Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark A. Ruegsegger, Ohio State University

Tagged Divisions

Biomedical

Paper ID #9730Work in Progress: International BME Capstone and Summer Design Expe-rienceProf. Mark A. Ruegsegger, The Ohio State University Mark Ruegsegger is currently an Associate Professor of Practice in the Department of Biomedical Engi- neering at Ohio State University. He has a curricular focus on the Senior Design capstone course, which includes multi-disciplinary teams of BME, Mechanical Engineering, Occupational & Physical Therapy, and other Medical and Engineering disciplines. Each project team builds a device that provides assis- tance to those with disabilities, or projects with other clinical or

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

contact hours)mini-design project based on a BME capstone senior design project in which each team workedto develop a “smart” gown which could replace traditional hospital gowns and measurephysiological signals (heart rate and respiration). Day 1 consisted of introducing participants toBME, brainstorming ideas for obtaining signals and implementing into a gown (sketchdocumented) and equipment overview. Day 2 involved building, design iteration, andverification testing; it also included gown assembly and planning for a scientific style poster.Day 3 began with an introduction to giving a professional presentation and continued withdeveloping the poster; the day concluded with participants presenting their posters and solutionsto their

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

Electrical and Electronics Engineers. He served as the 2009-10 Program Chair and 2010-11 Division Chair for the Biomedical Engineering Division of the ASEE.Dr. Kristine R. Csavina, Arizona State University, Polytechnic campus Dr. Kristine Csavina recently joined the faculty of the Department of Engineering & Computing Systems at Arizona State University Polytechnic campus, where she is the Associate Director for Engineering Program Innovation. Currently she is the instructor for the senior capstone design experience and ac- tive with the ABET accreditation process for the department, among other courses and responsibilities. Dr. Csavina came to the Polytechnic campus from Florida Gulf Coast University, where she was

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

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

education, capstone design, and introductory materials science and engineering. His research interests include strategies for web-based teaching and learning, misconceptions and their repair, and role of formative feedback on conceptual change. He has co-developed a Materials Concept Inventory for assessing conceptual knowledge of stu- dents in introductory materials engineering classes. He is currently conducting research on web-based tools for teaching and learning, misconceptions and strategies and tools to promote conceptual change in materials courses. Page 24.614.1 c American

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

often helpful, they are included as a capstone and aretypically limited in scope.We sought to redesign this course, and in doing so we wished to embrace a broader definition of“biomaterial” with a focus on clinical practice and biological response in addition to materialsscience. We sought to include materials of biologic origin as well as exogenous materials. Wealso wanted students to synthesize knowledge ranging from chemical properties to the immuneresponse to understand how clinical problems are solved (or often caused) by a variety ofmaterials. Thus our course objectives included: 1. Knowing and comprehending how biomaterials of natural and synthetic origins interact with and are recognized by cells; 2. Analyzing how the physical