Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erica M. Comber, Carnegie Mellon University; Elisha Anthony Raeker-Jordan, Carnegie Mellon University; Kalliope Georgette Roberts, Carnegie Mellon University; Melanie Alexis Loppnow, Carnegie Mellon University; Andrew Hudson, Carnegie Mellon University; Wayne Chung, Carnegie Mellon University; Conrad M. Zapanta, Carnegie Mellon University

Tagged Divisions

Biomedical Engineering

, students carryout their plan to generate a functional prototype and demonstrate that it validates the establishedneeds. In pursuit of objective 1, the 2019-2020 course now requires ID students to leadstakeholder interviews and make concept sketches in the fall and generate the following for theproduct in the spring: a logo, a storyboard illustrating product-user interactions, and aninformative webpage. Like previous years, the 2019-2020 course year will end with a final posterpresentation and a written report in the format required for the VentureWell BME ideacompetition. To guide work allocation between subteams, instructors provided recommendationsduring lecture and/or stated in the syllabus (Appendix A) whether engineering, industrial design,or

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael R. Caplan, Arizona State University; Joshua Adams, Arizona State University ; Michelene T.H. Chi, Arizona State University

Tagged Divisions

Biomedical Engineering

problem couldpartly be solved by allowing students to choose their own teammate, but this may have adverseeffects on the learning of students who do not enter the class knowing a study partner. In ongoing work, we plan to study (a) the quality of interactivity of students conductinghomework this way, (b) the possible benefits to students who enter the course with lower priorknowledge, and (c) conduct repeated measures using the same homework assignments but with anew cohort of students. As a part of this study, we have asked students to record themselves doing the homeworktogether so that we can assess the quality of their interactions. Although we tried to avoid bias bymaking it clear to students that their self-recorded video would have

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

after team-basedpresentations, which is applicable to any course involving development of visual or oralcommunication skills.Letter to Future SelfTargeting self-understanding and self-development in the senior honors seminar. Studentswrite a letter about current issues and problems they are facing, which is a general butappropriate topic for advanced students who are beginning to make post-graduation plans. In thefirst class meeting, students are given 15 minutes to write a private letter to their future self inwhich they address the following prompts, which are displayed on the classroom screen: 1. What are the pressing issues in your life at this moment? 2. What are a few specific questions/problems that you hope your future

Conference Session

Design in the BME curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kay C. Dee, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Alan Chiu, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology; Jay Patrick McCormack, Rose-Hulman Institute of Technology; Renee D. Rogge, Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

sources: Institute endof quarter evaluations, a focus group conducted by Institutional Research, Planning, andAssessment, and informal plus/delta surveys. In plus/delta surveys, students are asked to listthings that they like about the class and things that they feel can be improved.Students were excited about the projects and the hands-on nature of the course. They expressedpride in the experiences that they had that were different from the upper level BE students;however, as they began to compare their experiences to the rest of the freshmen on campus, theyfelt that they were working too hard. The studios give students a lot of freedom in decidingwhen to complete which activities. This lack of structure caused some students to fall behindand to

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

Approach to Teaching Design Fundamentals to Large Numbers of Students and Its Effect on Engineering Design Self-efficacy,” presented at the 2017 ASEE Annual Conference & Exposition, 2017.[9] E. P. Torrance, The search for satori & creativity. Creative Education Foundation, 1979.[10] R. M. Berger, J. P. Guilford, and P. R. Christensen, “A factor-analytic study of planning abilities,” Psychol. Monogr. Gen. Appl., vol. 71, no. 6, pp. 1–31, 1957.[11] K. H. Kim, “Can We Trust Creativity Tests? A Review of the Torrance Tests of Creative Thinking (TTCT),” Creat. Res. J., vol. 18, no. 1, pp. 3–14, 2006.[12] A. R. Carberry, H.-S. Lee, and M. W. Ohland, “Measuring Engineering Design Self-Efficacy,” J. Eng. Educ., vol. 99, no

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Biomedical Engineering

: New Design Track New Design Track Course 1 (2 credit) – Spring Term, Year 3 • Outcome: assignment of teams and projects, market research, project plan • Topics: design controls, project management, literature research, FDA regulation, codes and standards, intellectual property, user needs, design specifications. Course 2 (3 credits) – Fall Term, Year 4 • Outcome: design specifications, system design and simulations • Topics: system diagrams, interface specifications, hazard analysis, university resources Course 3 (2 credits) – Winter Term, Year 4 • Outcome: subsystem design, system integration, prototype building and bench testing • Topics: power budgets, electrical noise and interference Course 4 (2 credits) – Spring Term, Year 4

Conference Session

Big Picture Questions in BME

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole L. Ramo, University of Michigan; Aileen Huang-Saad, University of Michigan; Barry Belmont, University of Michigan

