Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aldin Malkoc, Arizona State University ; Stephen J Krause, Arizona State University; Casey Jane Ankeny, Arizona State University

Tagged Divisions

Biomedical

Paper ID #15725Value of Student Resources in Materials Science and Biomedical EngineeringCoursesMr. Aldin Malkoc, Arizona State University Aldin Malkoc, BSE is a student in the Barrett Honors College and School of Biological and Health Systems Engineering at Arizona State University. Aldin is enrolled in the 4+1 program to receive his Bachelor’s in Engineering Science in Biomedical Engineering from Arizona State University in 2016 and his Master’s Degree in Biomedical Engineering from Arizona State University in 2017. The primary focus in his master’s thesis will pertain to the study of nanoparticles in biosensor

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amelia Spencer Lanier, University of Delaware; Ashutosh Khandha, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Michael H. Santare, University of Delaware; Jill Higginson, University of Delaware; Jenni Buckley, University of Delaware

Tagged Divisions

Biomedical

, neurosurgical, and pediatric devices. She teaches courses in design, biomechanics, and mechanics at University of Delaware and is heavily involved in K12 engineering edu- cation efforts at the local, state, and national levels. c American Society for Engineering Education, 2016 Improving Scientific Writing Capability in an Undergraduate Population using a Fading Paradigm Scaffolding ApproachIntroduction The Accreditation Board for Engineering & Technology (ABET) requires that engineeringstudents graduate with “an ability to communicate effectively”1, hence the need for problem basedlearning approaches that also foster scientific writing skills. This need is typically met throughstudent hands

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Won Joo, Robert Morris University

Tagged Topics

Diversity

Tagged Divisions

Biomedical

time in 2013-2014 academic year and two groups completed the project (distal fibular fracture and mandibularfracture). In 2014-2015 academic years, two groups completed the projects (ulna fracture andclavicle fracture), and some student works are shown below. (a) (b) (c)Figure 1. (a) Plate design before surgical instruction given, (b) Plate design after surgicalinstruction given and (c) Size and shape comparision of two 3D printed platesFigure 1 showed that the differences in the plate design before and after the introduction of thesurgical procedure. A group designed the plate for clavicle fracture based on anatomy, fracturesites of clavicle and the engineering mechanics

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

William H. Guilford, University of Virginia; Anna S. Blazier, University of Virginia; Alyssa B. Becker, University of Virginia

Tagged Divisions

Biomedical

Molecular Biophysics at the University of Vermont under David Warshaw. His research interests include novel assessments of educational efficacy, the molecular basis of cell movement, and the mitigation of infectious diseases.Miss Anna S. Blazier, University of VirginiaAlyssa B. Becker, University of Virginia c American Society for Engineering Education, 2016 Work in Progress: The Effect of Immersive Design-Build Experiences on Knowledge of the Engineering Design ProcessKnowledge of the engineering design process is integral to all engineering fields. Explicitdidactic approaches exist for instilling students with this knowledge (see an excellent review byDym, et al. 1), and project-based

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

by Carberry,et al. was used to assess student attitude about utility, interest, and “cost” of this studentengagement strategy in the following required courses: biomaterials (BM), statistics (ST), andtransport phenomena (TP). Briefly, transport phenomena is a three-credit, flipped course forjuniors. Biomaterials is a traditionally-taught, four-credit course also at the junior level. Aftereach lecture, students submitted both unclear and most interesting concepts through Blackboard.Following feedback, the instructor analyzed the results and created feedback using a differentstrategy than previously employed. At the midpoint and end of the semester, studentsparticipated in the Student Value Survey. Responses were on a Likert scale where 1 is

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Leann Dourte Segan, University of Pennsylvania; Emily R Elliott, Center for Teaching and Learning, University of Pennsylvania

Tagged Topics

Diversity

Tagged Divisions

Biomedical

context.Previous studies have demonstrated that well-planned, student-centered, active, learning modulescan enhance problem-solving abilities, improve academic achievement and create more positiveattitudes toward learning.1-3 Many of these studies have focused on activities such as groupproblem solving, interpreting data or evidence, or engaging in practices of the field. Traditionallytopics in a mechanics/biomechanics course are introduced using derivations with subsequentassignments using the results of these often non-intuitive mathematical procedures. However,few studies have looked at the use of hands-on activities to replace or supplement mathematicalderivations in an effort to connect physical concepts with mathematical equations. Therefore

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Carrie A. Francis, University of Wisconsin - Madison; Rachel L Lenhart, University of Wisconsin - Madison; Jason R. Franz, University of North Carolina - Chapel Hill and North Carolina State University; Jarred Kaiser, Boston University; Joseph Towles PhD, University of Wisconsin - Madison

