Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William H. Guilford, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

be a better mediator of affect – how one feels about a task – while thelatter is a better mediator of academic achievement [4]. Further, self-concept may positivelyinfluence self-efficacy.We hypothesized that BME students’ self-concepts and feelings of self-efficacy might relate totheir unusual career goals (relatively speaking, among engineering fields). We therefore soughtto explore BME students’ career self-concept as engineers and as clinicians, and the relationshipof those self-concepts to engineering design self-efficacy [5]. Both constructs are measured viainstruments that rely on self-declarations – also known as explicit measures. Self-declarations, orexplicit measures, of self-concept carry with them the concern of unreliability

Conference Session

Assessment of Student Learning and Skills

Collection

2019 ASEE Annual Conference & Exposition

Authors

S. Cyrus Rezvanifar, University of Akron; Rouzbeh Amini, University of Akron

Tagged Divisions

Biomedical Engineering

-efficacy that must be considered in educational psychological researchis that it is domain specific: self-efficacy measures are particular to certain tasks in certainsituations [4, 5, 14]. To put it differently, self-efficacy shall be defined and studied for a specifictask and situation, as opposed to a “general” measure for an individual’s behavioral characteristic.Over the past two years, we investigated the hypothesis that project-based active learningtechniques used in a biomedical computing class enhance the computer programming academicand career self-efficacy of undergraduate BME students.MethodThis study was carried out under an official exemption by the Institutional Research Board at theUniversity of Akron. Both project- and problem

Conference Session

Introduction to the Field of Biomedical Engineering - June 25th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Nicole M. Iverson, University of Nebraska, Lincoln

Tagged Divisions

Biomedical Engineering

by self-efficacy andoutcome expectations derived from learning experiences. Limited exposure to biomedicalengineering topics and engagement in exploration could lead to students not having a well-developed individual interest [9] or finding interests that endure into a career choice, resulting inattrition from the field. To put this more concretely, if students’ exposure to biomedicalengineering is only focused on prosthetics, that might be initially interesting to them; but if thatinterest is lost, then interest in biomedical engineering as a whole is compromised. Withoutexposure to the many areas associated with biomedical engineering, students cannot proceedfrom triggered situational interest to maintained situational interest; meaning

Conference Session

Assessment of Student Learning and Skills

Collection

2019 ASEE Annual Conference & Exposition

Authors

William H. Guilford, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

measured using the 36-item “Engineering design self-efficacy instrument” [12] – that is, whether students feel: 1. Able, and 2. Motivated to engage in certain engineering design tasks, whether they will be 3. Successful in doing so, and how 4. Apprehensive they would be in performing such tasks. These tasks included: 1. Conduct engineering design 6. Prototype the solution 2. Identify a need 7. Test a design 3. Conduct research 8. Communicate 4. Develop solutions 9. Iterate the process 5. Select the best design A three-level Likert scale was

Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julia N. Savoy, University of Wisconsin-Madison; Mia K. Markey, The University of Texas at Austin; Henry Grady Rylander III P.E., The University of Texas at Austin

Tagged Divisions

Biomedical Engineering

were built on those used in previous studies of predoctoral student careerdevelopment, including the formation of self-efficacy beliefs [48] - [50]. We asked trainees howthey selected externship sites, what kind of projects they completed, the goals they identified,and whether those goals were achieved. We asked how participating in the externship influencedtheir self-efficacy beliefs, career interests, and goals. We finally asked about the extent to whichtrainees received feedback, and how the results of the externship were woven into futureprofessional development or research after returning to their home institution.Survey measures were developed from career development literature focusing on clinicalresearchers, predoctoral students, and

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

William H Guilford, University of Virginia; Meg Keeley M.D.; Brian P. Helmke, University of Virginia; Timothy E. Allen, University of Virginia

Tagged Divisions

Biomedical Engineering

of the program toward becoming physicians. At the end of the program,the Scholars were 90% ± 6 certain of becoming physicians (no significant change from thebeginning, p=0.4), and 81% ± 5 certain of becoming engineers (p=0.05). The effect size forincreasing interest in becoming an engineer was large (Cohen’s d=1.1). This is most easilydescribed as the program promoting the development of Clinician Engineers.We also asked participants to estimate the impact of the immersion experience on the abilitydimension of their engineering design self-efficacy – a measure of students’ self-perceived abilityto engage in nine different engineering tasks [10], to which we added “document technicalmatters,” “learn new things,” and “empathize.” There were