Tagged Divisions

Biomedical Engineering

study, students near the end of their BME undergraduateeducation are less likely to perceive BME in terms of its potential impact on society. This may bedue to an increased awareness of how the student as an individual will be asked to contribute tothe field as he or she nears graduation. Students within the degree program also appear to have agreater appreciation for BME as an interdisciplinary field with medicine and biology being thetwo most commonly included non-engineering disciplines. Finally, asking students to perform adesign-related task as part of their coursework may encourage the perception of BME in terms ofdevelopment or creation of new devices or processes. As future work, the authors plan to expand collection of

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

of shared vision is likely responsible for the observed disconnect between innovationand adoption. Looking in more detail at the open-ended responses from the survey conducted byBesterfield-Sacre et al. faculty are more concerned with necessary administrative actions, whereaschairs and deans identify interventions for individual faculty. For example, faculty identified theneed for curriculum grants, policies to incentivize innovative instructional practices, incentives forprofessional development, and additional faculty teaching seminars. In contrast, chairs and deanssuggested additional assessment of teaching, faculty development of additional teaching plans andmaterials, and college-wide discussions on teaching innovation. While there were

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allison Lukas, Western New England University; Devina Jaiswal, Western New England University

Tagged Divisions

Biomedical Engineering

Paper ID #34669Impact of Entrepreneurial Mindset Module Connecting SocietalConsideration, Medical Interventions and Engineering PhysiologyAllison Lukas, Western New England University Allison Lukas graduated in 2021 from Western New England University where she earned a bachelor’s degree in Biomedical Engineering. She has plans to attend graduate school and eventually become a professor. In the meantime she will be working in the medical device industry to gain experience before pursuing further education. During her time at Western New England University she served as a supple- mental instructor for two physiology

Conference Session

Improving the BME Classroom on the Ground and Virtually

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeffery Ethan Joll II, Vanderbilt University; W. David Merryman, Vanderbilt University

Tagged Divisions

Biomedical Engineering

restructured into a blended style by moving theprogramming content from the traditional course into modules on the course learningmanagement software site (Brightspace). This content included: pseudocoding for planning asolution in non-coding language, how to perform operations on vector and matrix variables,common loops (primarily ‘for’ loops), and basic data visualization like plotting, specifying linetype, and generating subplots. These programming modules could be completed in parallel withthe biomechanics-focused lecture. The four programming topics (pseudocode, vector/matrixoperations, loops, and data visualization) covered in the modules were the same as those coveredin the lecture. The traditional (top row) and blended (bottom row) course

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Dosmar, Rose-Hulman Institute of Technology; B. Audrey Nguyen, The University of Akron

Tagged Divisions

Biomedical Engineering

work in teams of four. You may work with people in either lab section, however, youshould make sure that everyone is present for data collection.GoalYou work for a company where your boss has just given you an assignment of developing a newdevice. You need to submit a document to her to justify your plan and ideas for moving forward.1. Propose a new or alternative biomedical device or implant of your choosing. This devicemust serve a specific purpose and must require data that can be acquired in our lab. Some general categories of topics are: ● Orthopedics (hip, knee, etc.) ● Cartilage ● Tendon/ligamentsHowever, we are very open to your ideas so, go wild.2. Perform a biomechanics analysis3. Collect relevant

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Molly Y. Mollica, University of Washington; Heather A. Feldner, University of Washington; Shawn Israel PT, DPT, University of Washington; Anat Caspi P.E., University of Washington; Katherine M. Steele, University of Washington; Dianne Grayce Hendricks, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

Underrepresented Students in Engineering," ed: ASEE PEER, 2017.[17] V. Svihla, J. Marshall, A. Winter, and Y. Liu, "Progress toward Lofty Goals: A Meta-synthesis of the State of Research on K-12 Engineering Education (Fundamental)," ed: ASEE PEER, 2017.[18] E. Barnes, N. Lenzi, and K. Nelson, "Synthesis of K-12 outreach data on women in engineering," ed: ASEE PEER, 2017.[19] J. C. Carroll et al., "Lessons Learned in K-12 Engineering Outreach and Their Impact on Program Planning ", ed: ASEE PEER, 2017.[20] B. Bogue, E. Cady, and B. Shanahan, "Professional Societies Making Engineering Outreach Work: Good Input Results in Good Output," ASCE, Leadership and Management in Engineering, vol. 13, no. 1, 2013.[21] M. Prince

Conference Session

Innovative Course Structures and Learning Environments

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical Engineering

define the objectives of the course before setting any lesson plan. Then, rather thanusing pre-established structures for their course, they can determine the teaching elements thatwould be the most appropriate to reach those objectives. By continuing to move “backwards”, thetopics to be emphasized can be selected, and lastly, the content of each class can be set. Here, using backwards design, we adopt a hybrid approach, and present a multi-leveled activecourse. We created a new course structure that incorporates, in an engineering course, the activeelements that are traditionally used in business school curricula. By doing so, the “Fundamentalsof Nanobiotechnology and Nanobioscience” course aims to get students more involved andengaged in

