Conference Session

Laboratories and Computer Simulation in BME

Collection

2007 Annual Conference & Exposition

Authors

David Thompson, Kansas State University; Steve Warren, Kansas State University

Tagged Divisions

Biomedical

AC 2007-2420: A SMALL, HIGH-FIDELITY REFLECTANCE PULSE OXIMETERDavid Thompson, Kansas State University David Thompson is a Fulbright Fellow currently studying in Japan. He received his B.S. in Electrical Engineering from Kansas State University University in May, 2006. His areas of research interest include biomedical sensors, neural prosthetics, embedded systems design, and analog & digital circuitry.Steve Warren, Kansas State University Steve Warren is an Associate Professor of Electrical & Computer Engineering at Kansas State University. He teaches courses in linear systems, computer graphics, biomedical instrumentation, and scientific computing. Dr. Warren manages the KSU Medical

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; Michael R. Caplan, Arizona State University

Tagged Divisions

Biomedical

Paper ID #19621Promoting Career Reflection among Freshman BME StudentsDr. Emma K. Frow, Arizona State University Emma Frow is an Assistant Professor at Arizona State University, with a joint appointment in the School of Biological & Health Systems Engineering and the School for the Future of Innovation in Society. She has graduate training in both the natural and social sciences, with a PhD in biochemistry and an MSc in science & technology studies. Emma is interested in the engineering imagination, particularly in the emerging field of synthetic biology. Over the past 7 years, her curricular and extracurricular

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT); Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical

opportunities for undergraduates to engage in K-12 education and outreach. At both Duke University and the University of Washington, Dr. Hendricks has developed and taught summer camp curricula for middle school and high school students.Dr. Ken Yasuhara, Center for Engineering Learning & Teaching (CELT) Ken Yasuhara is a research scientist at the Center for Engineering Learning & Teaching (CELT), a campus lead for the Consortium to Promote Reflection in Engineering Education (CPREE), and an instructional consultant in the Office for the Advancement of Engineering Teaching & Learning (ET&L) at the Uni- versity of Washington. He completed an A.B. in computer science at Dartmouth College and a Ph.D. in computer

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

Paper ID #16857Work in Progress: Promoting Career Reflection Among Freshman BME Stu-dentsDr. Emma Frow, Arizona State University Emma Frow is an Assistant Professor at Arizona State University; she joined ASU in February 2015 with a joint appointment in the School of Biological & Health Systems Engineering and the School for the Future of Innovation in Society. She has graduate training in both the natural and social sciences, with a PhD in biochemistry and an MSc in science & technology studies. Emma is interested in the engineering imagination, particularly in the emerging field of synthetic biology. Over the

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington

Tagged Divisions

Biomedical

the University of Washington include introductory and honors courses in bioengi- neering, tissue and protein engineering lab courses, bioengineering ethics, leadership, and bioengineering capstone writing and design courses. She is committed to enhancing diversity and inclusivity in engineer- ing, and creating opportunities for undergraduate students to engage in K-12 educational outreach. Dr. Hendricks has over a decade of experience leading educational outreach and summer camp programs at both Duke University and the University of Washington. c American Society for Engineering Education, 2017 Work-in-Progress: Reflection Enhances Student Engagement and Team Service Project

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, Center for Engineering Learning and Teaching (CELT); Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical

students’ development of effectivecommunication skills along with technical skill development. The senior capstone report oftenplays an instrumental role in this development, since it comprises both the final assessment ofstudent communication performance and also students’ most significant opportunity for activelearning of in-discipline communication skills. Peer review has been proposed as an ideal meansto provide students with much-needed feedback toward this communication learning. Peerreview also has the potential to increase students’ interpersonal communication skills andmetacognition, provided that the review activity is structured to encourage constructivecontributions and reflection[1]. The goal of this work-in-progress project is to

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington

Tagged Divisions

Biomedical

describe the first offering of Introduction to Tissue CultureLaboratory Techniques. In this lab makeover, we significantly changed expectations, lab format,lecture content, lab protocols, and grading policies in order to engage novice students. Theinstructor observed striking improvements in overall student engagement, mastery of techniques,preparedness, and confidence in lab performance. These observations are supported by studentfeedback in written reflections, informal communication, and end-of-course student surveys.Briefly, the course learning objectives include: 1) Demonstrate ability to work safely with animal cells and mastery of aseptic technique 2) Perform laboratory techniques essential for establishing and maintaining cell lines

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer H. Choi, University of California - Davis

Tagged Divisions

Biomedical

of class (Wednesday), anddevices were tested outside during the next class (Monday). The remaining DC class days weredevoted to the second DC, and topics generally followed the steps of the design process.The objective of the first DC was to engage students in effective teamwork through intentionaland reflective practices in the areas of communication, organization and cooperation. The firstDC asked students to design and build a device using recycled materials that could transfer 100milliliters of water from one cup to another though four different mechanisms5. The device wasrequired to be initiated by the drop of a marble six inches above the device. The fast pacednature and rigor of this challenge was intended to put students in the