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert Gammon-Pitman, Ohio State University; Tanya M. Nocera Ph.D., Ohio State University

Tagged Divisions

Biomedical Engineering

rubric Technical Writing  I rate my writing skills before and after each lab [1-5] Ability  My writing skills are reflected by my report grade  The report grading across each lab course was consistent  My grades and writing skills improved with each submission Self-Efficacy  I feel more confident to write a technical lab report  I believe I can write a technical lab report without a rubric  How many iterations of the writing cycle are required for you to feel confident in writing a technical lab report? [1-4]  I feel

Conference Session

Innovative Course Structures and Learning Environments

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian P. Helmke, University of Virginia

Tagged Divisions

Biomedical Engineering

for Research to Improve Postsecondary Teaching and Learning, The University of Michigan, 1986.11. R. Schwarzer and M. Jerusalem, M, “Generalized Self-Efficacy scale,” in J. Weinman, S. Wright, and M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs. Windsor, UK: NFER-NELSON, pp. 35-37, 1995.12. B. J. Zimmerman, “Self-regulated learning and academic achievement: An overview,” Educational Psychologist, vol. 25, pp. 3-17, 1990.13. B. P. Helmke, “Barriers to learning in a large flipped biotransport course,” ASEE Annual Conference, June 25-28, 2017, Columbus, OH. Paper ID #18299.14. J. J. Endo and R. L. Harpel, “The effect of student-faculty interaction on students

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicole L. Ramo, Shantou University; Aileen Huang-Saad, Northeastern University

Tagged Divisions

Biomedical Engineering

interdisciplinarityand medical school plans (p = 0.078).Potential Theoretical Frameworks and Relevancy to Work-in-Progress Two frameworks are being considered for the proposed multi-institutional study. We areseeking feedback from the ASEE community on the utility of these frameworks and constructs inexploring the relationships between BME student motivation, expectations, perceptions, andcareer beliefs/goals. Social Cognitive Career Theory (SCCT) [7]–[9] is a popular theoretical framework usedwhen studying engineering students’ choice of major [10]–[12], career goals [4], [12], [13], andeven perception of the engineering profession [14]. The SCCT model of choice explores therelationships between self-efficacy, outcome expectations, and interest

Conference Session

Improving the BME Classroom on the Ground and Virtually

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abhishek Bhattacharjee, University of Illinois at Urbana Champaign; Mona Jawad, University of Illinois at Urbana Champaign; Eileen M. Johnson, University of Illinois at Urbana Champaign; Anna M. Busza, University of Illinois at Urbana Champaign; Riley John Lehmann; Benjamin M. David, University of Illinois at Urbana Champaign; Pablo Perez-Pinera, University of Illinois at Urbana Champaign; Karin Jensen, University of Illinois at Urbana Champaign

Tagged Divisions

Biomedical Engineering

improvingthe course delivery. IRB-approved incentives such as extra credit or a gift card raffle could beoffered to increase the number of survey responses. Student ratings of self-efficacy, perceived labauthenticity, and personal interest compared to performance could offer valuable insights for futureclasses. Assessing student’s ability to perform hands-on experiments is particularly challengingfor online students, who were only assessed based on their conceptual knowledge. For futureclasses, it could be useful to compare the data between the written exams scores of online studentsand in-person students. The results of this work can be used to adopt similar at home instructionallab models at other institutions as well as guide the implementation of

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

C. LaShan Simpson, Mississippi State University; Ed Dechert, Mississippi State University

Tagged Divisions

Biomedical Engineering

audience that may not be peers or colleagues.References:[1] I. Direito, A. Pereira, and A. M. de Oliveira Duarte, “Engineering Undergraduates’ Perceptions of Soft Skills: Relations with Self-Efficacy and Learning Styles,” Procedia -Social and Behavioral Sciences, vol. 55, pp. 843–851, Oct. 2012. [2] M. M. Robles, “Executive Perceptions of the Top 10 Soft Skills Needed in Today’s Workplace,” Business Communication Quarterly, vol. 75.4, pp. 453–465, Oct. 2012.[3] J. C. Bean, “How Writing is Related to Critical Thinking,” in Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, Ed. San Francisco, CA: Jossey-Bass, 2011, pp. 17-38.[4] D. Murray, “Teach

