Conference Session

Pedagogical Developments in BME

Collection

2009 Annual Conference & Exposition

Authors

Craig Somerton, Michigan State University

Tagged Divisions

Biomedical

1982, all in engineering from UCLA. Page 14.838.1© American Society for Engineering Education, 2009 Learning about Blood through a Property Data Base ProjectIntroductionAn understanding of the physical nature of blood is critical in a biomedical engineeringprogram. For programs with a mechanical engineering orientation, knowing andunderstanding the thermophyscial properties of blood is essential in modeling theoperations of such biomedical devices as artificial heart valves, blood pumps, leftventricular assist devices, and artificial hearts. To build this knowledge base withmechanical engineering students, a project was

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Amit Nimunkar, University of Wisconsin, Madison; Silas Bernardoni, University of Wisconsin, Madison; Tyler Lark, University of Wisconsin, Madison; Willis Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

Curriculum for Support of BME Design ProjectsAbstractOur Biomedical Engineering (BME) Department requires the undergraduate students to take adesign course every semester beginning in their first semester sophomore year for six sequentialcourses. The students do client-based design projects in teams, wherein they apply theknowledge they learned in various classes to real-world problems. The design projects arediverse and often require fabrication and technical skills they have previously encountered intheir coursework. A supplemental training curriculum was created by the more experiencedstudents who act as Student Facilitators (SFs) to specifically to meet the needs of the BMEstudents for their design projects. A similar

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Patricia Mellodge; Brad Deschenes

Tagged Divisions

Biomedical

Digital Health: A Sophomore Level Interdisciplinary Engineering Design Project CourseIntroductionThis paper describes a biomedical engineering project developed by sophomores as part of adesign class at the University of Hartford and also the pedagogical approach taken. Required forall of the engineering majors, the purpose of the course is to provide an in-depth study of thedesign process in the context of a real-world project. Students undertake design projectsspecifically chosen to meet the objectives of the course. In spring 2008, a new project sectionwas offered that was related to the university’s digital health initiative.The engineering

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

their design project as a daily exercise in paperwork rather than a year-long experience of learning and implementing a technical design process. 2. The conclusion of the first semester of design can be unsatisfying Like many other institutions, our senior design is a two-semester sequence where the first semester concludes with a written design proposal and the second semester culminates in a functional deliverable. As such, teams are typically far from a final deliverable at the conclusion of the first semester. For students who are accustomed to finishing a course project at the end of the semester and experiencing a strong sense of completion, the first semester of the capstone leaves many students

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Kristine Csavina, Florida Gulf Coast University; James Sweeney, Florida Gulf Coast University

Tagged Divisions

Biomedical

. Page 14.822.1© American Society for Engineering Education, 2009 Jumpstarting the Capstone Experience Through a Bioengineering Product Design CourseIntroductionFaculty at Florida Gulf Coast University have developed Bioengineering Product Design (BME4800C) specifically to introduce concepts and skills in bioengineering product design in thesemester prior to our capstone experience – thus, jumpstarting students into their senior designprojects. Our intent has been to use a reverse engineering, semester-long project to familiarizestudents with FDA regulations, intellectual property issues, and design with SolidWorks, amongother topics, in their junior year so more attention can be paid to the design

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Aura Gimm, Duke University

Tagged Divisions

Biomedical

modules (“NanoLabs”) implemented to guide students through specificaspects of nanotechnology and existing tools. In a final project, students worked in teams toaddress specific design issues surrounding a number of areas including nanomedicine andbiosensors. The course was offered twice with limited enrollments in fall 2007 (12 students) and2008 (11 students). A number of changes were made in response to student comments after thefirst offering and this paper will discuss the course structure during the second offering.Course StructureThe course combined lectures, student-led presentations on journal articles, “Nanolab” modulesand their write-ups or reports, and a major team project that lead to final presentations andreports. The course schedule

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Blair Rowley, Wright State University

Tagged Divisions

Biomedical

communication and final designdocumentation. There are numerous instruments involved with each step toassure that the final design has been optimized, meets the client’s needs, and iswell documented. At the end of the first quarter small teams are formed and aproject is assigned to each team. These projects are all different and by the end ofthe third quarter a product is produced.During the first quarter the class also forms teams of four or more and each teamundertakes the same design project. They then use the methods being taught ontheir design. It has been observed that while the students learned the principles,they were frustrated with the experience. Usually one or two on a team wouldtake the lead and the others coasted. A major problem was

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh; Chris Yoder, University of Pittsburgh; Phil Weilerstein, National Collegiate Inventors and Innovators Alliance; Angela Shartrand, National Collegiate Inventors and Innovators Alliance

