Conference Session

BME Laboratories and Projects

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel C. Childers, University of Oklahoma; Stefan Wilhelm, University of Oklahoma

Tagged Divisions

Biomedical Engineering

allows studentsto directly apply their theoretical knowledge to understand and conduct experiments inbiomedical nanotechnology. Participation in the lab course is optional, and all students in the labcourse were also enrolled in the traditional style course.Materials and Methods: Students carry out hands-on experiments to synthesize, modify, andapply gold nanoparticles to solve problems in a biomedical context. They are required to writehypotheses, develop aspects of the experimental plans, analyze data, and draw conclusions fromthe data.Assessment of learning was primarily evaluated based on the pre-defined learning objectivesrelated to each of the three lab sequences and student performance on a final exam in the lecturecourse. The

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Hawkins, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

identified as essential were implemented in-person provided they obtained an approved safety plan. Students were not compelled to attendface-to-face courses and were given the option to pursue virtual alternatives. This combination offactors presented us with a unique opportunity to study the impact of face-to-face and virtualsynchronous instruction modes.A critical part of the biomedical engineering curriculum at [the institution], [this course] coverscore engineering analytical and computational techniques, with a laboratory portion consisting ofa sequence of MATLAB-based programming activities for undergraduates in biomedicalengineering [1]. Typically offered in a face-to-face (F2F) modality, the most recent Fall 2020 termpresented these

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

inEngineering,” Worcester Polytechnic Institute Digital WPI, May 2014, Retrieved fromhttps://digitalcommons.wpi.edu/iqp-all/345[6] R.A. Reiser and W. Dick “Instructional planning: a guide for teachers,” Boston: Allyn andBacon. 1996. 2nd ed.[7] G. Wiggins and J. McTighe, Understanding By Design, Published by Association forSupervision & Curriculum Development, 2005, 2nd Expanded Edition.[8] Markkula Center for Applied Ethics at Santa Clara University, www.scu.edu/ethics/ethics-resources/[9] S. L. Ash, and P.H. Clayton, “Generating, deepening, and documenting learning: The powerof critical reflection in applied learning.” Journal of Applied Learning in Higher Education, vol.1, no 1, pp. 25-48, 2009.

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Dare Kaufman, Endicott College

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

Bioinformatics course. The survey shown inAppendix A was submitted to the Endicott College Internal Review Board and was approved onFebruary 21, 2020. The voluntary survey was given to students in class on March 11, 2020 andwas completed by 18 of the 22 students. The survey results for all Likert scale questions areshown in Figure 1. Students differ in major, year, and prior experiences, but Figure 1 onlyconsiders if a student participated in a lab and a computational CURE or only the computationalCURE. The small sample size of 18 students makes analyzing the role of confounding factorschallenging. I plan to continue this study with future cohorts to look at these factors such asmajor.Figure 1. Box plot with individual survey results for students who

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Northwestern University; David P. O'Neill, Northwestern University

Tagged Divisions

Biomedical Engineering

information accurately. Uses citations appropriately. 4 Establishes goals, plans tasks and assigns responsibility to individual Teamwork (T) team members, meets deadlines, and communicates effectively 7These standards align well with the traditional sections of a lab report or a journal article andsolely comprise the grading rubrics for lab reports related to four modules. Detailed rubricsbased on these standards are tailored to each lab module and shared with the students.Communication carries throughout the entire report. Teamwork is assessed through weeklydiscussions between instructors/teaching assistants and student lab-groups.Implementation of SBG in Canvas’s

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gloria J. Kim, Northwestern University; Casey Jane Ankeny, Northwestern University; Mark James Fisher, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

are chosen from each of the two areas: research design and methods, andregulatory science. Depending on the student’s plan of study, electives can be taken while theyare fulfilling their MS degree requirements or thereafter.Summer internship positions are secured by the Certificate Program Director, leveraging existingand new industry relationships formed through Northwestern University faculty, the Center forEntrepreneurship and Innovation, alumni and advisory board members of the BME Department.Geographically, all of the companies are located in the metropolitan CL area. Company sizesrange from startups to major corporations. Firms assign a designated mentor for the intern. Thementor’s responsibilities include conducting progress meetings

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Monica D. Okon, Ohio State University; Tanya M. Nocera, Ohio State University

