Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill; Robert Dennis, University of North Carolina; Charles Finley, University of North Carolina, Chapel Hill

Tagged Divisions

Biomedical

roomassistants (TAs) staff the lab in the afternoonsand early evenings, as well as on weekends to coincide with student’s needs.This laboratory includes a separate, locked machining room with controlled access (figure 2).The room has a fusion deposition modeler (FDM, Stratasys Dimension) and laser cutter(Universal Laser Systems). We plan to add a computer numerical controlled (CNC) mill in thenear future. Students only have access to this room under supervision of a TA or facultymember.In the rare case that these machining tools are not sufficient, students have limited access tomachining equipment in a BME research lab, which is professionally staffed, as well as a fee-for-service machine shop in the Department of Physics and Astronomy.Courses A. BME

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Vargis, Vanderbilt University; Anita Mahadevan-Jansen, Vanderbilt University

Tagged Divisions

Biomedical

). In order tosee what student group consisted of, we also asked what the student planned on doing aftergraduation (Figure 6). Half of the students will be applying to or are interested in medicalschool, which is consistent with the Biomedical Engineering department at Vanderbilt as awhole. 10 8 Survey Respondents 6 4 2 0 Helped Didn't hurt or help Hurt

Conference Session

Experiential Learning in BME

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

curricula. Bioengineering at Saint Louis University(BE@SLU) began with Training Week, which spans topics in from cell and tissue culture tolaboratory etiquette to reading journal articles. After Training Week, students work in thelaboratories of their selected research mentors to complete an 8-week research project. As thestudents are early in their career (students entering their first or second years), the program also Page 15.433.2has a Peer Mentor system, where undergraduates experienced in research are integrated into theprogram to help the participants adjust to laboratories, to plan academic and social activities, tohelp train the

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Robert Gettens, Western New England College; Michael Rust, Western New Engalnd College; Diane Testa, Western New England College; Judy Cezeaux, Western New England College

Tagged Divisions

Biomedical

section of the capstone design course. Lecture is for 1 hour. Lab activities range from 3-4 hours. All deliverable due dates are for draft documents to guide student project planning. Page 15.1335.5 Ideas from several other programs were incorporated in this work. An example is the two weekintroductory design experience used at Bucknell University and presented at the 2009 BME-IDEA Biennial conference.12 Rather than offer the activity at the start of the semester, asBucknell did, we offered it midway through the course (Table 1: week 7). Initial feedback fromstudents indicated that this timing was ideal, since at that point in the

Conference Session

BME Course and Curriculum Development

Collection

2010 Annual Conference & Exposition

Authors

Lily Laiho, California Polytechnic State University; Nikki Adams, California Polytechnic State University; Kristen Cardinal, Cal Poly, San Luis Obispo; Matthew Burd, California Polytechnic State University; Daniel Walsh, California Polytechnic State University; Trevor Cardinal, California Polytechnic State University

Tagged Divisions

Biomedical

opportunity to refinetheir laboratory, critical thinking, and problem solving skills through their immersion in arigorous, research-intensive environment. Additionally, the research internship providesvaluable professional contacts for future careers in stem cell research. After completing theirresearch internship, trainees complete a Master’s project that is aimed towards building fromtheir coursework and internship activities. Completion of these components provides traineeswith an excellent foundation to begin pursuing careers in stem cell research by continuing theireducation in doctoral programs or beginning employment as research specialists in stem celllaboratories at both for-profit and non-profit institutions. The careful planning of this

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Alyssa Taylor, University of Virginia; Katelyn Mason, University of Virginia; A. Leyf Peirce Starling, The Fletcher School; Timothy Allen, University of Virginia; Shayn Peirce, University of Virginia

Tagged Divisions

Biomedical

making less effort to achieve their goalsbecause they are working in a group versus individually. However, this is an important issue andwe plan to implement a student preference survey to investigate task-sharing and group sizeissues from the student’s perspective. In addition, although previous work has shown thatadvisors did not have a definite preference for group size4, we plan to investigate advisorpreference for group size in the future.Regarding Capstone advisors, based on the results of this study we would recommend 3 or moreadvisors per team whenever possible, although faculty workload and resources must beconsidered as well. Future work for this study will involve an investigation of advisor workload(i.e. number of hours spent

Conference Session

Experiential Learning in BME

Collection

2010 Annual Conference & Exposition

Authors

DeRome Dunn, North Carolina Agricultural and Technical State University; Robin Liles, North Carolina Agricultural and Technical State University; Clinton Lee, North Carolina Agricultural and Technical State University; Shawn Watlington, North Carolina Agricultural and Technical State University; Courtney Lambeth, North Carolina Agricultural and Technical State University; Devdas Pai, North Carolina Agricultural and Technical State University

Tagged Divisions

Biomedical

, author added] by reaching out to middle school, high school, and community college students through the RET program. They have all the bases covered without going too far. If you try to do too much in a limited amount of time, it can dilute the overall objective. The research does satisfy the vision because the RETs are doing lesson plans and the high school students are visiting next week. The students will see the research being done in bio-engineering. Undergraduates get to see the focus for research available in the Ph.D. program here. The research experiences do advance the proximal and distal outcomes because the program has been a catalyst for undergraduate students to become more enthusiastic about research

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Sarah Pierce, Cumberland University; Amanda Lowery, Vanderbilt University; Charleson Bell, Vanderbilt University; Todd Giorgio, Vanderbilt University

Tagged Divisions

Biomedical

instructor and TA were present and available for studentguidance. During the predetermined additional time points either the instructor or the TA wasavailable. Because of the “out of class” time points and lab duties, the instructor had to beflexible to accommodate student schedules. Several experimental design aspects had to beconsidered to keep the exercises running smoothly. The FA cellular uptake and the NP toxicityare both cell type dependent, making the predetermination of the time point critical. Also, manyof the instruments were located in a shared facility and not dedicated for use by this class.Instrument time had to be scheduled in advance. With careful planning the course wentsmoothly.Future DirectionsStudents mastered many lab

Conference Session

Experiential Learning in BME

Collection

2010 Annual Conference & Exposition

Authors

Michele Wabler, Clemson University; Estefania Alvarez, Clemson University; John DesJardins, Clemson University

Tagged Divisions

Biomedical

recruited to maintain sufficient levels of student participation.Course AssessmentAt the end of the Fall 2009 semester, all students in the group were given an anonymous surveyto assess learning outcomes for the CU-REPO program. The goal of this survey was todetermine the students’ perception of learning outcomes of the course, and to assess students’perception of perceived educational and professional value of their participation in the courseactivities. Five of the nine students responded to the optional survey. Considering the CreativeInquiry program is designed to have a smaller student to mentor ratio to encourage a direct andmore hands-on interaction, the return of five completed surveys reflects positive feedback andacceptance of the planned

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Estefania Alvarez, Clemson University; Steven Saville, Clemson University; O. Thompson Mefford, Clemson University; John DesJardins, Clemson University

Tagged Divisions

Biomedical

, a new „abstract‟ format was implemented in orderto incorporate a writing style and inquiry-based approach that will help the student in theirengineering careers.8 The design and planning of this course was based to meet the ABETEC2000 criteria. The foundation for the use of this criteria was to correlate and promote theundergraduate experience to be similar to other courses that have a similar set-up of a laboratoryclass that is mainly used to strengthen the concepts and principles learned in the lecture. Amongthe criteria met, this course included: the application of knowledge of math, science andengineering; the design and execution of experiments and measurements, analysis, andinterpretation of data from living systems; the ability to