Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Won Joo, Robert Morris University

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Biomedical

Paper ID #17446Work in Progress: Hands-On Practice of Implant Surgery Using ArtificialBone in Design CourseDr. Won Joo, Robert Morris University Won Joo is an Assistant Professor of engineering department at Robert Morris University, Pa. He received his Ph.D. in Mechanical Engineering from Case Western Reserve University, and joined RMU after 8 years of R&D experience in medical device industry. He has been teaching and developing course and research project on material and biological tissue biomechanics area. He is currently conducting applied research in computational biomechanics with hospitals and research institutes

Conference Session

First- and Second-year Design and Professional Development in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christa M Wille, University of Wisconsin, Madison; Dalton James Hess; Jake Mitchell Levin, University of Wisconsin-Madison; Amit Janardhan Nimunkar, University of Wisconsin, Madison; John P. Puccinelli, University of Wisconsin, Madison

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Biomedical Engineering Design and Bioinstrumentation and has taken initiative to develop hands-on blended learning based courses on the same topics. His research interest is on global health and engineering and had worked on projects in Honduras, Ethiopia, India and Vietnam. He has received the Recognition Award for Achievement in Global Engaged Scholarship in 2013 through the Wisconsin Without Borders at the University of Wisconsin-Madison, the Professor of the Year Award in 2012, through the Biomedical Engineering Society at the University of Wisconsin-Madison, and a number of teaching awards.Dr. John P. Puccinelli, University of Wisconsin, Madison Dr. Puccinelli is the Associate Chair of the Undergraduate Program in

Conference Session

First- and Second-year Design and Professional Development in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emma K. Frow, Arizona State University; Barbara S. Smith, Arizona State University; Casey Jane Ankeny, Arizona State University

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Biomedical

include primingstudents for subsequent ‘design spine’ courses and their final-year BME capstone experience, anddeveloping interactive project-based teaching at scale. The two faculty who teach this course(Frow, Smith) have co-developed the content over the past two years; we also meet biweeklyduring the academic year with faculty members teaching the other BME ‘design spine’ courses, tocoordinate program content and learning outcomes across courses.Our semester-long course focuses on global healthcare markets and device design for low-resourcesettings. The course revolves around an open-ended, team-based design project (Smith et al. 2005).A core aim is to foster curiosity and creativity1 in students’ first formal experience of engineeringdesign

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Lucy L. Pick, University of Washington; Alyssa Catherine Taylor, University of Washington

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Diversity

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Biomedical

Paper ID #12283Bioengineering Global Health: Design and Implementation of a Summer DayCamp for High School StudentsDr. Dianne Grayce Hendricks, University of Washington Dr. Dianne G. Hendricks is a Lecturer in the Department of Bioengineering at the University of Wash- ington. She earned a BS in Molecular Biology at the University of Texas at Austin and a PhD in Genetics at Duke University. Dr. Hendricks’ teaching interests at the University of Washington include develop- ing and teaching introductory and honors courses in bioengineering, tissue and protein engineering lab courses, and capstone projects. She is committed

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, University of Wisconsin, Madison; Carla Winsor, University of Wisconsin, Madison

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Biomedical

sections; and inappropriate/poor design projects. These problems were directlyaddressed as we developed the new course, as outlined below.Implementation of Design PracticumThe new freshman engineering design course, Design Practicum, is a 2 credit hands-on, team-based introduction to engineering design. The class meets once per week for three hours, withlecture the first hour, and lab the second two hours. Students are introduced to design via theinvention, fabrication and testing of a device that solves a problem proposed by a real client.These projects cover a variety of engineering disciplines including bioinstrumentation,biomechanics, mechanical, and civil and environmental. Lectures address information retrievaltechniques, specification

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rohit Bhargava, University of Illinois at Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Andrew Michael Smith, University of Illinois at Urbana-Champaign; P. Scott Carney, Electrical and Computer Engineering, University of Illinois; Dipanjan Pan

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Biomedical

, students will participate in the Frontiers in Cancer Research discoverycourse in which TED-style talks on cancer research are delivered, followed by facilitateddiscussion. Through this course, students will (1) gain an understanding of the current themes incancer research, (2) be introduced to faculty members who mentor undergraduate researchers, Page 26.1774.3and (3) develop skills in reading and discussing scientific articles. In their second semester,students will begin a research project with a faculty mentor and continue expanding on thisproject through their time in the program or until completion (similar to typical undergraduateresearch

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

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Biomedical

biomedical problems. During biomedical design, a range ofstrategies can be used to identify a problem and to generate and evaluate solutions. At ColumbiaUniversity, we have an established program for teaching biomedical design to undergraduateswhich culminates in our capstone ‘Senior Design’ course. However, no specified designexperience exists for terminal degree BME Master’s students. Design courses are traditionallytaught utilizing a textbook, lectures, and a team design project, with often limited time forinteractions between and among teams and instructors in the classroom. We also recognized thatthe background and educational and professional goals of undergraduates and graduate studentsare unique. Therefore, we saw a valuable opportunity to

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

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time to work onan assignment with their supervisors and complete a project by the end of the semester. Studentsworked on Rescutek, where students design a powered exoskeleton, and Nephrotex, wherestudents design a kidney filtration membrane. Students worked in teams of 4-6 on projects for 5weeks then teams were mixed up and they continued work on the project for 4 more weeks.Feedback on this immersive experience was positive but many students wanted similaropportunities to engage with medicine and research.Renovated Course DesignIn fall 2015, the instructor expanded this practice further by offering BIOE 120 in 3 professionalformation tracks: industry, medical, and research. The industry track consisted of a careerfocused lecture and Nephrotex

