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

interaction between students and the instructor.This pedagogy is particularly useful for addressing the outcomes required by the AccreditationBoard for Engineering and Technology (ABET) as it is difficult to address some of the criteria ina traditional setting, such as the ability to identify, formulate, and solve engineering problems andeffectively communicate [1]. Although the number of flipped, engineering classrooms is growing across the country,there is limited research on the impact of flipped classrooms in terms of student achievement andmotivation in engineering at the university level [2]. However, there are studies that have shownthat video lectures outperform in-person lectures, specifically those that are interactive and

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

mean score in the flipped course was 7.3%higher than in the lecture course, which was significantly different at the 0.05 level (unpaired t-test, p=2.5×10-5). The cumulative histogram (Figure 1) shows the shift in the histogram of scoresin the flipped relative to the lecture course.In order to determine whether a difference in academic preparation existed, the aggregate GPAsof biomedical engineering students from the two class years of the study were compared.Students typically take the biotransport course in the 5th or 6th semester of their academicprogram, so GPAs from 4th semester were chosen for comparison to represent academic recordjust before taking biotransport. The GPA of the class year representing the lecture course was3.39±0.42

Conference Session

K-12 and Graduate Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sam Dreyer, University of Illinois at Chicago; Miiri Kotche, University of Illinois at Chicago; Jennifer Olson, University of Illinois at Chicago ; Andria Shyjka, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

Biomedical

includingbiomechanics, rehabilitation engineering, bionanomaterials and biomedical imaging, the firstyear of the Bioengineering Experience for Science Teachers (BEST) Program provided in-depthparticipant-tailored curricular mentoring via weekly workshops that focused on principles ofeffective planning, instruction, and assessment which will be directly connected to teachers’classroom curriculum. In addition to exposure to research in bioengineering labs, City PublicHigh School teachers from diverse schools across the district also translated their experience intocurriculum unit lesson plans being implemented the following academic year. 1. IntroductionIt has been well established that there is a shortage of STEM professionals [1]. While there are anumber of

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert A. Linsenmeier, Northwestern University; Lauren Woods

Tagged Divisions

Biomedical

teaching development(TD) programs is the Longitudinal Study of Future STEM Scholars (Connolly et al., 2016),which studied graduate students from three large institutions. The goal of this work was toanswer the question “What are the short- and long-term effects of TD programs on doctoralstudents’ teaching-related skills, knowledge, attitudes, and career choices?” The three mostimportant results are captured in the executive summary: “1) TD during the doctoral programhad positive, significant effects for all participants, including those who do not take positions inacademia after graduating. 2) Participating in TD programs during the doctoral program had noeffect on students’ time to degree completion, which was six years on average. 3) For

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Logsdon, Johns Hopkins University; Robert Allen P.E., Johns Hopkins University; Nicholas J. Durr, Johns Hopkins University; Hien Nguyen, Johns Hopkins University

Tagged Divisions

Biomedical

, are not rigidly scheduled, and physician time is expensive andlimited. A team leader model, upon which our design program was conceived, can alleviate theseissues, reducing the logistical burden on clinical resources and enabling a peer education system(Figure 1).Team Leader Training CoursesWe employ a team leader model, where students apply and are interviewed by faculty to beselected as a leader nine months before the academic year. The process of selection is describedelsewhere (Allen 2013). In brief, students apply for the leadership position. Faculty selectleaders based on their academic and extracurricular records and an interview process. Wedeveloped two one-credit team leader courses to precede the traditional yearlong design

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

powerful educational method for delivering engineering curricula [1, 2]while benefiting student retention, personal development, and community connections [3, 4].Furthermore, positive societal impact is especially important to underrepresented students incareer selection [5, 6] and classes or projects with clear engineering-service componentscommonly attract a higher percentage of students from underrepresented groups [7, 8]. In thiswork-in-progress, we examine our initial efforts in implementing toy adaptation to enhanceengineering education and to serve our broader community.What is an adapted toy?An adapted toy has modified activation, function, orother components to increase accessibility andenhance the user’s experience. Here, we use

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

BME majors are required tocomplete three during their junior and/or senioryears. Students most recently enrolled in domainlabs during the 2016-2017 academic year wererequired to keep electronic-based lab notebooks(LabArchives Classroom Edition). Before thestart of each lab course, students were provided alink to create their ELN account that was pre-loaded with a daily lab notebook template createdby the authors (Figure 1). The student ELNs werealso pre-loaded with laboratory notebookrequirements (Figure 2) and associated gradingrubric, daily graduate teaching assistant formativefeedback forms, and an example notebook pagetemplate with guidelines for each section. Fig. 1: Electronic lab notebook