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

Tagged Topics

Diversity

Tagged Divisions

Biomedical

(Dym et al. 2005). At the start of the semester, students self-assemble into teams of 4-5,and each team chooses a lower-income country to explore. Over 14 weeks, teams use their chosencountry as a starting point to work through a cycle of biomedical device design, including broadscoping and needs assessment, problem definition, concept generation and iteration, CADprototyping, and design iteration based on peer, student instructor, and faculty feedback (see Table1). They also examine case studies of (successful and unsuccessful) biomedical device design,learn about healthcare innovation systems, and reflect on key challenges and best practices forbiomedical engineering design.Over 3 consecutive semesters, our students have developed a variety

Conference Session

Instructional Methods and Tools in BME

Collection

2008 Annual Conference & Exposition

Authors

Mia Markey, University of Texas at Austin; Kathy Schmidt, University of Texas at Austin

Tagged Divisions

Biomedical

instructional technologies including the coursemanagement system, BlackBoard®, hyperlinked PowerPoint® notes, Classroom PerformanceSystem (CPS) technology, and “real-world” MATLAB®-intensive problems. The goal of thisstudy is to determine if students with different learning styles (e.g., active vs. reflective learners)have different usage patterns of and derive different benefits from the instructional technologies.We also compare the learning styles of this sample of biomedical engineering students to theexisting literature and explore if there are relationships between factors such as learning style,grades and graduate vs. undergraduate status. We present an analysis of Learning StylesInventory data, survey data on instructional technology

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Nur Ozaltin, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Biomedical

projects. The data consisted of twice weekly reflections of the activities that studentteams engaged in during their design process, as well as open-ended comments about theirdesign progression. This data was then collapsed into Dym’s model from which empiricalassociations were made between the various stages. Coupled with the teams’ open-ended weeklyreflections, we were able to identify educational patterns that potentially lead to higher or lowerquality designs. Based on their final artifact, teams were judged to be innovative or non-innovative. We found that differences exist between those teams innovative non-innovativeteams. This paper reports these findings.IntroductionInnovation is highly important as competition between companies and

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

their choice of major, begin developing their professionalidentity, and begin defining their professional goals. To assist students in developing theirprofessional identity and behavior, an immersive, first-year experience with shadowingcomponents was developed to renovate the Introduction to Bioengineering course at theUniversity of Illinois at Urbana-Champaign. This type of experience is designed to exposestudents to the professional environment with a didactic and self-reflective curriculum, therebysupporting students in their early professional development. The class was taken from a passiveseminar series that broadly covered the bioengineering field to one split into three career-centered foci, each with an overview and experience: i

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Randolph, Randy Hutchison, Randy Hutchison, Clemson University; John DesJardins, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Biomedical

” in the group tomake since of the data collected andobservations with the variousmeasurement devices. Throughdiscussion, report writing andpresentations, the students revise theirmental models to reflect their Page 15.1309.4understanding of the related concepts. Figure 1: Students became “experts” with particular technology to share with future groups.Activity DesignStudents were first divided into groups to become “experts” with a particular measurementdevice or technology (Figure 1). Each group did an activity which allowed them to explore thefunctionality

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

M. Barbara Silver Thorn, Marquette University; Karla Bustamante, Itesm chihuahua

Tagged Divisions

Biomedical

for the students on exchange in 2012-13 (3 in fall, 5 in spring) have been conducted;post-exchange assessments will be completed before the end of the academic year. Thepreliminary results of these assessments are summarized below for each of the respectiveeducational objectives.Although the pre- and post-participation healthcare survey responses did not reflect increasedgeneral awareness of healthcare systems (objective 1), post-participation interviews of theexchange applicants reflected clear increases in understanding of rehabilitative technology Page 23.1400.43 https://gpi.central.edu4 http://www.actfl.orgspecific to the

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Howard P. Davis, Washington State University; Denny C. Davis, Washington State University

Tagged Divisions

Biomedical

professional practice, the culture of the classroom must emulate the community ofpractice [4-7]. The instructional approach that has guided the evolution of the course has beenbased on the following principles: • Business Environment. Assignments and assessments should be grounded in and resemble business practice. • Assignment Timing. Assessments and student reflection exercises should be coordinated with the completion of a major challenge. • Cycle Iteration. Multiple cycles of both the business model and technical solution generation are necessary. • External Reviews. External input and review of the projects is sought at every stage of the process.Each of these principles is discussed in paragraphs that

