Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew B. A. McCullough, North Carolina A&T State University; Courtney Lambeth, North Carolina A&T State University; DeRome O. Dunn, North Carolina A&T State University; Devdas M. Pai, North Carolina A&T State University; Jangannathan Sankar, North Carolina A&T State University

Tagged Divisions

Biomedical

, 2014Work In Progress: Coordination of Pre-College Summer Programs to Create a Pipeline intoBiomedical EngineeringIntroduction: The National Science Foundation (NSF) requires that all funding integrate educationcomponents to help train future scientists and engineers[1]. In an effort to respond to thisrequirement, as well as the worker shortage and lack of diversity in the Science, Technology,Engineering, and Math (STEM) fields[2, 3], the NSF Engineering Research Center forRevolutionizing Metallic Biomaterials(ERC-RMB) at North Carolina Agricultural and TechnicalState University (NC A&T) in Greensboro, NC developed two impactful educational outreachactivities, the Bioengineering Institute (BEI) and the Young Scholars Program (YSP

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kyle Steven Martin, University of Virginia

Tagged Divisions

Biomedical

’ abilities to identifyproblems and determine the needs of the clients (staff, infants). Figure 1 shows a representativeexample of one of the observed problems and our design process from class. Students were freeto choose any complication they observed to work on and many created solutions for sanitation, Page 24.1386.2equipment securement, and staff monitoring. Figure 1. Students discovered high-frequency oscillatory ventilation tubing was difficult to secure, where the solution devised by the NICU nurses consisted of stuffing blankets in the port of the incubator (left). A design was created using a CAD program

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marcia A. Pool, University of Illinois, Urbana-Champaign; Jennifer L. Groh, Purdue University Women in Engineering Program, West Lafayette; Allison L. Sieving, Purdue University, West Lafayette

Tagged Divisions

Biomedical

there is a need to establish a pathwaythrough which the student interest in STEM is reinforced. To increase interest in biomedicalengineering (BME), we developed outreach modules which enabled students to explore andbuild knowledge of the engineering design process by utilizing their problem solving skills.The engineering design process is defined as an “[iterative], decision-making process in whichthe basic sciences, mathematics, and the engineering sciences are applied to convert resourcesoptimally to meet these stated needs”1. When employed, the engineering design process is acontinuous cycle of improvement involving: problem identification, brainstorming, conceptgeneration, implementation, and verification of the design. These engineering

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Martin T. Spang, Ohio State University; Aaron Strickland, Ohio State University; Deborah M. Grzybowski, Ohio State University

Tagged Divisions

Biomedical

the design project: a robot design-build course and an alternativenanotechnology (nano) research course. The study has included students who have completed thehonors engineering sequence in the past four years. Approximately 1500 students havecompleted the sequence over the past four years, and the distribution by course and year can beviewed in Table 1 below. Table 1: Distribution of student participants by course and year Year Robot Nano Total 2010 307 39 346 2011 277 47 324 2012 293 61

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark A. Ruegsegger, Ohio State University

Tagged Divisions

Biomedical

ideas, best practices, reports, and strategies throughout theyear via teleconferencing and email. Although simple in some ways, it also included a lot ofchallenges. Further discussion refined the early ideas to focus on a pre-capstone experience forJunior students, where NJU and OSU students could work on teams and gain extra design andteam skills, with an international perspective, before the senior capstone course. From this, thecurrent plan is detailed here of an annual Summer Design Experiences (SDE) at both institutions,and an internationally co-mentored senior design project in alternate years at NJU.Program StructureThe overall program structure is presented in Table 1, showing the timeline for events in a two-year cycle. The Summer

Conference Session

Design in the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

James D. Sweeney, Florida Gulf Coast University; Kristine R. Csavina, Arizona State University, Polytechnic campus; Lisa Zidek, Florida Gulf Coast University

Tagged Divisions

Biomedical

engineering senior rapid design challenge requiring design and build of “adevice for a third-world clinic to infuse a cholera treatment solution” (and subject to multipleconstraints and performance metrics)1. Our goals with this version of a rapid design challenge(which to date has focused on various versions of relatively simple medical device designs) havevery much included those stated by Tranquillo and Cavanagh; namely, that each annual problemshould “(1) be of interest to students, (2) have a solution that is technically simple enough to bebuilt in a short amount of time, (3) allow for many types of viable solution concepts, (4) have ahigh probability of success in the allotted time limit, and (5) be presented in such a way as tocreate an

