Conference Session

Design in BME Poster Session

Collection

2007 Annual Conference & Exposition

Authors

David McStravick, Rice University; Marcia O'Mallley, Rice University

Tagged Divisions

Biomedical

Purdue University in 1996, and the M.S. and Ph.D. degrees in mechanical engineering from Vanderbilt University in 1999 and 2001. In 2001 she joined the Mechanical Engineering and Materials Science Department at Rice University, where she is currently an Assistant Professor. Her current research interests include robotics, mechatronics, and engineering education. Page 12.855.1© American Society for Engineering Education, 2007 Improving Interdisciplinary Capstone Design Projects with Cooperative Learning in the Medi-Fridge ProjectAbstractAs research at many institutions becomes more and

Conference Session

Design in BME Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Vladimir Genis, Drexel University

Tagged Divisions

Biomedical

. Page 12.1268.1© American Society for Engineering Education, 2007 Senior Design Project in Biomedical Engineering EducationAbstractThe Senior Design Project for the 2005-2006 academic year’s biomedical engineeringstudents was a capstone experience, in which students participated in a real-worldengineering project in consultation with their advisor. The topic of the project was “APositive Reinforcement System for Children with Hemiplegic Cerebral Palsy”. The maingoal of this project was to develop an auditory and visual therapy device for infants andchildren with hemiplegic cerebral palsy (CP) through a non-invasive approach with theincorporation of positive reinforcement. The proposed device incorporates proximitysensors and auditory

Conference Session

Freshman Design and Other Novel Programs

Collection

2007 Annual Conference & Exposition

Authors

Rebecca Willits, Saint Louis University

Tagged Divisions

Biomedical

courses.Students in Biotransport (upper level course) have developed laboratories for introductorystudents and these laboratories have been used in the first, general transport phenomena course1.This project was a unique opportunity to address ABET Criterion 3b2 (“an ability to design andconduct experiments, as well as to analyze and interpret data”) prior to capstone courses andoutside of a research opportunity. While this project has been successful, an integral part of theexperience at Saint Louis University is service to others. Therefore, the project was changedfrom development of a laboratory for introductory students to the development of ademonstration as outreach for pre-college students.In general, it is important that engineering programs

Conference Session

Design in BME Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Karen May-Newman, San Diego State University; Peter Newman, San Diego State University; Urban Miyares, Interwork Institute - Disabled Businessperson's Association

Tagged Divisions

Biomedical

capstone courses,which range from 1-2 semesters and generally take place during the senior year2. Students mustwork in teams of 3-6 in the majority (83%) of programs, and work on the completion of a projectsolicited from faculty, industry, a sponsored design competition, or a student’s own idea. Theteams are advised by a faculty member, with whom they have weekly meetings, which carries asignificant time requirement. The number of projects offered each semester varies, and does notalways match the numbers of students especially in large engineering programs. Most projectscan be completed on a modest budget, providing there is access to a machine shop and otherneeded fabrication facilities3. While the cost is not excessive, properly supporting

Conference Session

Design in BME Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Judy Cezeaux, Western New England College; Eric Haffner, Western New England College; Anne Kaboray, Goodwill Industries of the Springfield/Hartford Area, Inc.; Carol Hasenjager, Goodwill Industries of the Springfield/Hartford Area, Inc.

Tagged Divisions

Biomedical

cornerstone of engineering education is design education. Accredited programs are required toprovide a capstone design experience in which students integrate knowledge gained from theircoursework. For many engineering programs, design education begins in the freshman yearwhere students are introduced to the design process.1, 2, 3, 4 Following this freshman experience,many students are not required to implement the design process in a systematic fashion until theyperform their capstone project . Integration of design across the curriculum is challenging sincethe outcomes of most lecture courses rely predominately on mastery of subject matter.Both freshman and capstone design courses for biomedical engineering students often involvethe design of

Conference Session

Bioengineering laboratories: Bringing research into the classroom

Collection

2007 Annual Conference & Exposition

Authors

David Barnett, Saint Louis University; Rebecca Willits, Saint Louis University

Tagged Divisions

Biomedical

was 56%. Thenumber of national awards presented to our undergraduates is also significant, ranging fromBMES and Society for Biomaterials Undergraduate Awards and Sigma Xi grants to variousposter and paper recognitions at the local, regional, and national levels. The ability to havecontinuous projects where students can easily pass on their work to underclassmen has also beenimproved thus leading to an increase in overall scholarly activity in the laboratory and a morepositive experience for the undergraduate. Page 12.313.2IntroductionWhile capstone design courses are at the core of all engineering disciplines, the depth ofexposure to

