Conference Session

BME Course and Curriculum Development

Collection

2010 Annual Conference & Exposition

Authors

Anca Stefan, Lawrence Technological University

Tagged Divisions

Biomedical

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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

participants, and to help the students prepare presentations and papers as needed.At the close of the program, students present their research as an oral presentation, which isevaluated by mentor scientists as well as other scientists, graduate students and guests.2009 ProgramThe 2009 REU program had eight participants, two of which were Peer Mentors. Althoughfunded late in the cycle of applications, BE@SLU received over 50 applications for the 8positions. We deemed this to be very successful as the target population of entering freshmanand sophomores are not necessarily seeking research experiences through the REU programs.Two (of the 8) students were from primarily undergraduate institutions, 6/8 were women, and 1/8was a self-identified

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Pamela Bhatti, Georgia Institute of Technology; Jessica Falcone, Georgia Institute of Technology; James McClellan, Georgia Institute of Technology

Tagged Divisions

Biomedical

quantitative means of assessment. In addition, to provide free internationalaccess, the laboratory will be disseminated on the Connexions educational website.1. IntroductionAt the Georgia Institute of Technology (GA Tech) an introductory signal processing course isrequired for all electrical engineering, computer engineering and biomedical engineeringundergraduates. To provide this foundational material early on in the undergraduate curriculum1,the course is presented in the sophomore year for ECE students and often taken during the finaltwo years for BME students. Basic integral calculus, linear algebra, familiarity with complexnumbers, and MATLAB (MathWorks, Natick, MA) programming experience are the pre-requisites. This rigorous semester-long

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Nur Ozaltin, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Biomedical

analyzed; andfrom this we identified patterns of “good” and “poor” innovation in designs.Specifically, the following research questions have been investigated while developing thisconceptual model.1. Do relationships exist between the various sequences of design activities and do these sequences relate to the innovation of the design outcome?2. Given that some design activities are crucial to the process, is there a relationship between when these “most important activities” occur and the innovation of the design outcome?3. Do exogenous factors affect the overall innovation of the design (i.e., mentor, advisor, prior internships, work experience, team contribution, etc.)?We addressed each of these questions utilizing data obtained from 26

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

to five alternative answers,an indication of the correct answer, and an explanation. As soon as a question is contributed it isavailable in the “Unanswered Questions” section for other users enrolled in the course. Page 15.540.3Figure 1: Examples of the PeerWise interface. A) The main menu is divided into 3 sections: the questions that thestudent has contributed, the questions contributed by others that the student has answered, and the questionscontributed by others that the student has not answered. B) A list of all the questions the student has not answered isprovided and can be sorted by multiple features.“Unanswered Questions” are

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Sarah Pierce, Cumberland University; Amanda Lowery, Vanderbilt University; Charleson Bell, Vanderbilt University; Todd Giorgio, Vanderbilt University

Tagged Divisions

Biomedical

analysis, communication, and teamwork.1 Toachieve these learning objectives, practical hands-on application of concepts from a course andtechnical skills must be practiced. Additionally, Edward surveyed engineering students andfound the students believe laboratory courses are essential to gaining a full understanding ofcourse material.2 A bionanotechnology course, when housed within an engineering discipline,benefits from a lab by the active application of ideas and concepts presented in the lecture.Laboratory courses also appeal to the kinesthetic, self-proclaimed “practical” personality ofmany engineering students.2This bionanotechnology laboratory course has been developed to accompany a three hourbionanotechnology lecture course that uses the

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Estefania Alvarez, Clemson University; Steven Saville, Clemson University; O. Thompson Mefford, Clemson University; John DesJardins, Clemson University

Tagged Divisions

Biomedical

incorporation of „conference style writing‟ as a teaching toolinto an introductory multidisciplinary (Bioengineering and Materials Science) laboratory course.The goal of this work was to evaluate the use of “conference style” abstracts, oral presentationsand poster presentations to teach undergraduate laboratories, and evaluate the students perceivedvalue of these tools and skills in their future engineering careers. A 1 credit (3 hours per weekfor 16 weeks) materials science laboratory was used to instruct 7 materials science laboratoriesusing pre-lab conference skills tutorials, pre-lab content quizzes, individual student 1 pageabstract submissions, team conference presentations and final team poster presentations. Theresults of this work show that

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Purvis Bedenbaugh, East Carolina University

Tagged Divisions

Biomedical

,in addition to controlling the refractory period after action potential generation.Before entering this course, they have completed physics, general chemistry, calculus,engineering math, one semester of statistics, and statics. Students and were concurrently enrolledin courses in mechanical dynamics, and beginning electrical circuits. A basic background in axonbiophysics was supplied by a reading from standard introductory biomedical engineeringtextbook [1]. To develop research skills, students were supplied with an influential researcharticle [2] relevant to the project, and instructed on how to use PubMed and ISI Web of Scienceto find articles related to a key publication. They also received a patent application [3] in thefield of their