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Orlando Sanguinette Hoilett, Purdue University, West Lafayette (College of Engineering); Asem Farooq Aboelzahab, Purdue University, West Lafayette (College of Engineering); Erica A. Lott, Purdue University, West Lafayette (College of Engineering); Jacqueline Callihan Linnes, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

. Levesque-Bristol, “Service-Learning’s Impact on College Students’ Commitment to Future Civic Engagement, Self-Efficacy, and Social Empowerment,” J. Community Pract., vol. 18, no. 2–3, pp. 233–251, Aug. 2010.[6] C. Levesque-Bristol, T. D. Knapp, and B. J. Fisher, “The Effectiveness of Service- Learning: It’s Not Always what you Think,” J. Exp. Educ., vol. 33, no. 3, pp. 208–224, Mar. 2011.[7] O. S. Hoilett, A. F. Aboelzahab, E. A. Layow, J. C. Linnes, and C. H. Lee, “Board # 8 :#FunTimesWithTheTA—A Series of Fun Supplementary Lessons for Introductory Level Biomedical Instrumentation Students (Work in Progress),” presented at the 2017 ASEE Annual Conference & Exposition, 2017.[8] J. Sibthorp, K. Paisley, J. Gookin

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Steven Higbee, Indiana University Purdue University, Indianapolis; Sharon Miller, Indiana University Purdue University, Indianapolis

Tagged Divisions

Biomedical Engineering

ourprogram. Moving forward, we aim to develop instruments or adapt published instruments thatmore objectively measure student self-efficacy toward design [19] for use in our program and,more generally, in the context of biomedical engineering education. Bandura proposes four mainsources of efficacy information: performance accomplishments, vicarious experience, verbalpersuasion, and physiological states [20]. We aim to contribute to an understanding of howstudent design confidence relates to such described mechanisms for changes in self-efficacy.AcknowledgmentsThe authors would like to thank the IUPUI Center for Teaching and Learning for their supportvia the Curriculum Enhancement Grant (CEG) and for moderating focus groups.References[1] J.E. Froyd

Conference Session

Assessment of Student Learning and Skills

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachael Schmedlen, University of Michigan; Jin Woo Lee, University of Michigan; Prateek Shekhar, University of Michigan; Jan Stegemann, University of Michigan

Tagged Divisions

Biomedical Engineering

60minutes in length were conducted with four current or former CPMs. Interview questions askedstudents to describe how they approached narrowing down needs, developed clinical handbooksand videos, identified and scoped clinical problems, and assisted clinicians with their designproject proposals in order to investigate what students learned from their experience.The interview protocol was developed through multiple iterations and included additionalquestions probing rationale for program participation, expectations, and career goals to elucidatethe students’ expectancy, values, and self-efficacy about their experiences [2, 3, 4]. Samplequestions from the interview are listed in Table 2. Table 2: Types of questions asked

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Isabel Miller, University of Illinois at Urbana - Champaign; Sara Xochilt Lamer, University of Illinois at Urbana - Champaign; Karin Jensen, University of Illinois at Urbana - Champaign; Holly M. Golecki, University of Illinois at Urbana - Champaign

Tagged Divisions

Biomedical Engineering

Flexibility in Somatization, Depression, Anxiety, and General Psychological Distress in a Nonclinical College Sample,” J. Evid.-Based Complement. Altern. Med., vol. 17, no. 1, pp. 66–71, Jan. 2012, doi: 10.1177/2156587211423400. [6] K. Caldwell, M. Harrison, M. Adams, R. H. Quin, and J. Greeson, “Developing Mindfulness in College Students Through Movement-Based Courses: Effects on Self-Regulatory Self- Efficacy, Mood, Stress, and Sleep Quality,” J. Am. Coll. Health, vol. 58, no. 5, pp. 433–442, Mar. 2010, doi: 10.1080/07448480903540481. [7] T. R. Ramler, L. R. Tennison, J. Lynch, and P. Murphy, “Mindfulness and the College Transition: The Efficacy of an Adapted Mindfulness-Based Stress Reduction Intervention in

