Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Martin T. Spang, Ohio State University; Aaron Strickland, Ohio State University; Deborah M. Grzybowski, Ohio State University

Tagged Divisions

Biomedical

are expected to be professional andwell-rehearsed.ApproachIt is believed that alumni of the nanotechnology course will have increased involvement inresearch and intentions of attending graduate/professional school. To measure future researchinvolvement, alumni who have completed the first-year engineering honors program within thepast four years were surveyed to quantify their involvement in various research roles andactivities, including undergraduate research, presentations at technical forums and conferences,research and development internships, as well as planned participation in graduate orprofessional school. The survey consists of a variety of multiple choice, check boxes, andoptional short answers. The survey was combined with another

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

initiates with team formation andthe rapid design challenge, then assignment of teams (of two to four students) into their full two-semester design projects (typically with clients in local industry and/or health care), and throughthe remainder of each fall semester progresses teams through the design process (includingproblem definitions, team mission statements and contracts, development of project Houses ofQuality including competitive benchmarking, pertinent FDA regulations and engineeringstandards, patents and intellectual property, and structured brainstorming leading into projectdesign solution concepts and selection). The course also includes aspects of professionaldevelopment, and post-graduation planning. A roundtable design review late

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

future BME 201 students, the contents of which areprovided in Appendix III. We have received feedback from the BSAC and other students forcourse improvements. We plan to address these in the upcoming semester as described below. Page 24.1331.7Course improvement We plan to further develop and improve upon this course as follows:1. Increase the diversity of the blended learning experience using video lectures, in-class problem solving and advising2. Improve and develop new hands-on laboratory modules geared toward teaching multidisciplinary BME technical and professional skills3. Develop new guided-design multidisciplinary group projects4

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark A. Ruegsegger, Ohio State University

Tagged Divisions

Biomedical

ideas, best practices, reports, and strategies throughout theyear via teleconferencing and email. Although simple in some ways, it also included a lot ofchallenges. Further discussion refined the early ideas to focus on a pre-capstone experience forJunior students, where NJU and OSU students could work on teams and gain extra design andteam skills, with an international perspective, before the senior capstone course. From this, thecurrent plan is detailed here of an annual Summer Design Experiences (SDE) at both institutions,and an internationally co-mentored senior design project in alternate years at NJU.Program StructureThe overall program structure is presented in Table 1, showing the timeline for events in a two-year cycle. The Summer

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jean-michel I. Maarek, University of Southern California

Tagged Divisions

Biomedical

-class work.Implementation of online content for flipping the “Medical Electronics” course:The implementation plan called for first, designing and developing the online video lessons andposting them on the learning management system “Blackboard”. The online lessons are watchedby the students prior coming to class and include a few sample practice problems for the studentsto practice application of the lesson material to solve circuit analysis exercises. The studentsprepare one or more questions to bring to class. Second, in the classroom the instructor and thestudents address some of the students’ questions. The students then engage in group activitiescentered on circuit analysis and design problems and virtual laboratory exercises using

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

John P. Puccinelli, University of Wisconsin, Madison; Amit Janardhan Nimunkar, University of Wisconsin, Madison

Tagged Divisions

Biomedical

using theirlaptops during meetings with their clients or other professionals and preferred paper notebook inthese situations. Many then transposed these paper notes into the ELN. Also a few commentedthat their laptops were heavy to carry around or had poor battery life resulting in them usingpaper and transposing into the ELN later. (a) Utilize mathematics (b.1) Design experiments (experimental plan) (b.2) Conduct experiments (carry out the experimental plan

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Renata Fortuna Ramos, Rice University

Tagged Divisions

Biomedical

themachieve a more in-depth understanding of the material (rather than just memorizing information).Since teaching requires a basic understanding of the material and a plan for conveying thismaterial, teachers often learn by (a) reviewing: working with the material while preparing toteach another, and (b) reformulating: organizing the content in a meaningful way that associatesthe material with what the student already knows. Research suggests that learning by teachingalso helps improve communication skills and that it provides the students with an opportunity toexperience realistic social interactions while applying their content knowledge in an appropriatelearning environment5, 10.Description of the Systems Physiology LaboratoryThe Systems

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yakov E. Cherner, ATEL, LLC; Bruce R. Van Dyke, Quincy College

Tagged Divisions

Biomedical

of online and hands-on learning ensures integration oftheoretical knowledge and practical skills, and enhances students’ understanding of workplaceperformance. Our future plans include thorough testing to evaluate the effectiveness of the virtuallabs as teaching tools, and comparing the impact on student learning from hybrid labs versus thesole use of hands-on labs or virtual labs.References: 1. Lee, M. E. (1999), Distance Learning as "Learning by Doing". Educational Technology & Society 2 (3), from http://ifets.ieee.org/periodical/vol_3_99/mary_e_lee.html 2. National Research Council Committee on Learning Research and Educational Practice. (1999). How people learn: Bridging research and practice. Washington, DC: National

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

submission of the Muddiest/Most Interesting Points is difficult. 12. The flipped class allows me to prepare my questions before coming to class. 13. The flipped classroom is more effective than the traditional class setting. 14. The homeworks assigned are NOT helpful when completing the in-class assignments. 15. The design project helps me apply the material covered in the pencast lectures and in- class activities. 16. I think learning statistical software (SPSS) during class activities will assist in my career/future educational plans. 17. Working in groups for the design project does NOT facilitate my understanding of statistics.Please comment below on the usefulness of this class. Would you recommend a flip class

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Margo Cousins, The University of Texas at Austin; Mia K. Markey, The University of Texas at Austin; Henry Grady Rylander III P.E.

Tagged Divisions

Biomedical

summer of the second year. 3. To be successful, the graduate student’s supervisor must be engaged in planning the internship/externship experience. 4. All parties must have a clear understanding of the deliverables of the internship/externship experience. 5. Housing and travel expenses must be arranged months in advance and include contributions from the parent and host institutions to carefully comply with training grant travel cost policies. 6. Interviews with students and host faculty are the best tools for assessing individualized program outcomes for each trainee. 7. Clear understanding of the relevant intellectual property policies for each internship/externship experience is important and any

Conference Session

Innovations in Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine Langman, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Judith S. Zawojewski, Illinois Institute of Technology

Tagged Divisions

Biomedical

gained from working with the undergraduates in the summer program,” as illustrated by thisresponse from one high school student: High School Student: I didn’t know much at all about what being an undergraduate student was like or what it involved. I thought it was very interesting how much freedom they were given in their studies. It was helpful to be able to see thing through their perspectives instead of just my own. Echoed another high school student: High School Student: I was able to see what being in a college lab is like and am able to use this experience to plan my future in school. Second, the REU students felt that having someone showing the high school students apractical, interesting