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

Tagged Topics

Diversity

Tagged Divisions

Biomedical

module. The students are required to write a short reflection covering thefollowing three questions: What are the main points?, How is the material useful to you?, Whatmore information do you think should be included?.LaboratoryThe three-hour laboratory each week developes a diversity of hands-on skills covering the basicsof each discipline and associates the lecture and laboratory exercises toward the guided designproject, a physical prototype of a medical research device. Laboratory topics were developedthrough interactions with and input from our student advisory committee (BSAC), studentsurveys, industry including co-op and employer surveys and the external advisory board. Theskills that were utilized most frequently by students in their

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel P. Cavanagh, Bucknell University; Joe Tranquillo, Bucknell University

Tagged Divisions

Biomedical

cause and progression, clinical diagnosisand treatments, and patient decisions and experiences. The course aimed to complement thetechnical and professional skills our students receive in our hands-on focused curriculum thatprovides each student with applied exposure to various core areas of biomedical engineeringincluding mechanics, materials, instrumentation, transport, and medical device design. Thecourse was structured to have one introductory and two in-depth projects that provided studentswith opportunities to explore and integrate diseases, devices, and patient experiences, and topropose novel health care innovations. To gain insights as to the impact of the course on thestudents, a culminating reflective exercise was also required of

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, University of California, Davis

Tagged Divisions

Biomedical

paper, we build on our previous work-in-progress4 describing the implementation of apeer review strategy integrated throughout the year-long capstone experience that allowsstudents to obtain formative feedback and build transferable communication skills and insights.Students completed a workshop series of scaffolded communication critique, small-groupformative peer review, and reflection. First, students were guided to collaborate as a class togenerate rubric for sections of the capstone report, as well as guidelines for constructive andeffective peer feedback. Next, students used these codes to provide feedback in small groups.When students submitted their revised draft, they included a cover letter describing theirreflection on peer feedback

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Arizona State University; Stephen J Krause, Arizona State University

Tagged Divisions

Biomedical

Biomedical Engineering CoursesResearch highlights the benefit of student reflection and frequent, formative feedback. One suchmethod is the Muddiest Point exercise where students reflect after instruction about both unclearand interesting points. Then, instructors analyze student feedback for the most popular conceptsand select those central to the learning objective. Previously, our work has shown that studentsfeel favorably about the interest, utility, and “cost” associated with this exercise in a one-credit,junior level Statistics course. This work compares student attitude in other courses to discern ifthe Muddiest Point exercise strategy is universally favorable.The previously validated, reliable Student Value Survey of Muddiest Points Survey

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Kadlowec, Rowan University; Tom Merrill, Rowan University; Robert Alan Hirsh, Cooper University Hospital; Sameer Sood, Rowan School of Osteopathic Medicine

Tagged Divisions

Biomedical

deliverables: needsspecifications, project plans and posters, for three needs. These needs were chosen based onareas of clinical need, cost effectiveness, interest and feasibility for milestone completion incapstone design during the academic year. Scholars met with faculty to gauge potential solutionsfrom the basic science and clinical perspectives. The summer program ended with a finalScholar symposium of projects, reflections of the Scholar experiences and plans for academicyear projects. Table 1 summarizes the 2014 Rowan Bioengineering Scholars Program.  Table 1: Summer 2014 Rowan Bioengineering Scholars Program   Week   Topic   Deliverable   1   Overview of program and Basic physiology

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical

supply costs by 50% and willallow you to have your data collected six months sooner than you had originally planned.You’re thrilled to hear this, and ask your supervisor for the reference article where you can findthe information on the method. “Oh,” she responds, “it’s not published yet. I just reviewed thepaper describing the method yesterday.”Question posed to students: What should you do? Why?After a brief pause to allow for student reflection, the instructor asked the students, “How manyof you know exactly what you would do?” As expected, no one replied in the affirmative,although these students were trained in classroom participation. This helped convey to studentsthat ethical problems do not always have a straightforward solution. The

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Eric Diep, Minnesota State University, Mankato

Tagged Divisions

Biomedical

Virginia-Minnesota which promotes learning in the context of engineering projects, professionalism and reflection (metacognition). His research in the area of engineering education is focused on project-based learning, design and innovation, professionalism and self-directed learning.Mr. Eric Diep, Minnesota State University, Mankato Page 23.1388.1 c American Society for Engineering Education, 2013 Works in Progress: Developing an Integrated Motion Capture and Video Recording System for Pediatric Biomechanical Studies1. Project OverviewA kinematic understanding of gait has numerous

Conference Session

BME Assessment and the VaNTH ERC

Collection

2007 Annual Conference & Exposition

Authors

Mary Verstraete, University of Akron

Tagged Divisions

Biomedical

metric, or metrics, in mind for measuring the level of success orfailure, such as examination or homework questions, or project requirements. Course Objectivesand Outcomes should then be included in the course syllabus distributed to each student on thefirst day of class (Figure 1).At the completion of the course, each instructor completes an assessment report for each BMEcourse they taught. The report includes the following sections; Heading, Catalog Description,Grade Distribution, Modifications Made to Course, Course Outcomes Assessment, StudentFeedback, Reflection, Proposed Actions for Course Improvement. Other sections may beincluded as each instructor or the Department wishes. These extra sections may be used toassess the “soft” skills

