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

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

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

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

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

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

Hands-on Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill

Tagged Divisions

Biomedical

digital electronics and data acquisition. This project incorporates all of thecourse material into a single design experience and helps students gain confidence in their designand troubleshooting skills. In this project, the students design and build a system that hasapplications in biomechanics or other BME areas. The objectives of this project are to helpstudents achieve the goals of the class by incorporating all of the course material into a singledesign experience; to be relevant and fun for the students; and to be personalized for each studentso that their work reflects their own skills. For this project, students must design and developanalog and digital circuitry; implement data acquisition to a LabView program; and solder, testand

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Miiri Kotche, University of Illinois, Chicago

Tagged Divisions

Biomedical

each rotation, teams present problem statements based on insights fromtheir primary research and potential design projects to address the identified needs. Participantsmaintain a blog to capture and reflect on their observations, which also allows them to share theirexperience with the other students. Upon completion of the Bioengineering Clinical Immersionprogram, students are well prepared for the senior design capstone course that emphasizesdevelopment of medical devices conceived from validated end-user needs. This paper alsodiscusses implementation challenges and program modifications, including having medicalstudents team with bioengineering students.2. IntroductionEngineering students entering the medical product industry are often

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

mechanics to a mathematicaldescription. These kinesthetic/tactile activities can be directly connected to deeper thinking aboutthe how and why of the results.14,15 This type of activity reflects a fundamental aspect of theengineering modeling process where an engineer observes a physical phenomenon, e.g.mechanical behavior of a material, and develops ways to quantify the behavior to use in apredictive manner in the future. It is important to note that in this paper we use the termkinesthetic learning or hands-on activities to mean a physical activity that is meant to teach aconcept and develop a deeper understanding of the material, not just the performance of a skill orobservation of a phenomenon.The scope of this paper focuses on the conceptual

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

university, we use a DesignManifesto to guide the students through the four-phase design process. The manifesto outlinesthe deliverables for each of the phases and the phase subcomponents. Two of the clinicalprojects, Otolaryngology and Anesthesiology & Pharmacy, were more experimental-focusedproject than design focused project. By experimental focused project we mean the projectrequired more experimental design and analysis rather than the building of a prototype. Toaddress a new design manifesto (Research Manifesto) was written to reflect procedure forexperimental-based approach verses design-based approach. The honors students on theseprojects, five of the eight students, were tasked with writing the new research manifesto as theirhonor

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

cards. The program sent all thecards together in a package ahead of the riders, so they would receive them when they stoppedfor lodging.Social media interactions between BME CUReS REU participants and current Texas 4000 ridersThe Texas 4000 students on the bike ride post photos and notes to the Texas 4000’s websitethrough a social media aggregator. Similarly, the BME CUReS REU participants post to theREU program’s website through a blog with photos and commentary. Blog post content variesfrom reflections on research and the impact of cancer, to letters to the Texas 4000 student riders,to fun photos from local social trips. The program shares this blog and relevant postings with theTexas 4000 throughout the 10 weeks.Adoption of Texas 4000

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mikayle A. Holm, Arizona State University; Sarah E. Stabenfeldt, Arizona State University; Casey Jane Ankeny, Arizona State University

Tagged Divisions

Biomedical

aortic valve dis- ease. Currently, she is investigating cyber-based student engagement strategies in flipped and traditional biomedical engineering courses. She aspires to understand and improve student attitude, achievement, and persistence in student-centered courses. c American Society for Engineering Education, 2016 Work in Progress: Evaluation of the Concept Mapping in a Student-centered Biomaterials CourseIntroductionConcept mapping is a reflective technique used for teaching practices in science and engineeringclassrooms. It requires students, either individually or part of a team, to create an intellectualframework that shows major ideas and emphasizes their

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

the problem. Research has shown that this technique prepares studentsfor future learning allowing them to learn more from subsequent lectures or reading. 4,17,18However, during the first implementation of this new curriculum, students were prompted togenerate ideas about the problem solution using from the following two questions: What do youknow that will help you solve this problem? What do you need to know to solve this problem?Surprising to us, students were giving answers in paragraph form rather than using morecommon problem solving approaches. This prompted the biomedical engineering domain experton the team to reflect on his own problem solving method for transport problems. From thisexplicit reflection, the domain expert made his own

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

techniques,such as team building, design-thinking, ethnography, empathy, observation, technologyvaluation, professional interactions, interviewing skills, videography and clinical etiquette.Students were trained to document observed clinical problems by way of four multi-modal tools:These included (1) Written logbook documentation, followed by reflection and compilation ofthese notes; (2) Clinical video interviews that further pressed the initial observations madeduring the shadowing and allowed the students to gain greater insight into the problems theywere observing; (3) A mind-mapping process (MindMeister: mind mapping software (Munich,Germany)), through which the students organized their observations and clinical contacts as ateam, and (4) The

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

, Krause S, Ankeny C. “Unmuddying” Course Content Using Muddiest Point Reflections. Front Educ. 2013;Oct 23-26:937-942.[11] Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of educational research, 69(1), 21-51.[12] Pollard, J. K., & Magdi, S. (2014, October). Building motivation by student-teaching. In Frontiers in Education Conference (FIE), 2014 IEEE (pp. 1-5). IEEE.[13] Lin, T., Sharif Ullah, A. M. M., & Harib, K. H. (2006). On the effective teaching of CAD/CAM at the undergraduate level. Computer-Aided Design and Applications, 3(1-4), 331-339.[14] CELANI, M. G