Conference Session

Innovations in Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

William H. Guilford, University of Virginia; Michael B. Lawrence, University of Virginia

Tagged Divisions

Biomedical

for education.Dr. Michael B. Lawrence, University of Virginia Page 24.38.1 c American Society for Engineering Education, 2014 A Course in Biomaterials Taught Using the Socratic MethodThe consensus definition of biomaterial is “a nonviable material used in a medical device,intended to interact with biological systems.1” The emphasis on nonviable materials intended tointeract with biological systems has perhaps guided the development of modern day education inbiomaterials science. That is certainly the case of the undergraduate course in Biomaterialstaught at the University of Virginia

Conference Session

Innovations in Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny PhD, Arizona State University; Stephen J. Krause, Arizona State University

Tagged Divisions

Biomedical

follows: students watch pencasts outside of class, submit themuddiest and most interesting points online, engage in a review of the muddiest/most unclearpoints in class, and then apply the lecture material in- and out-of- class using group activities.Two surveys were administered anonymously to discern student value and attitude regardingthese strategies: 1) the validated Student Value Survey on Muddiest Points (SVM) which focuseson interest and usefulness as well as cost (emotion, time, effort) related to muddiest pointcollection and 2) a new survey called the BME Student-centered Strategies (BSS) Surveyregarding the flipped classroom, pencasts, muddiest points, and group activities.Survey analyses on the pilot data showed that the BSS was a

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jean-michel I. Maarek, University of Southern California

Tagged Divisions

Biomedical

videos, by the students reading short articles, visiting websites, andother modes of content delivery. Application of the lecture content is done in the classroomusually in small groups in the form of problem solving, laboratory activities (virtual or physical),group learning etc. with guidance by the instructor. The flipped classroom paradigm was firstintroduced 2007 for teaching high school science (1, 2) but has since attracted science andengineering instructors in universities and colleges (3, 4). Among its main benefits, the flippedclassroom enables students to receive the most support when they are working on the mostcognitively demanding tasks. The flipped classroom increases interaction between instructor andstudent and between student

Conference Session

Design in the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

John P. Puccinelli, University of Wisconsin, Madison; Amit Janardhan Nimunkar, University of Wisconsin, Madison

Tagged Divisions

Biomedical

to incorporatethe vastly growing types of various digital media being employed in engineering design.Additionally, only one copy of a paper notebook exists as compared to the ability to share anELN (or part of one) with the involved parties. Here we outline the processes used to implementthe ELN and initial student and faculty survey results comparing paper notebooks to an ELN.IntroductionOur Biomedical Engineering (BME) undergraduate students participate in real-world, client-based design projects throughout the curriculum in teams of four or five students.1 The designcurriculum is advised by up to 13 faculty members per semester, each overseeing up to fourteams. In these courses, from sophomore through senior year, the students not only

Conference Session

Design in the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Felipe L. Carvalho, Florida Atlantic University; Ravi T. Shankar, Florida Atlantic University

Tagged Divisions

Biomedical

projects to boost the students’ learning curve. This work inprogress describes the design process of a comprehensive BSP laboratory course using low-costhardware and software. We describe the methods utilized to generate the documentation neededfor the course, and also a detailed list of the materials used and their main features. We dividedthe design process in two main categories: 1) analog circuit design; and 2) digital signalprocessing and software development. We provide details about these two categories and sub-divide the structure of the course into seven laboratory experiments to be completed individuallyor by a group of students. After the completion of this project, a collection of seven laboratoryguides will be fully designed and this

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

schoolstudents in the Summer Program. This paper and poster session will present an overview of thecollaboration in the past two years, the redesign of the programming for this summer, the datasets that will be gathered before, during, and after the programming, and the anticipated use of Page 24.376.2the data sets.Redesign of the Collaboration for Summer 2014 Changes to the collaboration are made using two tools: (1) feedback from the participantsin the collaboration and (2) a set of principles for developing design activities. Feedback from participants in the collaboration is based on post-surveys and semi-structured exit interviews

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

identify common best practices and areas for futureimprovement.Methods To study the externship practices of similar training programs at other universities, anadaptive questionnaire was created to collect information (see Figure 1 and Appendix A). Theelectronic survey was constructed with a web-based survey tool and distributed through email toprincipal investigators (PIs) of 44 training programs currently funded in the 2013 fiscal year byNIBIB under the T32 mechanism. Based on the public abstracts of the training grants, the 44grants include 33 predoctoral programs, 4 combined pre- and postdoctoral programs, and 7postdoctoral programs. Figure 1. Electronic Questionnaire Sequence

