Conference Session

Teaching Interventions in Biomedical Engineering (Works in Progress) - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sharon Miller, Indiana University Purdue University, Indianapolis; Steven Higbee, Indiana University Purdue University, Indianapolis; Joseph M. Wallace, Indiana University Purdue University, Indianapolis; John H. Schild, Indiana University Purdue University, Indianapolis; Julie Y. Ji

Tagged Divisions

Biomedical Engineering

Paper ID #28879Work in Progress: Embedded Ethical Inquiry and Reflection in aBiomedical Engineering CurriculumDr. Sharon Miller, Indiana University Purdue University Indianapolis Dr. Miller is the Undergraduate Program Director and Clinical Associate Professor of Biomedical Engi- neering at Indiana University Purdue University Indianapolis (IUPUI). After earning her BS in Materials Science and Engineering from Purdue University (West Lafayette), she earned her MS and PhD degrees at the University of Michigan (Ann Arbor). Her current roles include teaching, assisting in program assess- ment, student advising, and helping

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ashley J. Earle, York College of Pennsylvania; Nozomi Nishimura, Cornell University; Isaac Smith, Brigham Young University; David M. Small, Cornell University

Tagged Divisions

Biomedical Engineering

Paper ID #33167Enhancing the Teaching of Research Ethics Through Emotional Priming withEncounters with Patients and ReflectionDr. Ashley J. Earle, York College of Pennsylvania Ashley is an Assistant Professor in the Mechanical and Civil Engineering department at York College of Pennsylvania. She received her B.S in Chemical and Biomolecular Engineering and B.A. in International Studies from Lafayette College. She then pursued her passion for neuromuscular disease research at Cornell University where she received her PhD in Biomedical Engineering. At York, she is passionate about developing pedagogy that encourages students

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

C. Gunnarsson, Massachusetts Institute of Technology; Camille Birch, University of Washington; Dianne Grayce Hendricks, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

Paper ID #27591Board 4: Curriculum on Diversity and Ethics: Impact in an IntroductoryBioengineering CourseC Gunnarsson, Massachusetts Institute of TechnologyCamille Birch, University of Washington Camille Birch is a graduate of the Bioengineering and Computer Science departments at the University of Washington. She developed curriculum concerning the interplay of diversity and ethics for undergrad- uate engineering students at UW and is interested in the power of education to enact change in future generations of engineers. She currently works for Microsoft in the Bay Area.Dr. Dianne Grayce Hendricks, University of Washington

Conference Session

Teaching Interventions in Biomedical Engineering (Works in Progress) - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Arash Mahboobin, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh

Tagged Divisions

Biomedical Engineering

Education, 2020 Work in Progress: Incorporating Sustainability into a Bioethics Course – A Case StudyIntroductionEngineering, as a profession, has ethical obligations to society that go beyond the simpleapplication of technology as learned in science and engineering courses. Bioethics, a requiredcourse for bio/biomedical engineering students at our institution, seeks to supplementtechnological aspects of bio/biomedical engineering by engaging students in an analysis of theeffects of bio/biomedical engineering developments on society, focusing on safety of the publicas a primary ethical concern.The motivation for incorporating sustainability as a design value for engineering ethics is that itexpands the engineering

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dianne Grayce Hendricks, University of Washington; Yuliana Flores, Human Centered Design & Engineering, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

Paper ID #34988Teaching Social Justice to Engineering StudentsDr. Dianne Grayce Hendricks, University of Washington Dr. Dianne Hendricks is a Lecturer in the Department of Human Centered Design & Engineering and the Director of the Engineering Communication Program at the University of Washington. She designs and teaches courses involving universal design, technical communication, ethics, and diversity, equity and inclusion. She co-founded HuskyADAPT (Accessible Design and Play Technology), where she mentors UW students in design for local needs experts with disabilities. She also leads STEM outreach activities for

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mark A. Chapman, University of San Diego; Gordon D Hoople, University of San Diego; G. Bryan Cornwall PhD P.E., Shiley-Marcos School of Engineering, University of San Diego

Tagged Divisions

Biomedical Engineering

approach to give students the opportunity to apply engineering principles at the smallestscales of BME (Bioinformatics), at the tissue level (Biomaterials Design and QuantitativeHuman Physiology), at the macroscale (Biomechanics) and, finally, to integrate principles fromall scales into the design of medical devices (Medical Devices) [4]. The objective of thiscurriculum is to provide students with a toolkit of important BME skills to make themcompetitive for industry careers as well as graduate school. An emphasis on design and project-based learning will help our students develop their communication skills, critical thinking, andtheir ability to work in teams. We plan to weave in issues of social responsibility and ethics intoour BME curriculum