Conference Session

Communication and Professional Skills in BME

Collection

2007 Annual Conference & Exposition

Authors

Donna Ebenstein, Bucknell University; Joe Tranquillo; Daniel Cavanagh

Tagged Divisions

Biomedical

project mentor,complete extensive professional communication assignments, and bring all relevant design andprofessional skills together to complete their specific project.Overall, this four course model exposes students to a wide range of soft and hard skills relevantto biomedical engineering. The sequential structure of the courses requires students to transferknowledge and skills between courses in the sequence and from courses previously taken. Theculmination of the sequence in the senior capstone provides students with repeated exposure to,and refinement of, many skill sets. Further, as students are required to decide which skills shouldbe applied to their specific design projects, this course sequence not only introduces students toan array

Conference Session

Communication and Professional Skills in BME

Collection

2007 Annual Conference & Exposition

Authors

Willis Tompkins, University of Wisconsin-Madison; Naomi Chesler, University of Wisconsin-Madison; Walter Block, University of Wisconsin-Madison; Kristyn Masters, University of Wisconsin-Madison; William Murphy, University of Wisconsin-Madison; Mitchell Tyler, University of Wisconsin-Madison; John Webster, University of Wisconsin-Madison

Tagged Divisions

Biomedical

design specifications and a basic prototype that will be further developed in thesubsequent capstone design course.BME 400 – First-semester seniors improve on the initial prototype and complete theimplementation of their design in this course.BME 402 – Final-semester seniors test, evaluate, improve and produce final documentation oftheir device. In addition, all students complete an outreach requirement, typically by giving a talkin a K-12 classroom. Also all students write their project reports as technical papers in a formatappropriate to a target journal or conference.Every semester, three of these courses are taught (i.e., BME 200, 300 and 400 in the Fall or BME201, 301, and 402 in the Spring). A minimum of two faculty are assigned to each

Conference Session

Laboratories and Computer Simulation in BME

Collection

2007 Annual Conference & Exposition

Authors

Timothy Allen, University of Virginia; Brett Blackman, University of Virginia

Tagged Divisions

Biomedical

skills learnedin previous modules. The autonomy that the students experience in executing this four-week“mini-Capstone” project provides invaluable experience in experimental design and criticalthinking and analysis. We feel that this final project is really the most important module in theentire course sequence because it exemplifies the active learning methodology recognized to beoptimal for best teaching students BME content and competencies within a laboratory setting.7Description of Specific Lab ModulesThe IDEAS lab consists of 13 modules which span two semesters. Most modules are one or twoweeks in duration and culminate in a written module report by the student teams. The modulesthat we have developed for the IDEAS course sequence are

Conference Session

Communication and Professional Skills in BME

Collection

2007 Annual Conference & Exposition

Authors

Joe Tranquillo; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

-onactivity using only a single graphic and 200-word explanation. As students become moreeffective at conveying their ideas in individual sections, the emphasis can turn towardtransitions between sections. After following this sequence, the final communication maybe assigned with few explicit instructions aside from format. Limiting the space or timestudents have to convey ideas may also be applied to the final communication. Forexample, in a junior-level Biomedical Signals and Systems course, students arechallenged to explain semester-long projects in a two-page IEEE format article and 20-minute presentation/demonstration.The instructional model works equally well with written, oral or graphicalcommunications and is well suited as a parallel to a

Conference Session

Freshman Design and Other Novel Programs

Collection

2007 Annual Conference & Exposition

Authors

Rachael Schmedlen, University of Michigan; Mimi (Miriam) Adam; Robert Sulewski; Matthew O'Donnell, University of Washington

Tagged Divisions

Biomedical

to populateour capstone senior design course. The senior design course is set up much as the introductorycourse and it is interesting to observe that the more pro-active and confident students in thecourse are generally our former freshman. One such student recently made an unsolicitedcomment during a conference that confirmed this impression: “ Whenever my team-mates freakout at the workload or the project, I tell them not to worry – they can do it. Just keep your eyeson the mark. I told them you don’t make them do more than they can do and they can do morethan they think. All of us who took the freshman class tell them the same thing. That’s probablythe most important thing I learned from that course.”ConclusionWe have developed an

Conference Session

BME Assessment and the VaNTH ERC

Collection

2007 Annual Conference & Exposition

Authors

Susan Blanchard, Florida Gulf Coast University; James Sweeney, Florida Gulf Coast University

Tagged Divisions

Biomedical

TOTAL 30 20 10 Page 12.1210.2 0 1970-1979 1980-1989 1990-1999 2000-2006 2000-2009 Projected Table 1: Recently Accredited Bioengineering and Biomedical Engineering Programs2 Next General Year Review (NGR) Accredited University