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

campus and planning to headout for a week break. Then, they were suddenly told to pack up and permanently leave campus,not to come back after break. Their studies would continue by distance learning.Faculty had similar instructions — immediately shut down your research and teaching labs, sendyour graduate students home (if possible), abandon the campus (as it was about to be completelylocked down), and prepare to teach remotely. For some, the latter requirement was thrust uponthem without adequate preparation so they had to muddle ahead. For others, their universitieshad previously introduced their faculty to distance learning didactic concepts as a matter ofcourse, so for those faculty the transition may have been a lot smoother. For some

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

, staff, and resources within the BME department. It was great to get to know the people behind the scenes and to give feedback in various ways throughout the summer. As a result of my CPM position I was included in many planning and feedback sessions and found myself with new leadership opportunities and visibility in the department. The CPM program was crucial to my college development and has led to many other opportunities.”Likely, this is because CPMs were given opportunities to participate in teaching facultyinterviews, work with staff (e.g. IT, facilities), and provide their input on the BME design space. Other Skills/Knowledge Acquired as a CPM I have a deeper understanding of

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

at both the 200- and 300-levels found the experiences to be both worthwhile and enjoyable.This paper summarizes student growth and feedback in response to the first implementation ofthe integrated design projects, spanning one academic year. The amount and quality of studentfeedback we have received, both via survey and anecdotally, and our own observations haveprompted us to enact improvements to the projects going forward. We have highlighted a few ofour plans in the list below.  Although the projects are meant to be mostly self-guided by student teams, we need to develop tutorials to better guide student learning of new skills (e.g., use of finite element analysis software, physical computing in Python).  Student

Conference Session

Hands-On Skills in BME

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Ilkhanipour Rooney, University of Delaware; Peter A. Sariano; Zachary Aaron Sexton, University of Delaware ; Wade Gerald Stewart, University of Delaware ; Kevin R. Guidry, University of Delaware; Jason Gleghorn, University of Delaware

Tagged Divisions

Biomedical Engineering

, establish goals, plan tasks, and meetobjectives”). If students were asked to design their own microfluidic devices to resolve an unmetneed and adhere to engineering constraints, this module could address student outcome 2 (“anability to apply engineering design to produce solutions that meet specified needs withconsideration of public health, safety, and welfare, as well as global, cultural, social,environmental, and economic factors”). Finally, this module also addresses the ABET BMEprogram criteria a (“applying principles of engineering, biology, human physiology…”), b(“solving bio/biomedical engineering problems…”), and c (“analyzing, modeling, designing, andrealizing bio/biomedical engineering devices, systems, components or processes”) [9

Conference Session

Design in the BME curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Timothy E. Allen, University of Virginia; David Chen, University of Virginia

Tagged Divisions

Biomedical Engineering

for graduates planning towork in industry in biomedical design and innovation. At the University of Virginia we offer anadvanced design elective in Biomedical Engineering in which students focus on observation andneeds identification, followed by the development of initial concepts and prototypes. For the pasttwo years, we taught two different versions of the course: a spring semester clinic-focusedoffering in which students identified needs based on immersion within one of the divisions of ouracademic medical center, and an accelerated “January term” patient-focused version in whichstudent teams worked directly with specific patients and their healthcare teams to identify needsand develop concepts. The primary learning objective for this

Conference Session

Educational Interventions and Pedagogy in Biomedical Engineering - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eileen Haase, Johns Hopkins University; Harry R. Goldberg, Johns Hopkins University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

demonstrate that overallknowledge is not diminished when peer instruction is the primary form of learning.IntroductionThe authors, along with many other engineering educators, have been strong proponents ofactive learning. Active, collaborative, cooperative, and problem‐based learning have beendemonstrated repeatedly to be more effective than lecture alone [2]. Students are 1.5 times lesslikely to fail in courses that use active learning [3]. When one of the authors was granted aFulbright Scholar Award to teach a biochemistry course in Uganda, the plan was to reproduceteaching methods used in the United States such as clicker questions, think-pair-share, and teamactivities which would be easy for the students to adopt [4]. However, within the first

Conference Session

Design in the BME curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eileen Haase PhD, Johns Hopkins University

Tagged Divisions

Biomedical Engineering

the pros and cons of several possible designs. I learned that things often times don't work out, and you have to be able to adapt and change rapidly. Presentation was good for skill... It taught us teamwork... Unfortunately our cycle failed somewhat but that's part of the process as well We learned a lot about brainstorming, but did not really get a chance to prototype and learn from our mistakes through repetition. I had so much fun and learned so much from foam core. Going into this process I knew that it was essential to plan out our build time, and even with all the planning we did, we still basically ran out of time, which was definitely

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

-valuetheory of achievement motivation (EVT) [29]. EVT seeks to explain how individuals choosebehaviors based on their outcome expectations and the value they place on that outcome [30].Subjective task value can be broken into four dimensions: 1. Attainment Value: A task has attainment value if it provides a way to confirm or support an aspect of how one sees one’s self. 2. Interest Value: A task has interest value if an individual enjoys or expects to enjoy doing the task. 3. Utility Value: A task has utility value if it benefits future plans. 4. Cost Value: A task can also have perceived cost(s) associated with performing the task.While EVT is more commonly used to predict a subject’s behavior, for this paper, the STVconstruct of