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Bailey, Rochester Institute of Technology (COE); Christine Dobie, Rochester Institute of Technology; David P. Wick, Rochester Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

spreadthroughout the semester and weekly lectures which focused for five weeks on areas ofbiomedical engineering with the remaining lectures being divided between professionalism,ethics, and curriculum information. A final design project was included but it was entirelytheoretical with minimal instruction provided on the design process. The 2016 class included 51students who attending lecture together but were divided across 3 sections for workshops.In the fall of 2017, the course was restructured. The lectures were mostly recreated to focus on asemester-long design project, but a handful were maintained to cover professionalism, ethics,and curriculum information. Students attended weekly two-hour workshops instead of 3 persemester which were used to

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lianne Cartee, North Carolina State University and University of North Carolina, Chapel Hill; Hatice O. Ozturk, North Carolina State University; Frances S. Ligler, North Carolina State University

Tagged Divisions

Biomedical Engineering

professional and ethical development activities. A course brick is a course structurewith ABET student outcomes embedded in it. In the second dimension, the communitycreation, students pursue a diverse set of opportunities unique to their personal interests andgoals such as clinical, research, and entrepreneurial experiences to be realized in partnershipwith other academic divisions including the medical school, business school, college ofveterinary medicine, college of design, or college of arts and sciences. In the third dimension,professional development, students assimilate a rich set of professional skills. The pedagogicaltheory behind the 3D Undergraduate Experience is competency-based learning (CBL). CBL isespecially effective in

Conference Session

Intro to Biomedical Engineering and Vertically Integrated Curriculum (Works in Progress) - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sara L. Arena, Virginia Polytechnic Institute and State University; Melissa C. Kenny, Wake Forest University; Andre Albert Muelenaer, Virginia Polytechnic Institute and State University; Yong Woo Lee, Virginia Polytechnic Institute and State University; Pamela Jean VandeVord, Virginia Polytechnic Institute and State University; Christopher Arena, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

the course as a technical elective towards my degree, but not seeking a BME minor 4. If your major is NOT Biomedical Engineering, please state your primary major. If your major is Biomedical Engineering, please type “N/A”. (Free response) 5. At the end of this course, how do I rate my ability to: a. Define complex biomedical engineering problems and their critical features. i. Poor, Fair, Good, Excellent, N/A b. Develop and evaluate hypotheses framing complex biomedical engineering problems. i. Poor, Fair, Good, Excellent, N/A c. Identify appropriate safety and ethical issues relevant to biomedical engineering problems

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeffrey A. LaMack, Milwaukee School of Engineering; Icaro dos Santos, Milwaukee School of Engineering; Larry Fennigkoh P.E., Milwaukee School of Engineering; Olga Imas, Milwaukee School of Engineering; Charles S. Tritt, Milwaukee School of Engineering

Tagged Divisions

Biomedical Engineering

U.S. and other developed countries, and what additional steps are necessary to market and manufacture a medical device in a different country. Design consideration to make a medical device accessible to individuals and healthcare facilities in under-developed nations. 9 Ethical Where to find applicable codes of ethics for biomedical Consideration in engineers. Interpretation of the intended meaning of Medical Device statements in the applicable codes of ethics. How to identify Design real

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maysam Nezafati, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology; Kelvin D'wayne Pierre II, Georgia Institute of Technology; Katherine Tsai Shook, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

values in theirassumptions scaffolds the engineering ethics (Feister et al., 2016; Dyrud, 2017). Just withinsubfield of biomedical engineering, unaddressed biases have led to situations such as not includingwomen’s anatomy and physiology in the design of joint implants resulting in irreversible healthissues, given the fact that women form more than 65% of joint replacement patients makes thisissue even more painful (Hutchison, 2019), pulse-oximeters read the SpO2 level of patients withdarker skins 8% lower than real value, which can have some fatal consequences for the patientsespecially at the time of coivd-19 pandemic (Sjoding et al., 2020), left-handed surgeons notreceiving appropriate equipment during training (Adusumilli et al., 2004), and

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mark A. Chapman, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

-departure symposium, the students will travel together to Stockholm tobegin their research projects at SciLifeLab. The author will travel with the students and be onsiteduring the first 3 weeks of the program. During these first three weeks at the host institution,weekly 2-hour research development workshops are to be held (Table 3). These workshops aredesigned to provide students with information on how to be an effective and ethical scientist.Since many of the student participants will be new to scientific research, workshop topicsinclude: the scientific method, hypothesis formulation, searching the scientific literature,managing references, writing scientific reports, experimental design, laboratory documentation(lab notebooks and data