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

John R Clegg, University of Texas, Austin; K. R. Diller, University of Texas, Austin

Tagged Divisions

Biomedical Engineering

“alittle bit” more like and engineer on the 7-point Likert scale were separated as “low identifiers,”and those who said “more” or “much more” of an engineer were labeled as high identifiers.In contrast with what the expectation of an engineering student, these “high identifiers” preferredproblems that were more creative, cumulative, and qualitative, that had more answers that arecorrect. They were more comfortable, engaged, interested, motivated, and assured of self-efficacy in solving engineering challenges. Our observation herein is somewhat preliminary, asthe size of the low-identifying sample was small. We cannot conclude whether the challenge-based instruction model shifted the class preferences of high-identifying students toward those

Conference Session

Introduction to the Field of Biomedical Engineering - June 25th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christine E. King, University of California, Irvine; Beth A. Lopour, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

andthrough programming during the laboratory sessions, students were able to learn about thesefundamentals without requiring a prerequisite of AP Calculus.Through in class activities and lectures by the instructional team and those in the field, studentsgained knowledge that they were able to apply to a real-world application of BCIs in thelaboratory modules. This structured learning approach allowed the students to use lowercognitive processes of the revised Bloom’s taxonomy to generate, plan, and produce novelsolutions from an existing ones by optimizing the BCI maze [16]. Furthermore, the studentsurvey results highlight the importance of having an instructional team with positive teacherattitudes and high self-efficacy about the fields of BME and

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassandra Sue Ellen Jamison, University of Michigan; Aileen Huang-Saad, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Divisions

Biomedical Engineering

learning and development [1]. Broadly, studies of student engagement have oftenexamined relationships between a student’s educational experiences and the outcomes of interest,finding that, in general, higher engagement was linked to gains in outcomes such as learning andpersistence [2], [3]. In particular, engagement in co-curricular settings, or experiences outside theclassroom, has been linked to the development of several technical and professional outcomesfor engineering students such as leadership, ethical decision making, teamwork, andcommunication [4]–[9]. Beyond those outcomes, co-curricular engagement has also been linkedto outcomes such as self-efficacy and a sense of belonging, which can improve retention andpersistence in engineering

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cassandra Sue Ellen Jamison, University of Michigan; Annie AnMeng Wang, University of Michigan; Aileen Huang-Saad, Northeastern University; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Divisions

Biomedical Engineering

, vol. 2018- Octob, no. 1428689, 2019.[16] W. H. Guilford, “Clinician-engineer career bias and its relationship to engineering design self-efficacy among Biomedical Engineering undergraduates,” in ASEE Annual Conference and Exposition, Conference Proceedings, 2020, vol. 2020-June.[17] G. Potvin et al., “Gendered interests in electrical, computer, and biomedical engineering: Intersections with career outcome expectations,” IEEE Trans. Educ., vol. 61, no. 4, pp. 298–304, 2018.[18] J. Rohde, J. France, B. Benedict, and A. Godwin, “Exploring the early career pathways of degree holders from biomedical, environmental, and interdisciplinary/multidisciplinary engineering,” in ASEE Annual Conference and

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kelsey Nicole Warren, Kansas State University; Charles Carlson, Kansas State University; Steve Warren, Kansas State University

Tagged Divisions

Biomedical Engineering

: 10.1109/ISECon.2014.6891046.[10] J. J. Pembridge and K. J. Rodgers. “Examining Self-Efficacy and Growth Mindset in an Introductory Computing Course,” IEEE Frontiers in Education Conference (FIE), San Jose, CA, Oct. 2018, doi: 10.1109/FIE.2018.8658728.[11] S. Fantini, C. Bennis, and D. Kaplan. “Biomedical Engineering Continues to Make the Future,” IEEE Pulse, vol. 2, no. 4, pp. 70–73, Jul. 2011, doi: 10.1109/MPUL.2011.941720.[12] Aspiring Docs. “What You Need to Know About the MCAT® Exam,” 2020, https://students-residents.aamc.org/choosing-medical-career/article/preparing-mcat-exam/.[13] “ABET | ABET Accreditation,” ABET | ABET Accreditation, 2020, https://www.abet.org/.[14] J. D. Gassert and J. D. Enderle