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

an introductory engineering course (Introduction to Engineering Design) to incoming freshmen in the College of Engineering. In 2014, Puccinelli became a coordinator for the Introduction to Engineering Design course, which had become a popular course with more than 900-1000 students enrolled per year. When the college restructured and ended all freshman engineering courses, Puccinelli proposed two new multi-disciplinary freshman engineering courses in 2015: A 2 credit hands-on design course, and a 1 credit seminar style course. The hands-on course is now required for half of the engineering college and the seminar informational course is now required for all engineering freshman. Puccinelli is coordinating and

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Karen R. Thickman, University of Washington

Tagged Divisions

Biomedical

genetic information is gathered and analyzed 1. These changes have ledto substantial improvements in biomedical research and medical practices, includingpersonalized cancer care and preventative procedures based on genetic backgrounds 2–5.Biomedical and bioengineering students are entering a world where understanding how to obtainand analyze large-scale genetic data is a valuable skill. Bioengineers are uniquely positionedaddress many of the large challenges in the genomics field, as these challenges requireindividuals with skills in biology, computation, and design. However, many degree programs donot include coursework in this area. Though there is literature describing genomics courses forfirst year undergraduates, nursing students and medical

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joseph Towles, University of Wisconsin, Madison; John G. Davis, University of Wisconsin, Madison; Brian Frushour, Wisconsin Alumni Research Foundation (WARF)

Tagged Divisions

Biomedical

introduce students to the project management process— including project initiation, planning, execution and closure—in a hands-on way. The curriculum of the graduate project management course (Fig. 1) was linked to that of an undergraduate biomedical engineering

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yan Wu, University of Wisconsin, Platteville; Theodorus Evan de Groot, University of Wisconsin, Madison; Jorge Camacho; Patrick McMinn, University of Wisconsin, Madison

Tagged Divisions

Biomedical

, MadisonJorge CamachoPatrick McMinn, University of Wisconsin, Madison Graduate Research Assistant c American Society for Engineering Education, 2017 Work in Progress: An Educational Kit for Introducing Microfluidics-Based Cell Adhesion Assay in Undergraduate LaboratoryYan Wu1, Ted de Groot2, Jay Warrick2, Patrick McMinn2, John Guckenberger2, Jorge Camacho3, and Dave Beebe2 1 Department of Engineering Physics, University of Wisconsin - Platteville 2 Department of Biomedical Engineering, University of Wisconsin – Madison 3 Department of Mechanical Engineering, University of Wisconsin

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Conrad M. Zapanta, Carnegie Mellon University; Howard D. Edington; Philip E. Empey, University of Pittsburgh ; David Clement Whitcomb, University of Pittsburgh, UPMC, and Carnegie Mellon University; Alan John Rosenbloom, Carnegie Mellon University

Tagged Divisions

Biomedical

. Sample projects include a MEMS (microelectromechanical systems) baseddifferential viscosity sensor for the continuous sensing of interstitial fluid glucose, and ex vivolung perfusion device to allow for increased functionality of potential transplant lungs, a noveltechnique to treat uterine fibroids, and high frequency spinal cord stimulation to treat chronicback and leg pain.Course Evaluations and Student CommentsEach course was evaluated using the Faculty Course Evaluation (FCE) system developed atCarnegie Mellon University. Table 1 summarizes for clarity of the learning goals and overallcourse rating for each class (out of 5.0). The ratings are typically higher than the average scoresfor both the Department of BME and College of Engineering

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

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

Tagged Divisions

Biomedical

). Since2000, the US Department of Defense reports the occurrence of 307,000 TBIs in active soldiers.Currently, the only way to determine whether one has sustained a concussion or DAI is byexamination by a doctor using a special battery of tests. Generally, such tests cannot be donequickly nor on site. Thus, a simple device that athletes, soldiers, police and other at-riskpersonnel could wear on their head (e.g., attached or taped to their head or to a headband), wouldfill an important medical need.Microfluidic Sensor Design. There is considerable interest in a low-cost (∼$1), simple, easy-to-use and interpret, non electric-powered, comfortable device that would indicate the possibleoccurrence of head trauma. A simple microfluidic device (Figures 1

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

the development anduse of problem solving in the context of design, or design thinking skills, has yet to bedetermined.This Works in Progress paper seeks to provide additional insight into the role of knowledgestructure, knowledge retention, and misconceptions in solving open-ended biomedicalengineering design problems. Correlations in problem solving performance to level ofmetacognitive awareness will also be assessed. As part of a larger multidisciplinary study, weseek to develop a model for undergraduates’ STEM problem solving performance that will serveas a tool to guide support of students’ problem solving skill development.Goals and Research QuestionsThe overall goals of this study are to (1) analyze students’ problem solving work in