Conference Session

Introduction to the Field of Biomedical Engineering - June 25th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jasmine Naik, University of California, Irvine; Emil Martin Lundqvist, University of California, Irvine; Christine E. King, University of California, Irvine; Anna Grosberg, University of California, Irvine

Tagged Divisions

Biomedical Engineering

continued to learnabout cardiovascular tissue engineering challenges by first learning how blood flows through thebody. The lesson then shifted to action potentials within the heart and how the heart contracts.Blood vessel formation and valves were then covered and how tissue engineering can positivelyaffect the cardiac field. The lecture ended with the difficulties in tissue engineering heart muscleto repair damage.Biomedical Engineering Ethics WorkshopIn the biomedical engineering ethics workshop (Figure 1F Biomedical Engineering EthicsWorkshop), students focused on understanding ethical dilemmas faced by biomedical and tissueengineers. Current questions in the field were presented, and students were asked to argue bothsides of problems such as

Conference Session

Improving the BME Classroom on the Ground and Virtually

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles J. Robinson, Clarkson University; Loretta Driskel, Clarkson University; Erin Blauvelt, Clarkson University; Laura J. Perry, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

University, Syracuse, NY. Registered Professional Engineer (Ohio). Robinson’s teaching approach comes from an amalgam of academic, industrial (Bell Labs), governmental (VA) and clinical experiences, plus an interest in science and ethics from his undergraduate days.Ms. Loretta Driskel, Clarkson University Since the late 1990’s my passion has been to create engaging, diverse teaching and learning experiences for students and faculty. As the senior instructional designer at Clarkson University, I have presented at conferences such as the Online Learning Consortium and I have presented at a wide variety of other venues including ADEIL; Sloan-C International Online Learning; Sloan-C Blending Learning; eLearning Consortium of

Conference Session

Intro to Biomedical Engineering and Vertically Integrated Curriculum (Works in Progress) - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabrina Jedlicka, Lehigh University; Eugene Thomas Pashuck, Lehigh University; Susan F. Perry, Lehigh University

Tagged Divisions

Biomedical Engineering

Affairs, and Bioengineering Ethics. Future modules will connect contentthroughout these advanced classes.Table 1. Abbreviated Concept Map to Identify Opportunities for Integrated Concepts. The yellow shading indicates areas whereintegrated projects could be implemented in the “cardiovascular” project theme. Freshman Sophomore Junior Engineering Introduction to Engineering Regulatory BioE Seminar BioE Seminar

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeffrey A. LaMack, Milwaukee School of Engineering; Olga Imas, Milwaukee School of Engineering; Larry Fennigkoh P.E., Milwaukee School of Engineering; Charles S. Tritt, Milwaukee School of Engineering; Icaro Dos Santos

Tagged Divisions

Biomedical Engineering

this article is todescribe the approach, in particular how it attempts to alleviate the issues above, and a plan toassess its success as it is phased in to the curriculum.Course DescriptionOur Professional Topics in BME course is a two-credit course that runs in the fall trimester. It ison track for junior year students, who begin the four-trimester senior design sequence thefollowing spring trimester. The course meets for two lecture periods for each of the ten weeks inthe term. It runs as a single section of approximately 50 students, meeting in a large lecture hall.The course outcomes are as follows: • Identify what constitutes human subject research and describe the IRB approval process • Identify ethical considerations for

Conference Session

Teaching Interventions in Biomedical Engineering (Works in Progress) - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vignesh Subbian, University of Arizona; Daniel B. Whitaker, University of Arizona

Tagged Divisions

Biomedical Engineering

Paper ID #31555Switching Modalities: Implications of Online Education in BiomedicalEngineeringDr. Vignesh Subbian, University of Arizona Vignesh Subbian is an Assistant Professor of Biomedical Engineering, Systems and Industrial Engineer- ing, member of the BIO5 Institute, and a Distinguished Fellow of the Center for University Education Scholarship at the University of Arizona. His professional areas of interest include medical informatics, healthcare systems engineering, and broadening participation in engineering and computing. Subbian’s educational research is focused on ethical decision-making and formation of

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Ilkhanipour Rooney, University of Delaware; Krystina Callahan; Kimberly L. Bothi, University of Delaware