Tagged Divisions

Biomedical

Microsoft Kinect (Redmond, WA) tomeasure their jump height for comparison toprofessional athletes and animals. Next,students quantified their maximummechanical power output on a stationarybicycle (Trek, Waterloo, WI). Then, studentsused signals from a Wii balance board(Nintendo, Redmond, WA) to assess theirbalance with and without inducing a reflexvia tendon oscillators. Finally, they walkedon a treadmill in a virtual hallway thatprovided either appropriate or inaccuratevisual feedback. Figure 1. Conceptual questions answered by students before and after the event.Survey QuestionsTo evaluate the impact of the interactivebiomechanics-related activities, three

Conference Session

Hands-on Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill

Tagged Divisions

Biomedical

to avariety of areas ranging from electrical and mechanical engineering to tissue and geneticengineering. Electronics, in particular, can be an intimidating area for someone whose skills andinterests shy away from the electrical engineering side of BME [1]. Most programs have anintroductory electronics class taught in the sophomore or junior year, and this course can bediscouraging for some students if they are not able to grasp the material in class or succeed inbuilding electrical circuits in the lab. However, it is important that all students, no matter whattheir primary area of interest, have an understanding of electronics because this material can bean important part of their work in their future careers.In the Joint Department of

Conference Session

Hands-on Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachael Schmedlen, University of Michigan; Stephanie Marie Kusano, University of Michigan; John Gosbee, University of Michigan; Jennifer Chen Lee, University of Michigan; Jan P Stegemann, University of Michigan

Tagged Divisions

Biomedical

patientsafety scenario involving the use of a medical device, asked to identify problems associated withuse, and brainstorm solutions on-the-spot. The key learning objectives of the MDS are given asfollows.BME students and medical learners will: 1. Report an enhanced understanding of the clinical perspective and more positive attitudes toward interprofessional teams. 2. Better identify possible use errors and design flaws that can be corrected to improve device safety and functionality. 3. Effectively design low-fidelity prototype devices that address use errors and fit into current hospital/clinic settings. 4. Demonstrate enhanced creative process and ability to innovate solutions to medical device design.This paper presents

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT); Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical

manageable by documenting ourexperience using leadership-focused activities in bioengineering courses. These activitiesleverage a teaching tool whose importance is becoming increasingly recognized in engineeringeducation: reflection.1, 2  Reflection is often used to promote cognitive development3 – e.g., immediately after an exam,students articulate what they did that helped them do well on the exam and what they could dodifferently to improve their performance on a future exam. In this work, our teaching innovationis that we use reflection in promoting development of a professional skill – specifically, to helpbioengineering undergraduates improve their understanding of and capacity for leadership.Reflection can help students learn more from

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Breanne Przestrzelski, Clemson University; John D DesJardins, Clemson University; Carson Mackenzie Ida Brewer, Clemson University

Tagged Divisions

Biomedical

: A Clinical and Technology Transfer Immersion Program for Biomedical Needs Identification and ValuationI. IntroductionUniversities wish to educate their students to be leaders in their fields, but the current highereducation structure is often criticized for favoring education over innovation, which can limit theability of entrepreneurial thinkers to receive the experiences needed to bring student innovationsto the marketplace. In fact, the education that they are receiving at university is often not eventhe content that future employers are seeking. While 96% of college provosts believe theirstudents are prepared for the job market, only 11% of business leaders agree.1 An article by Johriand Olds states that “the disjuncture

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Rohit Bhargava, University of Illinois, Urbana-Champaign; Paul A. Jensen, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign

Tagged Divisions

Biomedical

Phenomena Course by Incorporating Simulation and Laboratory ExperiencesIntroductionWhile biomedical engineering/bioengineering curriculums vary, sometimes greatly, betweeninstitutions, transport phenomena is required in over 70% of ABET accredited programs1. Theapplication of transport phenomena (momentum, heat, and mass) is extensive in the biomedicalfield, and understanding the interactions between phenomena allows for enhanced design andoptimization of devices and sensors. For instance, Roche Diagnostics utilized COMSOL, amultiphysics software package, to optimize their glucometer test strip design; two simulationswere performed: (1) a simulation combining enzyme and electrode kinetics to predict the sensorresponse to different direct

Conference Session

Hands-on Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eric G Meyer, Lawrence Technological University; Brent L Ulrey , Western New England University

Tagged Divisions

Biomedical

significant conceptual errorsand only minor procedural errors and a nominal grade between 89%-70%. Lower classifications are“Minimal” and “Unsatisfactory”. Indirect assessment of the students by means of confidential, pre and/orpost module surveys were used to gauge the effectiveness of the module at changing students’ perceptionsand improving their entrepreneurial mindset (Table 1). The questionnaire was approved by the WesternNew England University (WNE) Institutional Review Board, and the students were informed of theirrights to not participate. Paired t-tests were performed on each question’s pre versus post scores withstatistically significant differences indicated by p<0.05. After the module, the students were also asked toprovide