Conference Session

BME Course and Curriculum Development

Collection

2010 Annual Conference & Exposition

Authors

Lily Laiho, California Polytechnic State University; Nikki Adams, California Polytechnic State University; Kristen Cardinal, Cal Poly, San Luis Obispo; Matthew Burd, California Polytechnic State University; Daniel Walsh, California Polytechnic State University; Trevor Cardinal, California Polytechnic State University

Tagged Divisions

Biomedical

Award1, we have developed a unique interdisciplinary MS degree specialization inStem Cell Research. This paper describes the structure of this new program. Theinterdisciplinary nature of our program stems from the involvement of faculty and students fromthree departments that span three academic units at our university - Biomedical Engineering,Biological Sciences, and Animal Science. The goals of our program are to prepare students forcareers in stem cell research by providing them with 1) broad technical skills, 2) critical thinkingand problem solving skills, 3) familiarity with current research, 4) familiarity with the ethics andtheory of stem cell investigation, and 5) presentation and communication skills.To accomplish these goals, students

Conference Session

Experiential Learning in BME

Collection

2010 Annual Conference & Exposition

Authors

Michele Wabler, Clemson University; Estefania Alvarez, Clemson University; John DesJardins, Clemson University

Tagged Divisions

Biomedical

undergraduate student in topics of medical devices, biomaterials, and clinicalanatomy. This paper details the development, application, and assessment of a mentoredundergraduate teaching and research program known as Creative Inquiry at Clemson Universitythat is focused on the development of a statewide implant retrieval program for educational andresearch purposes.IntroductionThe mission of the Department of Bioengineering at Clemson University is to provide anoutstanding education for engineers in bioengineering and developing future leaders. With thismission in mind, three goals were identified: 1) to provide students with the education needed fora rewarding career, 2) to provide an intellectually rigorous undergraduate education thatemphasizes

Conference Session

Experiential Learning in BME

Collection

2010 Annual Conference & Exposition

Authors

DeRome Dunn, North Carolina Agricultural and Technical State University; Robin Liles, North Carolina Agricultural and Technical State University; Clinton Lee, North Carolina Agricultural and Technical State University; Shawn Watlington, North Carolina Agricultural and Technical State University; Courtney Lambeth, North Carolina Agricultural and Technical State University; Devdas Pai, North Carolina Agricultural and Technical State University

Tagged Divisions

Biomedical

in the area of Biomaterials.RETs also participated in professional development sessions centered on classroom instructionand designed to help them translate their new scientific knowledge into a one-weekinquiry-based teaching module. Modules were aligned with the state's K-12 Science Curriculumintroducing K-12 students to the basic concepts of bioengineering. Additional module goalsincluded increasing K-12 student 1) knowledge of math and science; 2) awareness of andappreciation for the field of engineering; 3) ability to link this knowledge to real-lifeexperiences; and 4) capacity for scientific engagement in the classroom. RETs were able toimplement a portion of the module with high school students at the end of the summer.Entrance and

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Vargis, Vanderbilt University; Anita Mahadevan-Jansen, Vanderbilt University

Tagged Divisions

Biomedical

' ability to use critical thinking skills to tackle engineering problems, as well as theirability to research and discuss current technologies. There were two goals of this project: 1)implement a challenge-based learning module (based on the Legacy Cycle framework) todiagnose skin cancer with optical spectroscopy in a junior to senior-level undergraduate courseon biomedical optics and 2) assess the value of this module compared to previous years' lecture-only method of teaching optical spectroscopy. The experimental design was introduced over onesemester. The module was assessed using 3 indicators: comparing test answers between 5semesters worth of classes, a 1 page study guide on an emerging technology of skin cancerdiagnosis created by the

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Sara Koehler, Northwestern University; Wendy Murray, Northwestern University

Tagged Divisions

Biomedical

Health, Science and Technology at Harvard/MIT Engineering ResearchCenter) for Bioengineering Educational Technologies1, Personal Response Systems (PRS) toenhance formative assessment, and challenge-based homework assignments to emphasize theapplication of fundamental engineering skills in biomechanics. The goal of this paper is todiscuss our experience with these methods, highlighting how we have used PRS tosystematically diagnose and address common misconceptions associated with prerequisite coursematerial and guide our delivery of new concepts in order to improve learning outcomes.1. IntroductionOver the past twenty years, undergraduate education in the field of biomedical engineering(BME) has undergone a period of rapid growth. Fueled

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 Course and Curriculum Development