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

classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited.” [1]There is, in fact, no formally recognized definition of the term. Perhaps because of its broad anduncertain definition, it remains uncertain how efficacious formative assessment is in improvingstudent learning [2], [3]. Despite this, formative assessment is common in modern educationalpractice, particularly in hybrid learning paradigms [4].Third and finally, summative testing intrinsically improves

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

environment across theprogram.Future plans for BEPI include adding more options to the weekends for students who havealready selected a focus area. We are also currently developing advanced residency courses,which offer students the opportunity to learn the state-of-the art in a specific field taught byleading scientists and working biomedical engineers.BackgroundThe Bureau of Labor Statistics reports that biomedical engineering is expected to be one of thefastest growing occupations from 2014-2024[1]. With a 2015 median pay of almost $90,000 peryear and an expected job growth rate of 23% over the next decade, biomedical engineeringcareers will enjoy a growth rate well above the expected level of 7% for all occupations [2]. Thedata are summarized in

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

William H. Guilford, University of Virginia; Timothy E. Allen, University of Virginia; Shayn M. Peirce, University of Virginia

Tagged Divisions

Biomedical

capstone design projectsVarious stages are ascribed to the engineering design process, but they typically include (1)problem identification, (2) research and conceptualization, (3) prototyping, (4) testing, andfinally (5) iteration of some or all of steps 1-4. Design courses are often tasked with teaching allof these in the span of a single semester. The coverage is often biased; problem identification,research, and brainstorming are easily taught in a traditional classroom. Fabrication, testing, anditeration, in contrast, are often emphasized less. This is presumably due to the facilities, time, andmaterial costs needed to execute these steps.We posit that immersive design-build-iterate experiences are a vital part of early-yearundergraduate

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; Annmarie Mullen, Bucknell University

Tagged Divisions

Biomedical

’s, and use a case study from aspecific biomedical engineering capstone sequence to illustrate how the availability of rapidprototyping has impacted capstone projects and biomedical engineering education at theundergraduate level.The Early History of Rapid PrototypingRapid prototyping (RP) is the process by which a computer-aided design (CAD) file is used tocontrol an automated technology in order to produce a physical model.1 Its origin is often cited tobe with the release of the first technology by 3D Systems in 1987 and it was primarily used tocreate a first generation prototype to quickly verify a design.1 The first commercializedtechnologies in the 1990’s were based upon addition or removal of liquids, powders or solids(Table 1). Liquid

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

, chemical engineering, computer science engineering, as well as biology and chemistry programs at ASU. BME at ASU teaches a 8 semester wide medical device design tract that initiates the students in design, regulations, standards, IP and other aspects from day 1. Dr. La Belle has develop and courses and taught at the freshman, junior, senior and graduate level on these topics.Mr. Aldin Malkoc, Arizona State University Aldin Malkoc, MS is a student in the School of Biological and Health Systems Engineering at Arizona State University. Aldin is enrolled in the 4+1 program to receive his Masters of Science in Biomedical Engineering from Arizona State University in 2017 and will pursue a doctoral degree in Biomedical En

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xuwen Xiang, Oregon State University; James D. Sweeney, Oregon State University; Natasha Mallette PhD, Oregon State University; Christine Kelly, Oregon State University

Tagged Divisions

Biomedical

(Nachtmann and Lehrman, 2002).The student work (one-page recommendation memos) and post-project surveys were analyzed toanswer the following research questions.Research question 1. Did the project:  provide students an opportunity to practice decision making with multiple concerns, and types of evidence,  promote student understanding of how a process design (techno-economic model) can be used, and  facilitate students’ ability to navigate uncertainty.Research question 2. Did the project promote the students’:  comfort with multiple concerns and types of evidence,  confidence in understanding process design, and  acceptance of uncertainty?MethodologyThe project and IRB consent were described to the students the week

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; Michael R. Caplan, Arizona State University

Tagged Divisions

Biomedical

our BME program do not have a clear sense of the jobs or career trajectories available tothem upon graduation, and that many do not hold realistic expectations of what they can expectto do in an entry-level job.1 In Fall 2015, we piloted a set of reflection activities with our co-taught section of this BMEsuccess course (18 students, of which 15 consented to participate in the research study). Throughthese activities, students were encouraged to reflect on their choice of BME as a major, toarticulate their career and personal goals, and to identify actions they could take while in collegeto help achieve their personal and professional aspirations. By integrating regular reflection, weaimed to empower students to take ownership of their

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

experiences important for an entry-level bioprocess engineer(Tables 1, 2 and 3). Table 1. Survey design and operations knowledge Process flow diagrams  bioreactor design features  Conventional filtration Scale-up/design approaches (jackets, aeration, agitation)  Crystallization Equipment sizing and  Medium sterilization  Heat exchangers specification  Air sterilization  Cell lysis Process control  Biomass