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer H. Choi, University of California - Davis

Tagged Divisions

Biomedical

lectures coveringthe five BME tracks offered in our program. The redesign reduced the number of guest lecturesfrom 3.5 to 1 per track, added guest lectures representing various BME careers and two team-based design challenges (DC). This Works in Progress paper focuses on the design and firstimplementation of the DC component.There were 142 students enrolled, most of which were first year engineering students (requiredfor BME majors). The class met two times per week, for 50 minutes each, in a fixed-seatinglecture hall. Eight out of nineteen total class periods were devoted to the DCs, and on thesedays, three teaching assistants (TAs) and instructor were present to help facilitatediscussion/activities. The first DC was introduced on the second day

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine E Reuther, Columbia University; Michael John Cennamo, Columbia University; Tiffany Wen-an Guo, Columbia University

Tagged Topics

Diversity

Tagged Divisions

Biomedical

experience for Master’s studentsthat will fill in knowledge gaps and meet their unique educational and professional goals duringtheir accelerated (~1 year) degree program.B. Our Unique ApproachA one-semester graduate-level course in BME design was developed that incorporated a blendedlearning approach with core video lectures outside the classroom and collaborative in-classlearning experiences. The course enrolled 12 students (4 teams) in the Spring of 2015. Fordevelopment and delivery of this new course, funding and in-kind support, includingcollaboration with an educational technologist from the Center for Teaching and Learning(CTL)b, was provided by a faculty grant from the Columbia University Office of the Provost onHybrid Learning Course

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeannie S Stephens, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Elisa S. Arch, University of Delaware; Jill Higginson, University of Delaware

Tagged Divisions

Biomedical

instructor, homeworkassignments, and maintain a blog to document their immersion experience and an inventory ofidentified unmet needs. At the end of the term there is a poster session where the students presenta proposed solution to one of the unmet needs. The enrollment for Clinical Immersion is 15 - 20students placed at 6 - 7 clinical sites. The clinical sites have specialty areas for immersion, e.g.cardiology, general surgery, sports medicine, genetics, stroke rehabilitation, and otolaryngology,and each site and specialty area may host more than one student. Table 1. Senior Design Timeline and Phases Timeline Project Phases Weeks 1-2 Phase 1: Introduction &

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Rivale, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Biomedical

innovation while stillmaintaining high levels of technical proficiency.1, 2 Practicing engineers must constantlystrengthen their knowledge base and become more efficient in applying it. As processes andindustries rapidly evolve, they must use new and existing knowledge to solve novel andinnovative problems. Traditional teaching methods in engineering education have focused ontraining students to efficiently solve routine, textbook-like problems but fail to prepare studentsto use their knowledge flexibly in novel situations. While these typical routine problems arecommon in the curriculum, they are not representative of the problems that they will encounteras practicing engineers. In a qualitative study of workplace engineering, Jonassen, Strobel

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign; John Vozenilek

Tagged Topics

Diversity

Tagged Divisions

Biomedical

game; the medical section featured a local clinician whocoordinated guest lectures to give overviews of the different branches of medicine includingopportunities for bioengineering innovation within them and 3 hours of volunteershadowing/observation at local hospitals; and a research section with a lecture in researchprinciples and 3 hour lab shadowing. Each instructor assigned career specific learning outcomesfor the class (Table 1). Students were also required to keep a weekly journal to reflect on theirimmersion experiences.Table 1. Description of the learning outcomes for each professional formation section ofBIOE 120 Clinical Section Research Section Industry Section Provide

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bryan Paul Ruddy, University of Auckland; Poul Fønss Nielsen, University of Auckland

Tagged Divisions

Biomedical

assessed according to a standard rubric, with a peer assess-ment component for the presentation. We expect students to develop, from the prompt andthrough literature search, an appropriate set of specifications for their breathalyzer, a design ca-pable of meeting those specifications, and evidence to show that their design does so. We do notassess the project on device performance, as the learning objectives are concerned with the stu-dents’ ability to follow the design process, not their ability to build accurate breathalyzers.Results to dateFigure 1 (left): An example of a student-generated Pugh chart examining techniques for notify-ing the user they have exceeded the legal breath alcohol limit.Figure 2 (right): An example student-designed

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

dimensions: 1) ability to identify anatomical structures; 2)ability to identify the function of each component; 3) understand the process taking place withinthe biological system; 4) understand interactions within the components of the organism; and 5)understand interactions of the organism with the environment. The rubric defines the differentlevels of proficiency (e.g. a score of 1 through 4) through action verbs that correlate with thedifferent levels of Bloom’s Taxonomy of intellectual behavior [1, 2]. This carefully crafted rubrichas been used to assess assignments covering application of biology to engineering.One important engineering tool that can be used to assess if students are able to apply conceptsof biology is computational modeling