Tagged Divisions

Biomedical Engineering

thesimple act of implementing a collaborative cloud-based lab notebook keeping process impactsstudent performance in lab courses, compared to individualized student lab notebook keeping.Additionally, we summarize student perceptions of good collaborative habits through theevaluation of open-ended post-course peer evaluation surveys. We plan to use these findings toinform our approach for introducing metacognitive pre-course teamwork surveys into our labcourses, thereby helping students to practice and improve team-working skills.MethodsCourse StructureOur curriculum requires biomedical engineering majors to complete three separate, identicallystructured upper-level laboratory courses in which students work in pairs to design and conductexperiments

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

their engineering toolset to solve a significant global problem.Path ForwardFall 2017 served as a pilot semester for implementation of two globally-inspired mechanicsproblems. An additional 15 honors students enrolled in Bioengineering Mechanics I in fall 2017also collaborated with EWB students to create their own globally-focused application of staticsand mechanics concepts. In future iterations of this study, we plan to implement more of theseglobally-inspired mechanics problems, incorporate direct assessments to evaluate whether theseproblems helped students attain our goals and the ABET outcomes, code the free responses toidentify emergent themes, and compare those students enrolled in honors with those not enrolledin honors.In conclusion

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jorge E. Bohorquez, University of Miami

Tagged Divisions

Biomedical Engineering

the problems, the instructor better understand any possible misconception that the students may have. We identify the student team management as one aspect with high improvement need: there is still great variability in the effectivity of the student teams. In the most recent pilot we start using the Comprehensive Assessment of Team Member Effectiveness (CATME) to create and assess team effectivity. In our case we feel that active learning has been a successful pilot experiment to teach bioinstrumentation because it enhances problem-solving skills along with other important traits of modern engineers such as teamwork and communication skills. After applying some refinements to the method we plan to perform

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

report of a three-year study of engineering education led by Leah Jamieson andJack Lohman [2], one of the seven recommendations was: Expand collaborations andpartnerships between engineering programs and a) other disciplinary programs germane to theeducation of engineers as well as b) other parts of the educational system that support the pre-professional, professional and continuing education of engineers. The 3D frameworkaddressed these recommendations.This is a process that aligns the attributes of graduates with their post-graduate plans in a waythat is customized for each student in the program. In the first dimension, the academicfoundation, core courses required of all students have been converted into course bricks thatinclude

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexander James Carroll, North Carolina State University; Andrew J. DiMeo Sr., University of North Carolina & North Carolina State University; James McCall, North Carolina State University; Hatice O. Ozturk, North Carolina State University; Kelly A. Umstead, North Carolina State University; Shelby Hallman, North Carolina State University

Tagged Divisions

Biomedical Engineering

-founder and VP Business Development for the design and manufacturing company EG-Gilero. Andrew worked for Alaris Medical Systems (now BD’s CareFusion) as a design engineer and project manager. He is Business Advisor and Speaker for the Wallace H. Coulter Foundation, an advisor to the NIH C3i Program, Director of Duke NeuroInnovations, and on the planning team for BME IDEA. He holds a BS in Physics, English Literature, and Secondary Education from UNC Charlotte, an MS in BME from UNC Chapel Hill’s Medical School, and a Ph.D. from the UNC/NCSU BME Department.Mr. James McCall, NCSU James McCall is currently a BME PhD student at North Carolina State University.Dr. Hatice O. Ozturk, North Carolina State University Dr

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

andstatistical analyses plans to test their chosen specification. When possible, the teams areencouraged to present the preliminary results or simulations. This project is assigned at thebeginning of the quarter, and the teams are encouraged to work on it throughout the quarter inparallel with their design process. The project results are then presented in class in place of thefinal exam.AssessmentIn the current academic year, the Biomedical Device Evaluation course was taught for the firsttime (N = 45 students). In May 2019, a survey will be administered to assess the students’perceived knowledge of the regulatory and device evaluation topics, their level of confidence inthat knowledge relative to other professional BME topics, and its applicability

Conference Session

Design in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Collin W. Shale, Johns Hopkins University; Shababa Binte Matin, Johns Hopkins University; Nicholas J. Durr, Johns Hopkins University; Elizabeth A. Logsdon, Johns Hopkins University

Tagged Divisions

Biomedical Engineering

roughly 50% of teams using them as scheduled. Additional office hour sessionscould be scheduled at later times to service teams that were not ready to opt-in. Since currentcourse deliverables do not assess team progress in the IP and market access domains, the facultyare monitoring the extracurricular success of teams (patenting, business plan competitions,external funding, and co-curricular project continuation) for further impact over the next 5 years.Conclusion: The implementation of expert office hours successfully administered project-specific feedback in highly specialized topics at scale (~14 teams), with positive responses fromboth students and experts. The faculty are exploring further changes, such as adding contractmanufacturing