Tagged Divisions

Biomedical Engineering

consideration of public health, safety, and welfare, as well asglobal, cultural, social, environmental, and economic factors” (outcome 2) as well as “an abilityto recognize ethical and professional responsibilities in engineering situations and makeinformed judgments, which must consider the impact of engineering solutions in global,economic, environmental, and societal contexts” (outcome 4) [1]. Both of these outcomes requirethat students consider the global impact of engineering. Global engineering skills are critical toprepare students for the realities of American competitiveness in global markets [2], and to buildstudents’ interdisciplinary, cross-cultural capacities to tackle grand challenges, a sentimententhusiastically supported by over 120

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mary Staehle, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

use their senses and insight to determine how these diagnostic devices work.These early pregnancy tests were purchased at a local “dollar store” and are very simplistic andeasy to disassemble. Higher-level students/participants are challenged to determine molecularmechanisms involved, whereas less-experienced students/participants are asked to hypothesize ageneral methodology.After approximately 5 minutes, we continue the discussion with a YouTube video showing theactual mechanism and then discuss other potential applications for at-home diagnostic devices,the engineering challenges associated with their development, and ethical considerations ofalternative applications (e.g. cancer tests). Advanced students are also challenged to use

Conference Session

Clinical Learning Experiences in BME

Collection

2018 ASEE Annual Conference & Exposition

Authors

Barbara Jean Muller-Borer, East Carolina University; Stephanie M. George, East Carolina University

Tagged Divisions

Biomedical Engineering

the course and expectations. Key components forsuccess in the course are work ethic and professional behavior. Tardiness and unexcusedabsences (in-class or clinic rotation) may result in a course grade of F.Didactic ComponentTo prepare students for observing in the clinical environment, an initial meeting with theinstructor takes place about 5 weeks before the beginning of the semester. At this meeting, basicrequirements for observing in the healthcare clinics are discussed. The students are provided witha check list and deadline for completing and submitting paperwork for all clinics. Thesedocuments are submitted before students begin the clinic rotations. Requirements include avisitor application, copy of health insurance card, verification

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Olga Imas, Milwaukee School of Engineering; Jeffrey A. Lamack, Milwaukee School of Engineering; Larry Fennigkoh P.E., Milwaukee School of Engineering

Tagged Divisions

Biomedical Engineering

same time as the second capstone designcourse in which the students continue assessing the feasibility of their design projects, developtheir functional design specifications and work toward system-level designs. Thus, the deviceevaluation course complements the design process topics with those of regulation and deviceevaluation and allows for course assignments specific to the students’ design projects. Thecourse is offered two quarters after the Professional Topics in Biomedical Engineering courseand builds upon other professional BME topics such as intellectual property, engineeringstandards, design for manufacturing, healthcare economics, globalization of medical devices,ethics in medical device development, documentation, and user

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

John P Puccinelli, University of Wisconsin, Madison

Tagged Divisions

Biomedical Engineering

concepts and introduced later conceptsthrough an interactive discussion around a case-study. The examples came from readingsavailable in the back of the textbook in the section titled “Practical Aspects of Biomaterials”mixed with related current events. Examples included: material design considerations, regulatoryconstraints, and ethical dilemmas (i.e those surrounding failed implants). An overview waspresented in the first 10 min of the case-study session. For the next 20-30 minutes studentsworked in groups on a worksheet while the instructors and TAs circulated around the room. Thelast 30-40 min was used to report out the groups’ findings. With such a large class, the worksheetquestions were either divided between groups in the class or during

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Ken Yasuhara, University of Washington; Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical Engineering

bioengineering, service learning, universal design, tissue and protein engineering labs, bioengineering ethics, leadership, and capstone proposal writing and design. She is committed to enhancing diversity and inclusivity in en- gineering, 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.Dr. Ken Yasuhara, University of Washington Ken Yasuhara is an instructional consultant and assistant director at the Office for the Advancement of Engineering Teaching & Learning (ET&L) at the University of Washington. He completed an

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maryam Mobed-Miremadi, Santa Clara University; Navid Shaghaghi, Santa Clara University; Gangshu Cai, Santa Clara University; Prashanth Asuri, Santa Clara University

Tagged Divisions

Biomedical Engineering

biomedical industry, more specifically in Diagnostics (Abaxis), Genomics (Agilent Technologies, Wafergen) and Biomedical Devices (Boston Scientific). After serving as Kordestani’s Chair in Bioengineering at San Jose State University, she joined the department of Bioengineering at Santa Clara University.Navid Shaghaghi, Santa Clara University Navid Shaghaghi is a lecturer and researcher in the department of Mathematics and Computer Science in the College of Arts and Sciences, the departments of Bioengineering and Computer Science & Engineer- ing in the School of Engineering, and the department of Information Systems and Analytics in the School of Business at Santa Clara University. He directs the Ethical, Pragmatic