Tagged Divisions

Biomedical

. Shuman is Associate Dean for Academic Affairs, School of Engineering, University of Pittsburgh and Professor of Industrial Engineering. His areas of interest are improving the engineering education and the study of ethical behavior of engineers. As Associate Dean, he has introduced a many curricula innovations. He has been principle or co-principle investigator on over 20 sponsored projects funded by the NSF, HHS and DoT, the RW Johnson Foundation, and EiF. He is Editor of the new Advances in Engineering Education.Chris Yoder, University of Pittsburgh Chris Yoder is a senior industrial engineering student at the Swanson School of Engineering University of Pittsburgh.Phil Weilerstein, National

Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Virgilio Gonzalez, University of Texas, El Paso; Eric Freudenthal, University of Texas, El Paso; Homer Nazeran, University of Texas, El Paso

Tagged Divisions

Biomedical

)  Student shall be able to identify security, reliability, and legal issues in wireless communications for biomed.The assessment of the course outcomes will be provided by the successful completion of theassigned projects, the inclusion of theory concepts in the exams and the performancedemonstrated through the class active learning exercises.The semester is structured in 12 weekly modules focusing in one area of content. There are threemajor tracks for the content (Biomedical signals, Communications, and System configuration)and each is scheduled in 4 modules. In addition the first week is dedicated for the courseintroduction and the last week is used for student presentations. The class meets once every weekfor a three hour session.The

Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Conrad Zapanta, Carnegie Mellon University; Warren Ruder, Carnegie Mellon University; Justin Newberg, Carnegie Mellon University; Paul Glass, Carnegie Mellon University; Davneet Minhas; Elvira Garcia Osuna, Carnegie Mellon University; Liang Tso Sun, Carnegie Mellon University; Alyssa Siefert, Carnegie Mellon University; Judy Shum, Carnegie Mellon University; Portia Taylor, Carnegie Mellon University; Arielle Drummond, Carnegie Mellon University; Bur Chu, Carnegie Mellon University

Tagged Divisions

Biomedical

fibroblast) cells onthese hydrogels are then observed. In the biomechanics module, students measure and analyzeEMG (electromyography) signals and relate force generation and limb movement to thesesignals.This course also includes a research project. Students research how a technique presented in thiscourse is used to develop a medical device, clinical therapy, or to study a biological process.Students present their projects as both a poster in a public setting, and in a written report.This class has been taught to over 150 students to date over the last two years. This integratedapproach has consistently received favorable course evaluations from students and faculty andmeets several ABET criteria.1. IntroductionThe Department of Biomedical

Conference Session

Pedagogical Developments in BME

Collection

2009 Annual Conference & Exposition

Authors

James Cawthorne, Purdue University; Osman Cekic, Purdue University; Monica Cox, Purdue University; Melissa Stacer, Purdue University

Tagged Divisions

Biomedical

results reported are trends associated with graduate student participants’ experiences withVaNTH. Page 14.262.4Quantitative analysis Prior to their involvement with the VaNTH project, many of the participants identifiedthat they were unfamiliar with education, research and learning strategies for engineeringeducation. Only 34% of graduate student participants had been engaged in some form ofeducation-oriented research. Nearly two-thirds of the participants had no extensive experiencewith implementing educational concepts into research for “understanding” of learning and/ordesign of biomedical educational modules. Figure 1 shows the HPL

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Samantha Jacques, Milwaukee School of Engineeirng; John D. Gassert, Milwaukee School of Engineering; Thomas Swiontek, Milwaukee School of Engineering; Jeffrey LaMack, Milwaukee School of Engineering; Charles Tritt, Milwaukee School of Engineering; Larry Fennigkoh, Milwaukee School of Engineering; Ron Gerrits, Milwaukee School of Engineering; Vincent Canino, Milwaukee School of Engineering; Nancy Schlick, Milwaukee School of Engineering

Tagged Divisions

Biomedical

Biomedical Engineering faculty saw manyplaces to incorporate these together.During the freshman design course, teams are used to design, build and test a product intendedfor rehabilitation. Student teams work with the machine shop and the rapid prototyping center tocomplete these projects. In this course, the teamwork is stressed and effective teamcommunication is discussed.Students take this experience and apply it to their senior design courses. Students spend over twoyears in a team completing the senior design sequence. This includes a marketing analysis,business plan, feasibility study, system and component design, design reviews, building andtesting. Students have the ability to “hire” engineers from other majors to help them completetheir

Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Melissa Micou, University of California, San Diego

