studentperceptions of grading fairness. Ongoing studies will explore the validity of these findings byexpanding the cohort of TAs and student reports evaluated.References1. Franey, S., A. Gregerson, and M.T. Braun. Playing the TA Lottery A Study of How Teaching Assistants Impact Grades in Engineering Courses. in American Society for Engineering Education. 2012. American Society for Engineering Education.2. Powe, A. and J. Moorhead. Grading lab reports effectively: using rubrics developed collaboratively by ECE and technical writing instructors. in

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hannah Timbers Yssels, University of California, Davis; Marina Crowder, University of California, Davis; Ozcan Gulacar, University of California, Davis; Jennifer H. Choi, University of California, Davis

Tagged Divisions

Biomedical

interpersonal skills? Economics of Education Review 2011, 30 (6), 1516-1526.2 Lerner, A.L., Kenknight, B.H., Rosenthal, A. et al. Design in BME: Challenges, Issues, andOpportunities. Ann Biomed Eng 2006, 34 (2): 200-208.3 Jennifer H. Choi. Work in Progress: The Incorporation of Hands-on, team-based designchallenges in a large enrollment introductory biomedical engineering course. ASEE AnnualConference & Exposition, New Orleans, Louisiana 2016.4 Okudan, G.; Ogot, M.; Gupta, S. Assessment of Learning and its Retention in the EngineeringDesign Classroom Part A: Instrument Development. American Society for EngineeringEducation Conference Proceedings 2007, AC 2007-2261.5 Mulford, D. R.; Robinson, W. R., An Inventory for Alternate Conceptions among

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

College-Wide Engineering Outreach Event. Proceedings of theAnnual Conference of the American Society of Engineering Education, New Orleans, LA, 2016.Hidi, S and Renninger, KA. The Four Phase Model of Interest Development. EducationalPsychologist, 41, 111–127, 2006.Knogler, M, Harackiewicz, JM, Gegenfurtner, A, Lewalter, D. How Situational is SituationalInterest? Investigating the Longitudinal Structure of Situational Interest. ContemporaryEducational Psychology, 43, 39-50, 2015.Michaelis, JE and Nathan, MJ. The Four-Phase Interest Development in Engineering Survey.Proceedings of the Annual Conference of the American Society of Engineering Education, Seattle,WA, 2015.National Science Foundation. Women, Minorities, and Persons with Disabilities in

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

design thinking, teaching, and learning,” J. Eng. Educ., vol. 94, no. 1, pp. 103–120, 2005.[2] S. Kuznetsov and E. Paulos, “Rise of the Expert Amateur: DIY Projects, Communities, and Cultures,” in Proceedings of the 6th Nordic Conference on Human-Computer Interaction: Extending Boundaries, New York, NY, USA, 2010, pp. 295–304.[3] O. Hoilett, “#FunTimesWithTheTA,” GitHub. [Online]. Available: https://github.com/FunTimesWithTheTA. [Accessed: 30-Apr-2017].[4] O. Hoilett, “PulseSim - Photoplethysmograph (Heartbeat) Analog Simulator,” Instructables.com. [Online]. Available: http://www.instructables.com/id/PulseSim- Photoplethysmograph-Heartbeat-Analog-Simu/. [Accessed: 23-Mar-2017].[5] J. Allen, “Photoplethysmography and its

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jean-michel I. Maarek, University of Southern California

Tagged Divisions

Biomedical

. Sundarajan, S., Faidley, L. E., & Meyer, T. R. (2012). Developing inquiry-based laboratory exercises for a mechanical engineering curriculum; Paper # AC 2012-5155. Proceedings 119th ASEE Annual Conference.5. Mason, G. S., Rutar Shuman, T., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435.6. Maarek, J. I., & Kay, B. (2015). Assessment of performance and student feedback in the flipped classroom; Paper # 12179. Proceedings 122nd ASEE Annual Conference.