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

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

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

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anthony J McGoron, Florida International University; Hamid Shahrestani, Florida International University, BME; Michael Edward Brown, Florida International University; James Dennis Byrne, Florida International University

Tagged Divisions

Biomedical

project onlywith no accompanying lecture class; approximately half of the programs have a 1 semesterdesign course, 30%-40% have a 2 semester sequence. The survey reflects an increased emphasison teamwork and the preferred number of students on a team ranged from 3 to 5; the amount of Page 23.370.4effort students are expected to expend on the projects also increased from 1994 to 2005; in 200571% reported that projects were industry sponsored, 46% reported that their projects weresponsored by faculty research, and only 15% responded that projects were generated andsupported by students (respondents could choose all that apply). The authors of the

Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva, University of Maryland, College Park; Rachel L. Manthe, Fischell Department of Bioengineering, University of Maryland, College Park; Kevin M Knapstein, Bioprocess Scale-Up Facility, Fischell Department of Bioengineering, University of Maryland, College Park

Tagged Divisions

Biomedical

section contained anequal number of teams tackling one of the two bioengineering areas (biofuels orbiopharmaceuticals). During the first week of class, the instructor provided students with anInstitutional Review Board (IRB) knowledge pre-survey to gage the developed workshopcontent, as well as consent forms to use their curricular material for this paper. Thisinvestigation reflects findings from students that completed the consent forms.In the following weeks, students were taught about the scientific method using conceptual Page 23.413.5mapping strategies to help them identify explanatory variables, shortcomings, and expected

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

documenting data used in risk assessmentand reduction, including: deriving a risk score, defining an action plan, revising the risk score,and specifying an outcome measure. During the class time, teams perform an initial riskassessment for a few hazards in their design, determine if these risks justify redesign, propose Page 23.1394.4design changes, and re-assess the risk. They then reflect on the importance of Prevention throughDesign and its value to themselves, their employers, and society in the future. The lesson endswith a quiz to determine how this lesson has affected individual students’ attitudes andunderstanding of Prevention through

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeffrey A. LaMack, Milwaukee School of Engineering; Charles S. Tritt, Milwaukee School of Engineering

Tagged Divisions

Biomedical

are able to propose validapproaches to measuring or estimating fluid mechanical behavior in physiological systems.Students will also be surveyed on the extent to which they feel they are able to evaluate differentengineering approaches before and after the course, and senior design instructors will be asked toassess students’ abilities to conduct proper analysis to make decisions based on thoroughevaluation, rather than trial and error, in their respective design projects. The developers of thelaboratory expect to see increased evaluation and synthesis skills of students following thecourse and hope this is reflected in their ability to make informed design decisions in theircapstone design course. [1] Splitt, F. G. “The Challenge to Change

Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael J Rust, Western New England University; Andrew Wellesley Browne, Harvard Medical School, University of Southern California

Tagged Divisions

Biomedical

areexposed to research methods. In this case, the course involved 4 seniors and 5 juniors, whichrepresented 47% of their combined graduating classes. For comparison, a typical cohort fromour institution has 20% of students participating in summer REUs.One potential limitation to course-based research projects involves the issue of scalability. Forexample, the project described in this work was implemented with a class of 9 students, which isa relatively small number that reflects the size of our program and the elective status of thecourse. In larger class sizes, such as those found in required courses, there may be challenges inimplementing similar research projects. One factor that may aid the scalability is the use ofgroups to complete the