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

-loaded designs (including a mousetrap!) and one veryinnovative design incorporating a photo-flash and photo-diode. For this latter design, the studentteam appropriately documented invention and patenting of various photodiode designs at andprior to around 1893. Special recognitions were made by the instructor to teams with anespecially impressive calibration curve for pulse duration control, a team with the most rigoroustest data set on reliability meeting the main test specification (1 mA through 1 kOhm for 1mSec), and a special ‘innovation’ award for the team with the photodiode approach.Seventeen of the nineteen students submitted the requested personal reflections essays, listing upto five ‘lessons learned’ each from the RDC experience. For

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

students and utilizing a new approach to teaching design based on blended learningpedagogy, will be introduced. Evaluation of the course and approach from the studentperspective will then be presented. The article concludes with reflections on the course includinglessons learned and challenges faced. i. Teaching in Blended Learning Environments“Neither the purpose, the methods, nor the population for whom education is intended today,bear any resemblance to those on which formal education is historically based”1Over the past decade it has become widely accepted that the context, technology, and students oftoday are different from those of past generations and those differences must be accounted for incurrent teaching practices.2 The learning

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael J Rust, Western New England University; Steven G Northrup, Western New England University

Tagged Divisions

Biomedical

no statistically significant changesbetween student responses on the post-course and one year survey regarding knowledge,confidence in developing solutions, and interest in pursuing further studies or careers in globalhealth. Additionally, student comments on the one year survey reflected high levels ofenthusiasm for the subject and provided insight into the impact of the experience on the studentsover the period of one year.BackgroundRecently, there has been significant interest amongst engineering programs regardingopportunities that develop and enhance the global perspectives of undergraduate students. Thisinterest is in part to address ABET student outcomes criteria 3h (the broad education necessaryto understand the impact of engineering

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jean-michel I. Maarek, University of Southern California

Tagged Divisions

Biomedical

, students may learn how to use laboratory equipmentand observe that the course theory is reflected in tangible systems. However, it isquestionable that the cookbook approach helps the students develop experimental skills, sincethey follow instructions systematically with the belief that these instructions lead to theexpected results. The instructions are never questioned by the students while experimentalistsare usually aware of the limitations of their experimental methods and are constantly strivingto develop better methods. When questioned about the instructions, students are oftenincapable of explaining why the instructions asked them to proceed in a certain way ratherthan in a different way. In addition, the traditional approach does not

Conference Session

Hands-on Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eric G Meyer, Lawrence Technological University; Brent L Ulrey , Western New England University

Tagged Divisions

Biomedical

a hardware kit and “recipe” instructions to set up and program theelectronics as an angular velocity measurement sensor. Then they had to work with their partners outsideof class to develop a calibration method for the sensors and to record the motions during a baseball swing.Finally, they developed a formal design report that refined their concept into a commercial product thatcould be marketed to the Baseball Coach and potential investors. Student outcomes during pilot implementations at two universities were measured with direct(formal design report) and indirect (student survey) assessments. The instructors also maintained closeobservation of student groups in class and during office hours to reflect and improve the

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Ann He, University of Rochester; Amy L Lerner, University of Rochester

Tagged Divisions

Biomedical

create a MATLAB program to calculate the bicepsmuscle force required to hold up an object (apple, backpack, or milk jug etc.) at 90 degrees based on keyinput parameters from data found in literature. Students will set up a full-factorial analysis of the elbowbiomechanics model, with “high” and “low” levels of each parameter based on the mean ±1 standarddeviation. An Excel sample data sheet will be provided that shows the patterns found within thecombinations of the full factorial design. Next, students will perform an ANOVA analysis usingMATLAB to idenify the overall mean to report the biceps muscle force for the most generic answer andthe RMSE to reflect the uncertainty in this generic model. Using the results from ANOVA, they will

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

Renee Rogge, Rose-Hulman Institute of Technology; Glen Livesay, Rose-Hulman Institute of Technology

Tagged Divisions

Biomedical

engineering programs have freshman engineering courses designed to introduce studentsto the design process early in their careers. Such courses typically focus on communicationskills, team work, self-evaluation and reflection, systematic approaches to problem solving, andgenerating and considering alternative solutions.1 These are critical engineering skills to masterand provide freshman with a glimpse into their futures as engineers. In addition, successfulexperiences in such courses have been correlated with higher retentions rates.2 However, anintense biomedical engineering design experience at the freshman level is difficult to achievesince most “real world” design experiences require advanced analytical skills and body ofknowledge that is not