Conference Session

K-12 and Graduate Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sam Dreyer, University of Illinois at Chicago; Miiri Kotche, University of Illinois at Chicago; Jennifer Olson, University of Illinois at Chicago ; Andria Shyjka, University of Illinois at Chicago

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Diversity

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Biomedical

connections to their classroom professional practice.Having teachers participate in research programs has been shown to improve studentperformance in science [4]. One shortcoming in similar existing programs is the lack of formalinstruction regarding the enhancement of high school science curricula following participation inthe summer experience. This program seeks to address this gap by partnering with faculty in theCollege of Education who have expertise in curriculum design and teaching in secondaryeducation, and in particular, teaching of secondary science in urban schools. 2. Program StructureAnnouncement of the program, descriptions of the available project focus areas, and applicationmaterial are available online at the UIC Bioengineering

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

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Biomedical

expected to be well above averageat 27% from 2012-2022 as projected by the Bureau of Labor Statistics.11 As a result, BMEprograms are also growing with the demand. Our BME undergraduate program at the Universityof Wisconsin-Madison, which has historically encompassed sophomores and above, has morethan doubled in the last five years. This year, our college has moved to a direct departmentadmission model adding an additional surge of freshman directly to the program (78% morestudents) with progression requirements versus a secondary application.In an effort to create an inclusive and welcoming environment for these 240 freshman, we havedeveloped a mentorship program integrated with our design curriculum. The undergraduateprogram here was founded

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Megan Huffstickler, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University, University Park; Keefe B. Manning, Pennsylvania State University, University Park; Margaret J. Slattery, Pennsylvania State University, University Park

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measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support for educational proposals and projects, and working with faculty to publish educational research. Her research interests primarily involve creativity, innovation, and entrepreneurship education.Prof. Keefe B. Manning, Pennsylvania State University, University ParkDr. Margaret J. Slattery, Pennsylvania State University, University Park Margaret Slattery Ph.D., has been a faculty member at Penn State University in Biomedical Engineering since 2007 and her career has focused on undergraduate students and their academic experiences. She currently is directing a new office within

Conference Session

K-12 and Graduate Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eileen Haase PhD, Johns Hopkins University; Elizabeth A Logsdon, Johns Hopkins University

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Diversity

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Biomedical

Figure 1 and Table 1. Figure 1: Projected ten-year job growth Biomedical Engineering 23% All Occupations 7% 0% 5% 10% 15% 20% 25%Figure 1: Data from the Bureau of Labor and Statistics indicate that projected ten-year jobgrowth in biomedical engineering (23%) over a ten year period from 2014-2024 is significantlyhigher than the expected job growth for all occupations (7%) Table 1: Quick Facts: Biomedical Engineers 2015 Median Pay $86,220 per year; $41.45 per hour Typical Entry-Level Education Bachelor's degree

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Molly Y. Mollica, University of Washington; Heather A. Feldner, University of Washington; Anat Caspi P.E., University of Washington ; Katherine M. Steele, University of Washington; Dianne Grayce Hendricks, University of Washington

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Diversity

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Biomedical

powerful educational method for delivering engineering curricula [1, 2]while benefiting student retention, personal development, and community connections [3, 4].Furthermore, positive societal impact is especially important to underrepresented students incareer selection [5, 6] and classes or projects with clear engineering-service componentscommonly attract a higher percentage of students from underrepresented groups [7, 8]. In thiswork-in-progress, we examine our initial efforts in implementing toy adaptation to enhanceengineering education and to serve our broader community.What is an adapted toy?An adapted toy has modified activation, function, orother components to increase accessibility andenhance the user’s experience. Here, we use

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric M. Brey, Illinois Institute of Technology; Megan F. Campanile, Illinois Institute of Technology; Norman G. Lederman, Illinois Institute of Technology

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Diversity

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Biomedical

Technology had on theparticipants’ career paths. Over the nine years, there have been 131 undergraduate students whoparticipated. Ninety nine (76%) of these students were supported via funding from the NationalScience Foundation Research Experiences for Undergraduates program. The other 32 (24%)were supported through institutional funds. More than half of the students (56.5%) were female,26.7% of the students were from underrepresented groups, and 52.7% students without previousresearch experience. The undergraduate research program understudy is a 10-week engineeringresearch project working in research laboratories at the University or a collaborating MedicalSchool. A tiered mentoring structure was developed within the participating laboratories

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Courtney Lambeth, North Carolina A&T State University; Matthew B. A. McCullough, North Carolina A&T State University; Heather Rae Aschenbrenner, North Carolina A&T State University

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Diversity

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Biomedical

, workshops, and field trips (Appendix C). Specialcare is given in selecting participants who can function in a highly independent and technicalenvironment. YSP participants are monitored closely, but encouraged to contribute to furthering Page 26.415.5research projects, and actively taking part in all aspects of the program.Program ResultsBRAIN GamesThe following charts contain questions asked of those participating in BRAIN games. Students learned alot from this activity 100.00% 90.00% 80.00% 70.00% Response Rate

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Rivale, University of Texas, Austin

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Diversity

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Biomedical

, &Lee (2006) found that nearly all workplace problems are complex and ill-structured. Studentsoften only encounter complex ill-defined problems at the end of their four year engineeringprogram and enter the workforce without these critical skills requiring more on the job training.3How can we prepare students to solve these ill-defined complex problems that they willencounter as working engineers? The Vanderbilt-Northwestern-Texas-Harvard/MIT (VaNTH)Engineering Research Center attempted to answer this question in a Biomedical Engineeringcontext. The VaNTH project designed a biotransport engineering curriculum to help studentsdevelop innovation and efficiency.4,5,6 Innovation was operationalized as the adaptive ability toperform well in