Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical

AC 2012-3061: USE OF CASE STUDIES AND A SYSTEMATIC ANALY-SIS TOOL TO ENGAGE UNDERGRADUATE BIOENGINEERING STU-DENTS IN ETHICS EDUCATIONDr. Alyssa Catherine Taylor, University of Washington Alyssa C. Taylor is a lecturer in the Department of Bioengineering at the University of Washington. She received a B.S. in biological systems engineering at yhe University of California, Davis, and a Ph.D. in biomedical engineering at the University of Virginia. Taylor’s teaching activities are focused on de- veloping and teaching core introductory courses and technical labs for bioengineering undergraduates, as well as coordinating the capstone design sequence for the BIOEN Department at the University of Washington. Taylor

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

John D. DesJardins, Clemson University; Ellen Breazel, Clemson University; Marilyn Reba, Clemson University; Irina Viktorova, Clemson University; Jonathan Bradford Matheny, Clemson University; Taufiquar R. Khan

Tagged Divisions

Biomedical

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael J. Rust, Western New England University; Steven G. Northrup, Western New England University

Tagged Divisions

Biomedical

students were briefed in the ethical conduct ofresearch prior to the trip, and they were required to sign agreements to maintain theconfidentiality of the participants and their responses. Additionally, the students were preparedfor the health assessment through practice sessions in which they implemented Spanish-languageoral interviews of each other under the supervision of the course instructors. The results of theinterviews and surveys from the health assessment were tabulated and analyzed by the courseinstructors after returning from the field experience.While the health assessment formed the centerpiece of the field experience, a variety of otheractivities were included. The students attended a lecture given by a Guatemalan professorregarding

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jamie Lynn Brugnano, Weldon School of Biomedical Engineering, Purdue University; Kevin Andrew Richards, Purdue University; Marcia A. Pool, Purdue University; Allison L. Sieving, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; Sherry L. Voytik-Harbin, Purdue University, West Lafayette; Ann E. Rundell, Purdue University, West Lafayette

Tagged Divisions

Biomedical

results.Fifty-four senior biomedical engineering undergraduate students were enrolled in this coursewhich addressed biomedical engineering professional skills including: ethics, technical writing,regulatory issues, human and animal subjects, economic considerations, and entrepreneurshipconsiderations. The class met once a week for 90 minutes with a brief introductory lecture (< 20minutes) followed by time dedicated for students to work on in-class assignments, bothindividually and in their design teams with instructor interactions. To ensure studentsdemonstrated proficiency in each topic, students revised their assignments based uponconstructive feedback until it was satisfactory. Scaffolding was provided through assignmentdesign, instructor

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Donna M. Ebenstein, Bucknell University; Eric A. Kennedy, Bucknell University

Tagged Divisions

Biomedical

provide a detailed description of a three week core module which can becompleted in two lecture hours and seven lab hours in addition to brief descriptions ofsupplemental activities that can be used to expand the unit, including biostatistics and ethics. Forthe core module and each supplemental activity, the time and materials resources required willbe indicated, as well as the ABET criterion that are addressed. Finally, we will report on ABETand student assessment relating to the unit, and end with some discussion and conclusions.Core ModuleThe core module consists of two hours of lecture and seven hours of lab. In our course, thiscovers three weeks of class – one week of lecture followed by two weeks of lab; however,supplemental activities used

Conference Session

BME Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steve Warren, Kansas State University

Tagged Divisions

Biomedical

Enderle Ch. 5 Application Domains F T-to-L Topics 13 MW Telemedicine and Home Care F Open House 14 M Emergency and Military Medicine W T-to-L Topics F Exam #3 15 M Medical Information Systems; Electronic Patient Records W Medical Facility Design Resources F T-to-L Topics 16 MW Medical Ethics

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Barbara Burks Fasse Ph.D., Georgia Institute of Technology; Essy Behravesh, Georgia Institute of Technology

Tagged Divisions

Biomedical

problem solving nature of engineering. Thus,we grounded our “big idea” in the objectives developed by a 2002 colloquy commissioned byABET through the Sloan Foundation. The fifty engineering educators identified thirteenfundamental objectives of engineering instructional laboratories: instrumentation, models,experiment, data analysis, design, learning from failure, creativity, psychomotor (selection,modification, and operation of appropriate engineering tools), safety, communication, teamwork,ethics, and sensory awareness (using the human senses to gather information and makejudgments when formulating conclusions about real-world problems) (Feisel & Rosa, 2005).These instructional lab objectives as consistent with the ABET criteria determining