Collection

2010 Annual Conference & Exposition

Authors

James Sweeney, Florida Gulf Coast University

Tagged Divisions

Biomedical

) permits us to more easily incorporate time each week into in-class problem solving, aswell as running simulations, or carrying out the projects and experiments unique to our offering . Page 15.21.3Course Learning Outcomes and ContentLearning OutcomesLearning outcomes for this course involve five main themes as follows. After completing thiscourse, students will be able to: (1) demonstrate understanding of relationships in cell membranebiophysics which are pertinent to design and use of medical and laboratory devices anddiagnostic instruments; (2) use software tools for simulation of excitation and propagation incardiac and neural tissues; (3

Conference Session

Women in Biomedical Engineering

Collection

2010 Annual Conference & Exposition

Authors

Naomi Chesler, University of Wisconsin, Madison; Rebecca Richards-Kortum, Rice University; Sangeeta Bhatia, MIT; Gilda Barabino, Georgia Institute of Technology

Tagged Divisions

Biomedical

., for fixing the leaky pipeline.IntroductionThe lack of gender diversity in all engineering disciplines is an important national problem. Asnoted at the Summit on Women in Engineering 1, “we simply need people with the best mindsand skills, and many of those are women.” Furthermore, the literature suggests that a moreinclusive workforce is more innovative and more productive 2-4. In academia, the educationalbenefits of diversity are significant 5. Students with the most classroom experience withdiversity are more engaged in learning and self-report more gains in critical thinking, problemsolving and self-confidence 5. Similar benefits have been found in graduate medical and lawschool environments 6. Also, multiple lines of evidence suggest that

Conference Session

BME Course and Curriculum Development

Collection

2010 Annual Conference & Exposition

Authors

Richard Aston, East Tennessee State University; William H. Blanton, East Tennessee State University

Tagged Divisions

Biomedical

one’s book is given to colleagues and perhaps their students as aPDF file it essentially becomes open course ware (OCW) such as has been pioneered byMassachusetts Institute of Technology (MIT). A commercial publisher who needs to havecapital to run the business would probably not release an unrestricted PDF file unless it would bea promotional product to sell a larger book for which the material could be a section, forexample. Indeed one can download textbooks from the world wide web. (1) (For furtherdiscussion see http://www.stevens.edu/asee/fileadmin/asee/pdf/Aston--_final.pdf )E-Book Generation Example A 164 page e-book completely produced on a desktop computer, Medical Imaging

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Robert Gettens, Western New England College; Michael Rust, Western New Engalnd College; Diane Testa, Western New England College; Judy Cezeaux, Western New England College

Tagged Divisions

Biomedical

seen in the medical deviceindustry. The idea to incorporate QSR and FDA design control guidance was generated largely throughthe Department’s industrial advisory board. Members of our board from the medical deviceindustry see a knowledge gap in QSR and design control in recent hires from the general pool ofengineering graduates. The incorporation of these elements into our capstone design course, notjust in theory, but in practice, seeks to alleviate this gap.Introduction According to the 2009 AIMBE biomedical engineering placement survey, 49% ofbachelor-level graduates obtained employment in industry.1 The U.S. Department of Laborprojects an employment growth rate of 72% for biomedical engineers in the decade 2008-2018.This growth rate is

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Alyssa Taylor, University of Virginia; Katelyn Mason, University of Virginia; A. Leyf Peirce Starling, The Fletcher School; Timothy Allen, University of Virginia; Shayn Peirce, University of Virginia

Tagged Divisions

Biomedical

instructors compile adescriptive list of potential projects which is distributed to Capstone students at the beginning ofthe course. A “BME Capstone Project Fair” is held one week later, where all potential advisorsand students gather to interview one another for the various projects. After the Project Fair,students indicate their interest level in each project using a numerical ranking system (i.e. 1 =extremely interested, 4 = not interested in project). Students are also asked to indicate their toptwo project choices and to describe the reasons for their interest in the projects (i.e. previousexperience in the area, relation to career goals, etc.). Advisors also submit their preferences forparticular students based on the interviews at the Project

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill; Robert Dennis, University of North Carolina; Charles Finley, University of North Carolina, Chapel Hill

Tagged Divisions

Biomedical

from students indicates that thesehands-on experiences were fun and beneficial for them.IntroductionIn engineering design courses, students have an opportunity to consider an open-ended problemand develop an original design to address the need. In fact, design and development “is whatmost distinguishes engineering from science, which concerns itself principally withunderstanding the world as it is”. 1 As a result, many programs have emphasized design in anumber of ways, for example by incorporating design courses for first year students andthroughout their curriculum.2-3 In recent years, many papers at the ASEE conference have beendevoted to presentations on this topic, including an entire session in 2009.4-9At the University of North Carolina