Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emma Frow, Arizona State University; Michael R. Caplan, Arizona State University

Tagged Divisions

Biomedical

workplace competencies (similar to a personality test and DISC assessment combined), and a written reflection on the students’ visit to the engineering career services center.  Academic success planning, including making a personalized major map and annotating an ABET student outcomes rubric with information on what parts of his/her college experience would help the student master that outcome.  Listening and writing summaries of talks, for each of four faculty presentations and two alumni talks. The faculty presented on their career trajectories and research; the alumni focused on next steps for getting into medical school, and intellectual property law as a career path. In-class written surveys administered during the first and

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Won Joo, Robert Morris University

Tagged Topics

Diversity

Tagged Divisions

Biomedical

there was any need for change, students modified the design andmanufactured a new prototype, and then performed the surgery again to validate if the newdesign worked better with the existing surgical procedure/tools.In final presentations, all groups presented problem definition, market analysis and potentialcustomer, project timeline, design input and output. Verification and validation plan, engineeringspecifications, and results were also included in the presentations. Especially the groups whowere introduced surgical procedure presented how the knowledge and experience of surgicalprocedure changed the final design outcomes compared to the original design.ResultsThis new approach was implemented to the capstone design course for the first

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margo Cousins, University of Texas, Austin; Lynda K. Gonzales, University of Texas, Austin; Erin Dolan, University of Texas, Austin; Kathryn E. Flowers, Texas 4000 for Cancer; Courtney Becker, Texas 4000 for Cancer; Laura Suggs, University of Texas, Austin; Mia K. Markey, University of Texas, Austin

Tagged Divisions

Biomedical

training, culminating in the 10-week charity bike ride.During the training months, riders train by riding 2000 miles with their team, raise at least$4500, and volunteer for 50+ hours in their community. The Texas 4000 training programincludes a comprehensive curriculum based around Eight Foundational Skills – Self Awareness,Communication, Resiliency, Efficient Planning, Peer Respect, Situational Leadership, TechnicalKnowledge & Skills, and Vision & Action.Goals of interaction between the BME CUReS REU Site and Texas 4000The interaction of the BME CUReS and Texas 4000 was intended to be mutually beneficial in anumber of ways. The first is that the Texas 4000 riders and riders-in-training get to interact withcancer researchers. This allows

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Carrie A. Francis, University of Wisconsin - Madison; Rachel L Lenhart, University of Wisconsin - Madison; Jason R. Franz, University of North Carolina - Chapel Hill and North Carolina State University; Jarred Kaiser, Boston University; Joseph Towles PhD, University of Wisconsin - Madison

Tagged Divisions

Biomedical

in responsefollowing the event. Question 3 was not directly tied toan activity, requiring students to extrapolate from theirexperiences. The other two questions (2 and 6) wereanswered correctly by more than 80% of students atthe start.Student inspiration is more difficult to track, in partbecause we did not link responses from specificstudents between surveys. Hence, the lack ofsignificant change on these questions could represent asubset of students with increased interest and anothersubset with decreased interest, cancelling one anotherout. In relating biomechanics to careers, our activitiesmay have communicated the relevance ofbiomechanics to athletics, but in the future we plan tocreate clearer links between biomechanics andadditional

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vladimir Genis, Drexel University (Eng. & Eng. Tech.); Lunal Khuon, Drexel University (Eng. Tech.)

Tagged Divisions

Biomedical

Degree will be able to work in avariety of medical facilities from doctor's offices to hospitals2. Specifically, they will beresponsible for problem solving, data interpretation, complex troubleshooting, preparation ofspecifications, scheduling, planning, analysis, project management, and decision making.BET CurriculumDrexel’s Engineering Technology undergraduate bachelor’s program consists of 187.5 totalquarter credits3. BET curriculum is based on ET core courses supplemented with a combinationof courses in biology, human factors, medical terminology, codes and regulations, medicalinstrumentation, and healthcare administration courses specific to the BET concentration, shownin red. Courses BET 301, BET 302, BET 303, and BET 305 have been

Conference Session

Hands-on Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill

Tagged Divisions

Biomedical

protoboard)* Scientific writing skills 3.23 ± 0.84 3.23 ± 0.67 Ability to find appropriate sources for technical 3.32 ± 0.66 3.77 ± 0.43 information (in the case of this class, this would be understanding how to use datasheets)*In the survey, students also reported that the project had an impact on the following areas, inorder of importance: • Designing digital circuits • Troubleshooting circuits • Interpreting data sheets • Designing analog circuits • Project planning • Understanding of how real circuits work vs. how they ideally should work on paper • Use of best practices in circuit building (wiring, decoupling caps, etc.) • How to wire a circuit

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Samantha L McCarthy, University of Wisconsin - Madison; Reed T. Bjork, University of Wisconsin - Madison; Tasnia Tabassum, University of Wisconsin - Madison; John P Puccinelli, University of Wisconsin - Madison

Tagged Topics

Diversity

Tagged Divisions

Biomedical

studentswith BSAC members as mentees/mentors.Mentor matching was facilitated by surveys (one to the freshmen and the other to BSACmembers and the upper classes). Prior to the start of the semester, students in BME Design(sophomore-senior) were made of aware of this new program and the new role of the BSACrepresentative. Both groups were asked to indicate their intended track within BME, future plans,and the option to list other interests. We achieved a 100% response rate from the BSACmembers with an additional 13% of the remaining design students volunteering to be mentors forthe 91% of the freshman interested in having a mentor. This equated to two-three mentees permentor.Through integrating the mentorship program with the design curriculum and BSAC