Conference Session

First- and Second-year Design and Professional Development in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael R. Caplan, Arizona State University; Jerry Coursen, School of Biological and Human Systems Engineering, Arizona State University

Tagged Divisions

Biomedical

student designed projects), a course in biomedical ethics, and oversees an off-site undergraduate clinical experience. c American Society for Engineering Education, 2017 Sophomore Design Course on Virtual Prototyping1. IntroductionA sophomore-level design course (BME282) teaches students how to apply the design process toa biomedical product. Course objectives are for students to be able to: (1) apply principles fromcourses they have completed and from courses that they will take in their BME curriculum tobiomedical product design and development to determine quantitative design constraints criticalto biomedical device design and (2) integrate these principles and resultant design constraints

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

-based format used in theselaboratories (22 respondents). Quantitative questions scored on a 1-5 Likert scale indicatedthe students found the laboratory format challenging (score = 4.5). Students perceived theywere not sufficiently prepared (score = 2.5) and that the pre-laboratory assignments were notsufficient to prepare for the laboratories (score = 2.2). They reported spending 4.5 hours onthe pre-lab assignment and 5.5 hours on the laboratory report, which they perceived to bemuch longer than the laboratory work in other courses.Several questions comprised a comment field. The students’ statements were analyzed toidentify categories of concepts in the comments. “Unclear expectations” was mentioned mostoften (18 mentions) indicating that the

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

seniorcapstone projects [1-4], working with external clinical mentors [5], learning and applyingregulatory and intellectual property guidelines [6], conducting rapid design challenges [7,8], andmany more [9]. Furthermore, the design experience may be patient-oriented with studentsinteracting directly with patients [10].One very common aspect of biomedical engineering senior design experiences is the requirementthat students summarize the physiology and anatomy relevant to the specific clinical problem ofinterest. While this background research effort gives the students a baseline knowledge topropose potential design solutions, the students rarely understand the entire disease pathwayleading from the patient in a healthy state to the current diseased

Conference Session

Assessment of Student Learning and Motivation in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert Matthew Miller, University of Pittsburgh; Spandan Maiti, Department of Bioengineering, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh

Tagged Divisions

Biomedical

, supported by findings from their developedmodel. Lastly, students were asked to individually answer a set of post-activity questions abouthip implant design to reinforce important concepts from the project. All lectures and assessmentswere identical between the two class sections.In order to assess student motivation after completing the activity, students were administered apost-activity online survey (using the Qualtrics platform). A set of 12 questions were designedusing a Likert scale to assess motivation in five categories: competence, autonomy, purpose,community, and appreciation of the assignment (Figure 1). Students were asked to complete thesame set of survey questions when considering both the hip implant design MEA and theirstandard

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

to improve their lab notebooks. This feedback was verbal when the notebooks were paper-based (autumn 2015), whereas the ELN format allowed for electronic feedback to be providedvia rubrics the instructors created and imbedded within each student ELN (autumn 2016). Anexample of a student feedback rubric is shown in Table 1. Students were expected to usefeedback to improve documentation in their entire notebook (ELN format) or in future entries(paper-based format). At the end of the course, students submitted their finalized paper-based orelectronic lab notebook for summative assessment. Students could earn a total of 20 points basedon the “points possible” scores associated with the student feedback rubric, as shown in Table 1.Table 1

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

, providing real-time feedback ontheir research and design practices (Chickering & Gamson 1987). After a short lecture (sometimesaccompanied by an in-class activity, see Table 1), student teams use the lab session to work ontheir weekly design task. These assignments, as shown in Table 1, provide a step-wise path for thestudents to develop skills in problem discovery, concept generation, design iteration, Solidworks1 Curiosity is identified by the KEEN Network as central to the development of an ‘entrepreneurial mindset’ amongengineering students (http://engineeringunleashed.com/keen/).modeling, and final product presentation. The course instructor, together with trained graduate andundergraduate teaching assistants are on hand during the lab

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

given the growingscope of the challenges ahead and the complexity and diversity of the technologies of the 21 stcentury, creativity will grow in importance” (p. 55).1 However, creativity is not typicallyemphasized in the traditional engineering curriculum and, rather, is relegated to design coursesor entrepreneurship minors. Few core technical courses incorporate elements that requirestudents to demonstrate aspects of the creative process in their assigned work. In fact, researchhas shown that both faculty and students feel that creativity, “is not valued in contemporaryengineering education” (p. 762).2This lack of focus on the creative process in the engineering curriculum has been hypothesized tobe a factor in the retention of engineering