Tagged Divisions

Biomedical

to the graduate students and post-doctoral researchers who were directlyinvolved in the REU projects. The workshop included topics and activities selected fromEntering Mentoring: A Seminar to Train a New Generation of Scientist, a series of eightseminars providing an intellectual framework for mentoring and a forum to discuss and solvementoring dilemmas 6. Specifically, the workshop included a discussion of what qualities make agood mentor, examples of mentoring philosophies, motivation for being a good mentor, definingmentor and mentee expectations, elements of a good research project, diversity issues, andstrategies for dealing with challenges. Workshop activities included developing a personalmentoring philosophy, defining the mentee’s

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Sonya Seif-Naraghi, University of California, San Diego

Tagged Divisions

Biomedical

the model that Purdue has, short trips might be the best way to begin. Two to fourweeks would be a good start for a small group of bioengineering students to travel toanother country and interact with students there. A good example of this type of trip is aninitiative in the aerospace engineering department at Arizona State Univerisity – studentsfrom ASU collaborate with students from ITESM’s Monterrey campus to complete theirSenior Design projects. They communicate via teleconference and email throughout theyear and then spend three weeks together to assemble and present their completedproject. If relationships such as this could be initiated for the other disciplines, thatwould beneficial; the potential for positive cultural and

Conference Session

Pedagogical Developments in BME

Collection

2009 Annual Conference & Exposition

Authors

Mia Markey, University of Texas, Austin; Kathy Schmidt, University of Texas, Austin; Wonsoon Park, University of Texas, Austin

Tagged Divisions

Biomedical

AC 2009-793: A TALE OF TWO CITIES: DISTANCE-LEARNINGTECHNOLOGIES IN AN INTERINSTITUTIONAL BME DEPARTMENTMia Markey, University of Texas, Austin MIA K. MARKEY is an Associate Professor in The University of Texas Department of Biomedical Engineering. The mission of her Biomedical Informatics Lab is to design cost-effective, computer-based decision aids. The BMIL develops decision support systems for clinical decision making and scientific discovery using artificial intelligence and signal processing technologies. The BMIL's research portfolio also includes projects in biometrics. Dr. Markey’s primary interests in improving engineering education are the identification of effective strategies

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Regina Nelson, University of Wisconsin, Madison; Naomi Chesler, University of Wisconsin, Madison

Tagged Divisions

Biomedical

and learning opportunities within their discipline.Bibliography1. Nelson, R.K. (2008). Physiology and the biomedical engineering curriculum: How approaches to physiology instruction advance subsequent learning of BME topics. Unpublished report.2. ABET Engineering Accreditation Commission (2007). Criteria for accrediting engineering programs.3. National Academy of Engineering (2004). The engineer of 2020. Washington DC: The National Academies Press.4. Silverthorn, D.U. (2002). Developing a concepts-based physiology curriculum for bioengineering: A VaNTH project. Second Joint EMBS/BMES Conference. Houston, TX: IEEE.5. Linsenmeier, R.A. (2003). What makes a biomedical engineer? IEEE Engineering in Medicine and

Conference Session

Pedagogical Developments in BME

Collection

2009 Annual Conference & Exposition

Authors

Melissa Morris, Technion - Israel Institute of Technology; Daniel Raviv, Florida Atlantic University

Tagged Divisions

Biomedical

ideas, including “intentionally destroy dying heart tissue over time, so that the bodycan more easily compensate” (3.1), “add an additional heart to the body” (4.1), “implantsmall pumps in various parts of the body where flow is decreased to help maintain flow”(6.7) and “utilized enzymes to ‘eat’ the plaque build-up” (7.2). The full list is shown inPart B of the Appendix.Some of the new ideas developed using this process may already exist, but were notencountered during research. During the project, several ideas were developed whilegenerating ideas and then later found in literature upon further research. Due to a limitedknowledge-base of the authors in medicine, not all ideas could be fully researched.Though an important step before starting

Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Timothy Allen, University of Virginia; Jeffrey Saucerman, University of Virginia; Jason Papin, University of Virginia; Shayn Peirce-Cottler, University of Virginia

Tagged Divisions

Biomedical

Capstone project involve computational systems modeling and/or analysis? Rate your answer on a scale of 1-5 (5 being extensive, 1 being none). 16. How do you feel that your ability to build and/or validate computational models has changed since last August? Rate your answer on a scale of 1-5 (5 being greatly improved, 1 being gotten much worse).For the results presented questions 10-14, 125 corresponds to “very low preference” to “veryhigh preference” for a job involving the skill in question. (All other scores are as indicated onthe survey questions.) Table 1 below summarizes the weighted averages of the scores for all 14questions in Round 1 and all 16 questions in Round 2 of the survey. In both surveys, the resultswere split