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign; John Vozenilek

Tagged Topics

Diversity

Tagged Divisions

Biomedical

section, 73% of the research section, and 46% of theclinical section explicitly indicating the benefit in the course evaluation. The main reason citedfor the lower result in the industry section was lack of physical interaction, since that group useda simulation.Challenges and Future DirectionsAlthough feedback was largely positive from both instructor and students, challenges arose andimprovements are planned for the next offering.One challenge encountered by the team was enrollment management. Although the overallnumber is limited to the class size of incoming freshmen, it was difficult to predict sectionenrollment. Some students were turned away from the research and clinical section due tolimited capacity for shadowing assignments for the

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer H. Choi, University of California - Davis

Tagged Divisions

Biomedical

their team roles effectively, the use ofdelegation to make progress, written notes, and impact of planning ahead. One team stated “Ourorganizer did a very good job at scheduling out meetings and making sure we were ontrack…being on this team has definitely made us better planners and organizers.” Another teamcommented that “our organization skills were refined and we were able to accomplish muchmore in a shorter amount of time.”Overall PE scores did not show any significant changes from DC1 to DC2. Specifically, 38% ofstudents had higher PE2 than PE1 scores, 42% had decreased PE2 scores, and 20% had the samescores for both evaluations. It should be noted however, that decreased PE scores were also aresult of improvement in fellow team member

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine E Reuther, Columbia University; Michael John Cennamo, Columbia University; Tiffany Wen-an Guo, Columbia University

Tagged Topics

Diversity

Tagged Divisions

Biomedical

engineeringfaculty advisors. In the 1st semester, students learn and practice the design process, as well aslearn about commercial aspects of product development including entrepreneurship, intellectualproperty, FDA regulations, modes of reimbursement, and business plan development. Thestudents also perform early feasibility (proof of concept) tests and complete the initial stages ofprototyping. In the 2nd semester, students develop functional prototypes and quantify theperformance of their prototypes with respect to specifications. In each term, students areexpected to share their progress both in informal meetings with instructors and in formalpresentations. Concepts are taught via traditional lectures in the classroom and implemented viahands-on working

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeannie S Stephens, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Elisa S. Arch, University of Delaware; Jill Higginson, University of Delaware

Tagged Divisions

Biomedical

component to Senior Design. The honors component needs to be value adding but notcritical path.Challenge 3: Sponsor Meeting with TeamsAfter mid-semester two of the clinicians, Sports Medicine and Otolaryngology, were not asaccessible to the students. This impacted the pace of the projects and the outcome of the SportsMedicine Project. For the success of the project it is imperative that the clinician remainsengaged and are able to to make time to meet with the design teams. In the future, we plan tomake these expectations more explicit (written) to both the students and the sponsors. We alsoplan to coach the students to ensure that meetings with sponsors are focused and efficient.Two of the clinical immersion projects (Otolaryngology and

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amelia Spencer Lanier, University of Delaware; Ashutosh Khandha, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Michael H. Santare, University of Delaware; Jill Higginson, University of Delaware; Jenni Buckley, University of Delaware

Tagged Divisions

Biomedical

decrease in score (lab #2 tolab #3) and then minimal increase for the final lab assignment (lab #3 to lab #4). Whentransitioning from lab #2 to lab #3, students were required to write all sections of the lab, whichmay detract effort from other sections of the lab leading to the decrease in score. The minimalincrease we see in score from lab #3 to lab #4 may indicate growth in all sections. In the future, we plan to continue evaluating writing samples in our database, approximately120 so far, while adding more writing samples to the database from other courses utilizing thesame template. Once all samples are graded, we will be able to assess graduate student writingskills and undergraduate writing skills. Additionally, within our graduate

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Breanne Przestrzelski, Clemson University; John D DesJardins, Clemson University; Carson Mackenzie Ida Brewer, Clemson University

Tagged Divisions

Biomedical

at Clemson University studying Bioengineering. Through many research opportunities in the department, Carson has led a team to the Limbs Summit in El Paso, Texas where they presented a functioning, 3-D printed, lower arm interface that allowed a subject with a con- genital arm defect to successfully use a forearm crutch. Carson now focuses her research on designing medical devices for the developing world with an infant temperature regulation device. Having had these opportunities, Carson plans to pursue further research that enables her to reach out to others through engineering. c American Society for Engineering Education, 2016 Year Two: The DeFINE Program

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Leann Dourte Segan, University of Pennsylvania; Emily R Elliott, Center for Teaching and Learning, University of Pennsylvania

Tagged Topics

Diversity

Tagged Divisions

Biomedical

context.Previous studies have demonstrated that well-planned, student-centered, active, learning modulescan enhance problem-solving abilities, improve academic achievement and create more positiveattitudes toward learning.1-3 Many of these studies have focused on activities such as groupproblem solving, interpreting data or evidence, or engaging in practices of the field. Traditionallytopics in a mechanics/biomechanics course are introduced using derivations with subsequentassignments using the results of these often non-intuitive mathematical procedures. However,few studies have looked at the use of hands-on activities to replace or supplement mathematicalderivations in an effort to connect physical concepts with mathematical equations. Therefore

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Rivale, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Biomedical

includes 4 phases: orienting, planning, executing, andchecking. The final round of coding collapsed these codes into the 5 Step Problem SolvingMethod similar to the MPSF but more consistent with the expert heat transfer solutions.However, the orienting category was maintained since it did not overlap with the 5 step method. 4ResultsUnexpected Theme: Professor Beliefs about Problem SolvingWhile solving these problems, many of the experts revealed their beliefs about what types ofproblems are developmentally appropriate for students. The experts were not prompted for thisinformation in either the think-aloud instructions or the subsequent structured interview.Unprompted, most of the experts freely