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emma Frow, Arizona State University; Michael R. Caplan, Arizona State University

Tagged Divisions

Biomedical

reflections comprised a variety of exercises, including:  A set of reflections about the students’ personal goals, based on a seminar course at Harvard called ‘Reflecting on Your Life’.1 We incorporated four of the reflection activities described for the Harvard course as homework exercises early in the semester. Students had to complete each exercise (“Time Allocation”, “Developing ‘deep’ vs. ‘broad’ expertise”, “Core Values”, and “Life Aspirations”) based on the instructions we provided, and write a ~1-page response to each reflection activity.  Career preparation exercises, including writing a resume, reporting on a university-hosted career exploration event, taking an online assessment (Indigo) designed to measure

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mikayle A. Holm, Arizona State University; Sarah E. Stabenfeldt, Arizona State University; Casey Jane Ankeny, Arizona State University

Tagged Divisions

Biomedical

(IRB STUDY00003563). The maps were scored as explained belowand the map scores were compared to the survey results and final course grades.Assessment of concept mapping in the Biomaterials course focuses on three areas: achievement,attitude, and persistence. The achievement is measured indirectly by the academic performance(final course grades). Attitude is tracked with a custom survey based on the previously validatedsurvey “Student Value of Muddiest Points Survey”8, 9 based on motivation theory. Morespecifically, students provide feedback on the interest, success, and cost associated with conceptmaps. Each survey item ranges from 1 – strongly disagree to 4 – strongly agree. Last,persistence is measured by students enrolled on the 21st day of

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Samantha L McCarthy, University of Wisconsin - Madison; Reed T. Bjork, University of Wisconsin - Madison; Tasnia Tabassum, University of Wisconsin - Madison; John P Puccinelli, University of Wisconsin - Madison

Tagged Topics

Diversity

Tagged Divisions

Biomedical

a Communication Tracking Survey and to complete an anonymous exit surveyregarding their experience. We received a 95% response rate in the Communication TrackingSurvey (Figure 1) and a 70% response rate to the exit survey. The mentee’s completed a similarexit survey with a 41% response rate. 5.0% In person mentor-mentee meeting 28.4% Emails exchanged between mentee and mentor 50.0% Mentee did not respond to the mentor Mentor did not respond to survey 16.5% Figure 1: Results of mentor and mentee

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael Kormos, Rochester Institute of Technology; Alan J. Man, Pierce College; Cristian A. Linte, Rochester Institute of Technology

Tagged Divisions

Biomedical

Engineering department at Rochester Institute of Technology in ROchester, NY.Dr. Cristian A. Linte, Rochester Institute of Technology Cristian A. Linte is an Assistant Professor in Biomedical Engineering at Rochester Institute of Technology. He also holds a joint faculty appointment in the Chester F. Carlson Center for Imaging Science. c American Society for Engineering Education, 2016 Work-in-Progress: Development of Interactive Didactic Modules for Biomedical Engineering: Bridging Fluid Mechanics and Systems Physiology Michael Kormos1, Alan Man2 and Cristian A. Linte1 1 Biomedical Engineering, Rochester Institute of Technology, Rochester NY USA

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Miiri Kotche, University of Illinois, Chicago

Tagged Divisions

Biomedical

beimplemented for Summer 2016.The FDA has increasingly emphasized the importance of identifying user needs, usability andergonomics in medical device design, in response to safety issues related to engineering design,failure, and poor user interface, as well as to reduce the time to market by a more efficientproduct development process [1]. FDA Guidance Document “Do It By Design” [2] stresses thevalue of obtaining first-hand feedback from physicians, nurses and lay-users in the earlieststages of product conception and design. In addition, extended exposure to the clinicalenvironment, where medical devices are used, help provide context to how behaviors, opinionsand environment inform the user experience. Primary ethnographic research, including

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vladimir Genis, Drexel University (Eng. & Eng. Tech.); Lunal Khuon, Drexel University (Eng. Tech.)

Tagged Divisions

Biomedical

equipment performance accuracyaccording to the manufacturers’ specifications. Courses also introduce students to physicalprinciples and clinical applications of imaging modalities most commonly used in clinicalmedicine. Each BET course provides specific student learning outcomes for the course that alignwith ABET student outcomes.References 1. http://www.nu.edu/OurPrograms/SchoolOfEngineeringAndTechnology/AppliedEngineering/Programs/Bac helorofScienceinBiomedicalEngineeringTechnology.html. Accessed 12/08/2015. 2. http://coe.fit.edu/biomedical-engineering/. Accessed 10/06/2015. 3. Genis, V. and Marekova, G., (2008, June), Applied Engineering Technology Program’s Curriculum Paper presented at 2008 Annual Conference &