Conference Session

Big Picture Questions in BME

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexis Ortiz-Rosario, Ohio State University; Amena Shermadou, Ohio State University; David A. Delaine, Ohio State University; Tanya M. Nocera Ph.D., Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

PopulationTo provide a better understanding of the size of the student population investigated, some categorical statisticsare presented. The total enrollment (Ne) of students across the six years of data within these four majors is Ne =9381 (BME = 1367, ChE = 3678, MSE = 791, ME = 3545). The total degrees granted (Nd) across these fourmajors is Nd = 3228 (BME = 418, ChE = 1113, MSE = 329, ME = 1368). The analyses and results in this paperare based on these populations.Career Outcomes and SalaryWithin the data set, students have the option to report four possible outcomes upon graduation. These include:career employment, further education, looking for job, and other plans. Career employment (Industry) includesstudents that have accepted a career offer

Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tanya M. Nocera, The Ohio State University, Department of Biomedical Engineering; Alexis Ortiz-Rosario, The Ohio State University; Amena Shermadou, Ohio State University; David A. Delaine, The Ohio State University

Tagged Divisions

Biomedical Engineering

defined as any internship, co-op, or engineering related part-time job completedbefore graduation. Percentages are reported as the number of work offers, normalized by theenrollment size of each major per academic year. Enrollment sizes for 2013, 2014, 2015 and2016 for each major were, BME = 207, 214, 226, 235; ChE = 470, 544, 620, 642; MSE = 110,128, 129, 120; and ME = 645, 656, 595, 549.Career OutcomesThe career outcomes metric is defined as student post-graduation placement in either an industryposition or further education. Discussion will focus on industry-related outcomes, rather thangraduate or professional school outcomes. Two other graduation outcomes not included were:seeking employment, and other plans. Seeking employment was omitted

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

proportion of students (40%) may enter BMEconsidering pathways like medical school or graduate school, many of those students (from 17%entering the degree to 45% upon graduation) end up pursuing industry positions after graduation[8]. Given the previous figures on students’ career plan changes between entry and graduation, aswell as the stigma that BME bachelor’s degree graduates experience with industry careerplacement barriers, more research is needed to understand students’ perceptions of BME industrycareer pathways, particularly at a later stage in the degree. Understanding these perceptions canhelp inform how BME programs are advertised, how programs help students explore industrycareer options, and how programs strategize partnerships with

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Loay A. W. Al-Zube, University of Mount Union; Chad S. Korach, University of Mount Union; Joshua Gargac, University of Mount Union

Tagged Divisions

Biomedical Engineering

depth and breadth in the subject area with significant flexibility in coursechoices enriched by the liberal arts. The new biomedical engineering curriculum consists of 130credit hours spanning a 4-year academic plan. The program curriculum consists of five integratedcourses in biomaterials and biomechanics, three integrated courses in medical instrumentation andimaging, one course in design and development, two elective courses, and two capstone designcourses, as well as courses in general engineering and basic sciences. Six biomedical engineeringcourses include laboratory components. A pre-med track is available for the students. The programis unique in that it shares a common first year with other engineering programs and that it mergeswith

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amber L. Doiron, University of Vermont; Jason H.T. Bates, University of Vermont; Ryan S. McGinnis, University of Vermont; Juan Jose Uriarte, University of Vermont; Niccolo M. Fiorentino, University of Vermont; Jeff Frolik, University of Vermont; Rachael A Oldinski

Tagged Divisions

Biomedical Engineering

Year 4 BME Elective (3 cr.) BME Elective (3 cr.) BME Capstone Design I (3 cr.) BME Capstone Design II (3 cr.) approach fostering soft skills such as technical BME Lab II (2 cr.) writing, oral communication, and creativity. Figure 1. Before (red) and after (blue) curricula showing an increase in BME-specific credits (39 vs. We plan to employ active learning 14 credits), design courses in all years, and core within the BME core classes in the form of content taught within BME. hands-on

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael P. Rathslag, University of Illinois, Urbana-Champaign; Brittany R. Van Vleet, University of Illinois, Urbana-Champaign; Jennifer R. Amos, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign

Tagged Divisions

Biomedical Engineering

participants. With 139 ABETaccredited biomedical engineering programs, our current sample of 22 courses is small. A secondlimitation the research team encountered in the survey data collection phase was that someparticipants lacked a wider knowledge of their curriculum (e.g., how many total lab credit hourswere included in the core curriculum). In future data collection efforts, the research team willwork to collect program-level data separately to mitigate this limitation, which will serve asecond benefit of shorter surveys which will potentially increase participation rates for thesurvey data collection. The research team plans to continue data collection, particularly to betterunderstand lab techniques taught, and assessments implemented in

Conference Session

Design in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christopher Arena, Virginia Polytechnic Institute and State University; Elham Morshedzadeh, Virginia Polytechnic Institute and State University; John L. Robertson, Virginia Polytechnic Institute and State University; Andre Albert Muelenaer, Virginia Polytechnic Institute and State University; Brad D. Hendershot, DoD-VA Extremity Trauma and Amputation Center of Excellence, Walter Reed National Military Medical Center; Jessica L. O'Leary, Salem VA Medical Center; Aliza M. Lee, U.S. Department of Veterans Affairs; Devasmita Choudhury; Brandon C. Briggs; Pamela Jean VandeVord, Virginia Polytechnic Institute and State University

Tagged Divisions

Biomedical Engineering

activitiesTeams are formed by informally discussing common interests and balancing the number ofstudents (target of 3 BME and 2 ID students per team/clinical focus area). Each team completes aliterature review of material (e.g., scientific articles, instructions for use, demographic and usagedata, competitive devices) in their specific focus area and presents the results to the faculty.Then, during the scheduled course block, teams travel to the SVAMC for introductions to theirclinical mentors and tours of the various departments. Instruction continues by reviewing CI casestudies [6] and developing a research plan. This includes identifying methods and goals for theclinical immersion. Students implement these methods during back-to-back visits to the

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christine E. King, University of California, Irvine; George Tolomiczenko, Caltech; Nadine B. Afari, CHOC Children's Health Orange County

Tagged Divisions

Biomedical Engineering

Orange County’s Medical Innovation Instituteon August 3rd, 2020, two months prior to the first day of fall instruction. Our full-day virtualevent tackled current pediatric healthcare topics related to the COVID-19 pandemic, such asmentioned below. The 12-hour event began with an introductory lecture regarding the BioDesignprocess [10], then grouped students and healthcare workers into multidisciplinary teams based ontheir healthcare topic of interest. The teams then identified the problem, generated a solution, andgenerated a business and engineering plan to execute their solution. Teams were categorized intofive topics related to the COVID-19 pandemic: school reintegration, pediatric mental health,telemedicine/remote care, ensuring families

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeffrey A. LaMack, Milwaukee School of Engineering; Larry Fennigkoh P.E., Milwaukee School of Engineering; Paul Licato, Milwaukee School of Engineering

Tagged Divisions

Biomedical Engineering

professionaltopics course in the fall quarter of the junior year, in which students are given three detailedpresentations on the topic by faculty and industry experts. The students are then expected toincorporate standards appropriately in their four-quarter capstone design projects, which beginsin the spring quarter of junior year.Study Plan and Preliminary ResultsThe teaching module providing an immersive experience with medical device standards was firstincorporated into the introductory biomedical engineering course in our curriculum in the fall2018 quarter. A total of 61 students enrolled in the course across three sections taught by twoinstructors. All student groups successfully produced a 3-D printed prototype. The quality andsophistication of the

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Neda Melanie Bassir Kazeruni, Columbia University; Henry Hess, Columbia University

Tagged Divisions

Biomedical Engineering

-course survey also emphasized the effectiveness of thisnew method in terms of addressing the learning objectives of the course (Figure 1).Future developments To further deepen this research, we plan to (1) maintain and further develop the active learning aspectsof the course by enriching the teaching with other voices and perspectives and (2) design a robust andobjective method of assessment of the active learning elements of the course. To address our first objective, we will update the papers that are studied on a regular basis to keepthem current. We will also introduce new perspectives by developing a system of online annotation of thepapers. The instructors will use annotations to draw the students’ attention on the ideas of

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

extrinsic goal orientation, task value), expectancy (controlbeliefs about learning, self-efficacy), and affect (test anxiety). The learning strategies sectionmeasures cognitive (rehearsal, elaboration, organization, critical thinking), metacognitive(planning, monitoring, regulating), and resource management (time and studying environment,effort management, peer learning, help-seeking) strategies. Students responded to individualitems on a 7-point Likert scale ranging from “not at all true of me” (1 point) to “very true of me”(7 points). The scale score was computed by computing the mean of the items making up thescale. Some items were negatively worded, so scores were reversed before computing the meanscore for the scale.General Self-Efficacy (GSE