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

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Raquel Perez Castillejos, New Jersey Institute of Technology

Tagged Divisions

Biomedical

engineering department in collaborationwith the medical school. The two institutions collaborating for the NEURON REU arestrategically located only 3 blocks apart from one another and they have a joint Ph.D. program,which attests to their long-time research collaboration.Our REU program is organized in research teams consisting of 2-3 students each. Teams workon topics within the 4 main tracks of the very interdisciplinary field of neural engineering:Materials for neural tissue engineering; Neurofunctional and neurobehavior analysis;Multicellular neural tissue engineering; and Neuromuscular control.1 In addition to introducingand encouraging students to pursue advanced degrees in the area of neural engineering, the REUsite focuses on preparing

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Rae Papich; Christian James Kennett, Gannon University; Davide Piovesan, Gannon University

Tagged Divisions

Biomedical

movements can be analyzed using low-cost digital cameras as well as a set of open-source free-ware software. Eliminating the issue thataccompanies cost, we developed a set of bioengineering laboratory experiments providingstudents with a full “hands on” experience on motion capture and data post processing.The project was divided in three modules. 1) Design of a camera-based setup and acquisition ofraster video data. 2) Extraction of limbs’ trajectories from raster images via free-ware software3) Processing of kinematic data as input for a refined musculo-skeletal model to calculatemuscles’ properties during the movement. We studied eating as one of the basic motionsnecessary for individuals to live independently and experience a sufficient quality

Conference Session

Innovations in Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amit Janardhan Nimunkar, University of Wisconsin Madison; Xuan Zhang, University of Wisconsin - madison; Mehdi Shokoueinejad, University of Wisconsin Madison; John G. Webster PhD, University of Wisconsin-Madison, Department of Biomedical Engineering

Tagged Divisions

Biomedical

Engineering University, China, in 2011. She is now working on her Ph.D. degree under the supervision of Prof. John Webster in the Department of Electrical and Computer Engineering at University of Wisconsin-Madison.Mr. Mehdi Shokoueinejad, University of Wisconsin Madison Mehdi Shokoueinejad received the B.E.E. degree from University of Tehran, in 2011, and the M.S.B.M.E. degree from the University of Wisconsin-Madison, in 2013. He is currently PhD student with an emphasis in Bio-instrumentation at university of Wisconsin-Madison. His researches are on the devices for 1. di- agnosing lower urinary tract dysfunction and 2. Noninvasive ventilation sensors and heartbeat algorithms in order to design the device to prevent

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

earlier, in 2003,there were just 37 accredited undergraduate programs, but many of the programs that are nowaccredited had been initiated. The dates when programs were first accredited are available fromABET [1]. The earliest accreditations in biomedical engineering were awarded in 1972 to DukeUniversity and Rensselaer Polytechnic. For several reasons, we have been interested in characterizing the required curriculum for Page 24.1082.2undergraduates in biomedical engineering at institutions across the United States. Employers,textbook publishers, and emerging educational programs in biomedical engineering andbioengineering can all benefit

Conference Session

Innovations in Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

highschool students who participated in the collaborative program. Data was analyzed using thegrounded theory methodology. When examining the nature of the interactions between theundergraduates and the high school students, two dominant themes emerged: (1) the “Influenceof a Near-Peer”, and (2) Teaching and Learning. This study categorizes these themes andprovides examples of evidence of the same. This collaboration and following study were the result of a combined effort between aNational Science Foundation-funded Research Experience for Undergraduate program (the“REU Program” at a university in the Midwest) and a summer engineering-themed program forhigh school students entering 11th and 12th grade in the same city with combined

Conference Session

Design in the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amit Janardhan Nimunkar, University of Wisconsin, Madison; John P. Puccinelli, University of Wisconsin, Madison; Matthew S. Bollom; Willis J. Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

each of the six semesters of design. BME Design throughout the Curriculum Sophomore 1 BME 200 Sophomore 2 BME 201 Junior 1 BME 300 Junior 2 Senior 1 Senior 2 BME 301 BME 400 BME 402 Phase 1: Phase 2: Phase 3: Phase 4: Peer Guided-design Independent Capstone Design Mentoring Fundamentals LearningFigure 1: The BME design course sequence throughout the curriculum where each semesterstudents work in teams of four or five on client-based design projects. During Phase