Conference Session

Laboratory Learning in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Howard Seidman, University of Rochester

Tagged Divisions

Biomedical Engineering

, No. 4, pp. 495-504.[3] Olt, M. R. (2002). Ethics and distance education: Strategies for minimizing academic dishonesty inonline assessment. Journal of Distance Learning Administration, 5(3).Supported by Sykes Award for Course development at the University of Rochester to Scott Seidman

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer H. Choi, University of California, Davis

Tagged Divisions

Biomedical Engineering

integration of entrepreneurship education andtraining in the undergraduate biomedical engineering curriculum.MethodsInternship Selection and Program StructureApplications were solicited from biomedical engineering undergraduate students. Applicationsconsisted of a resume, transcript, and personal statement. Following in-person interviews, fourlower division and four upper division students were selected to participate in the inauguralseven week summer innovation internship (Figure 1).The internship began with a two-day workshop focused on needs-finding, needs statementdevelopment, conducting observations, ethics in observations, value exploration and designthinking. Over the course of seven weeks, students were immersed in full-time

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Olga Imas, Milwaukee School of Engineering; Jeffrey A. Lamack, Milwaukee School of Engineering; Charles S. Tritt, Milwaukee School of Engineering; Larry Fennigkoh P.E., Milwaukee School of Engineering; Icaro Dos Santos, Milwaukee School of Engineering

Tagged Divisions

Biomedical Engineering

: completion of design and subsystems testing • Topics: medical device evaluation, design for usability, medical device software, professional licensure, technical persuasion. Course 6 (3 credits) – Winter Term, Year 4 • Outcome: system integration and testing • Topics: design for manufacturing, statistics in device testing, global impact of design Course 7 (3 credits) – Spring Term, Year 4 • Outcome: completion of system integration and system-level testing, final documentation • Topics: assembly, engineering ethics, biological safety and sterilization processesTable 2 contains the outline of the new design sequence. Many topics listed in the table are nowcovered in the Professional Topics course and are expected to be applied in the new

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Gabriella R. Dupont, University of Illinois, Urbana-Champaign

Tagged Divisions

Biomedical Engineering

thisissue at all with the engineer-doctors they interact with.One interviewee commented on professionalism, saying “Engineers were in professional schoolsas undergrads, so they will have innate professional ability,” which speaks to the educationaloutcome of undergraduate programs in engineering having a focus on applicable skills for aworkplace of teamwork, presentation skills, and professional conduct. Engineering schools areaccredited by ABET, and are required to show that students have, “an ability to function onmultidisciplinary teams… and understanding of professional and ethical responsibility… andability to communicate effectively… a knowledge of contemporary issues… the broad educationnecessary to understand the impact of engineering

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mary Staehle, Rowan University; Erik Brewer

Tagged Divisions

Biomedical Engineering

?IntroductionIn the Rowan University Department of Biomedical Engineering, we offer a yearlong, team-based longitudinal Biomedical Engineering design course involving junior and senior students.Through this course, student teams interact with clinicians and industry experts outside of theuniversity in a professional setting, and work to fulfill an unmet need in the medical field viaengineering design within realistic economic, social, ethical, and manufacturability constraints.Previous work has shown that active engagement in the design process for actual, real-worldproblems like these reinforces concepts and improves learning [1, 2]. In our course, each team isactively engaged in the design process throughout the yearlong course, which culminates in

Conference Session

Intro to Biomedical Engineering and Vertically Integrated Curriculum (Works in Progress) - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ross Aaron Petrella, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering; Lianne Cartee, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering; Devin K. Hubbard, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering; Kenneth Donnelly, University of North Carolina at Chapel Hill; David A. Zaharoff, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering; George T. Ligler, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering

Tagged Divisions

Biomedical Engineering

sciencesare taught alongside clinical sciences [4]. This approach has been shown to improve both studentknowledge and clinical skills [5, 6]. In an undergraduate engineering curriculum verticalintegration has previously been used to improve student engagement through concurrent teachingand utilization of the concepts. More specifically, in an engineering design course a combinationof professional, ethical, technical, or communication skills are both taught and used [7, 8]. Vertical integration can give students exposure to design skills prior to a fourth yearcapstone project; yet, it does not inherently provide a context for the experience. Industry,service learning, or academic research could all fill this criterion. Industry or service