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Marina Marjanovic, University of Illinois, Urbana-Champaign

Tagged Divisions

Biomedical Engineering

with the departmental leadership to manage the undergraduate program including: developing course offering plan, chairing the undergrad- uate curriculum committee, reviewing and approving course articulations for study abroad, serving as Chief Advisor, and representing the department at the college level meetings. She is also engaged with college recruiting and outreach; she coordinates three summer experiences for high school students visit- ing Bioengineering and co-coordinates a weeklong Bioengineering summer camp. She has worked with the Cancer Scholars Program since its inception and has supported events for researcHStart. Most re- cently, she was selected to be an Education Innovation Fellow (EIF) for the

Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

the project but found that [she] really enjoyed it and was surprisinglygood at it.”Strategic ThinkingOf the 854 quotes, 105 indicated strategic thinking. Student often discovered commontechniques of project management, teamwork and innovation on their own. They reportedthat “planning ahead is critical”, “things took longer than expected”. Students tried “notto dwell on wrong turns” and that found that “the quest for perfection can sometimes [be]the enemy of forward progress”. They found they could “g[e]t a lot done through manyshorter unstructured meetings than long formal meetings”. Several students commentedthat they found they could be “resourceful, even when [they] didn’t have manyresources”, and that they began to notice “how many

Conference Session

Active Learning in BME, Session I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline Handley, University of Michigan; Aileen Huang-Saad, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan

Tagged Divisions

Biomedical Engineering

incubator experience and their beliefs onteaching and learning. The specific questions asked can be found in Table 1. Student responseswere in full sentence, paragraph format. Table 1. Open-ended Survey Questions 1. In your own words, why did you enroll in the instructional incubator course? 2. What are you hoping to gain from the instructional incubator course? 3. Could you explain how you think this course will be helpful to your current goals or career plans? 4. In your own words, how would you describe effective teaching in engineering? 5. In your own words, how would you describe less effective teaching in engineering? 6. In your own words, how

Conference Session

Active Learning in BME, Session I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole L Ramo, Colorado State University; Jasmine Erin Nejad, Colorado State University; Ketul C. Popat, Colorado State University; Kimberly Catton P.E., Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

with each instructionalclass periods consisting of 45 minutes of one-sided discourse with the instructor teaching from aPowerPoint presentation, followed by up to 5 minutes of multiple choice iClicker questions onthe material just covered (as a note, instructional class periods are considered any class periodnot devoted to examinations or group presentations). The significant time, effort, and planning required to restructure an entire course fromtraditional lecture-based to “flipped” can be prohibitive (or at least discouraging) for someuniversity instructors who may already have a full workload [15], [18]–[21]. In a “flipped” or“inverted” class, instructional content is delivered to students out of class (typically throughvideo

Conference Session

Introduction to the Field of Biomedical Engineering - June 25th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christian Poblete Rivera, University of Michigan; Aileen Huang-Saad, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Annie Wang

Tagged Divisions

Biomedical Engineering

; Design Skill & Fabrication considerations of manufacturability”Several general codes were used to identify terms that could not easily be separated into individualcategories. For example, design skills included any aspect of the design process, including creatinga needs statement, analysis of failure modes, building a prototype etc. Research skills includedability to gather information on a research topic, analyze data using excel or other software,interpret findings, plan an experiment, and write a lab report, etc. Laboratory skills included anytechnical skill used in the laboratory such as cell culture, PCR, western blots, microscopy, etc.Additionally, programming could include any programming language such

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicholas J. Caccese, CBE Consultants, Inc.; Robert S. Cargill II P.E., CBE Consultants, Inc.; Ruth Ochia P.E., Temple University

Tagged Divisions

Biomedical Engineering

thestudents. The students’ responses revealed that they were lacking the key insights bornegenerally out of experience or deep mechanical understanding.The results of this initial study reframed the focus of the work to include the development ofthese engineering insights in future PBL problems. Judiciously planned and discussed homeworkor in-class assignments could also provide guidance to move the students’ phase 1 models closerto the “expert” model found in the JN. The wide range of approaches taken by the students in thePhase 1 was revealing in that the original problem statement was potentially too broad in topicfor students at this level. Including specific instructions for the students to use their engineeringknowledge to evaluate the scenario