Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martin Li, Duke University; Brianna Loomis, Duke University; Kevin Caves, Duke University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

teaching others the skills they have learned, and the beliefthat they have deeper grasp with the fundamentals of engineering and problem solving.ResultsPreliminary data has been gathered for the beginning of the semester survey as well as the mid-yearsurvey. Currently two surveys regarding the opinions and attitude changes of students have beenadministered, where a self-reflection on given questions was answered. The provided questions were splitinto two categories: a technical skills section and a soft skills section. The technical skills sectionconsisted of five questions asking the students’ opinions regarding their own proficiency in soldering,multimeter and power/hand tool usage, circuit diagnosis and device repair. The other category

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

and students ranked track areas for preference from 1 being the highest rank (most preferred) and 9 being the lowest rank (least desirable). defined through discussion amongst the faculty. IDID emerged by combining infectious diseasewith global health as well as aspects of affordable healthcare. While cardiovascular wasn’t thenext highest student rank after infectious disease, we believe that personalized medicine is across-cutting theme reflected in all tracks, so the next best application theme with faculty supportwas cardiovascular. Faculty then formed into communities of practice and prepared list ofoutcomes, needs for courses, outside of

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tristan McCarty, University of Florida; Sarah Corinne Rowlinson Furtney, University of Florida

Tagged Divisions

Biomedical Engineering

to a lack of specific dates being given on all resumes.We purposefully split up the involvement and leadership in organizations due to the severedifference in impact when comparing leadership positions vs. non-leadership positions as well asaffiliation of the clubs to engineering disciplines.IV. New Model: BME CompetencyThe second methodology uses modified versions of the AAES engineering competency model toquantify overall resume quality. This was done based on how each entry reflects competency ineach of the three primary career paths graduating biomedical engineers follow. The competencyscoring methodology is a six-tiered system which is comprised of the following tiers: Tier 1:personal effectiveness, Tier 2: Academic Competencies, Tier 3

Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anthony E. Felder, University of Illinois, Chicago; Miiri Kotche, University of Illinois, Chicago; Jennifer D. Olson, University of Illinois at Chicago; Janet Aderemi Omitoyin, University of Illinois at Chicago

Tagged Divisions

Biomedical Engineering

efforts on Mathematics Socialization and identity amongst pre-service elementary teachers, an effort at understanding the reasons for lack of interest in the subject with a view to proffer solution and engender/motivate interest amongst this group that will eventually reflect in their classroom practices. She is currently a Graduate Assistant with UIC Engage, a commu- nity focused project that provides help for less-privileged students from K-8 in mathematics, reading and writing. She continues to work as a substitute teacher occasionally to keep abreast with current practices within the school system. Her work as a Research Assistant for the BEST program has turned out to be one of her best experiences as a

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

satisfactorilycomplete the lab objectives (Figure 4). Here, we present the results of both the student self-reportand instructor evaluation because they assess different things. Instructor assessment mayunderestimate learning if the work they turn in does not reflect their understanding, for exampleif a student rushed to complete lab notebooks, and their entries do not actually reflect theirunderstanding or actual performance. Whereas, student self-reports of learning, may likelyreflect a measure of confidence of the material or some other bias. For instance, self-enhancement and self-diminishment bias may be at play. It has been previously shown that somelow-achieving students tend to over-estimate their abilities and high-achieving students tend tounder

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

means toreach these objectives. Relying on the positive effects of active learning, we designed a novelcourse format in which the class-time was divided around three different types of activities thatsucceeded each other using the pattern presented in Figure 1. The topic of each unit reflected a keyarea that we aimed to investigate in the course, and we focused on topics that are both morefavorable to generate longer class discussions, and who have been the researched in the past.Examples of such topics include: “Nanobiotechnology and its applications”, “Lifetime ofnanobiodevices” or “Reproducing macroscale bonds at the nanoscale”.Figure 1. Basic unit of the course. Each “cycle” focuses on one key topic related tonanobiotechnology. It consists

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert A. Linsenmeier, Northwestern University

Tagged Divisions

Biomedical Engineering

Northwestern and Director of the Northwestern Center for Engineering Education Research. c American Society for Engineering Education, 2020 Required Computer Science Education in BME Undergraduate ProgramsAbstract Data collected for the Biomedical Engineering Education Summit Meeting in 2019 showedthat computer programming was required of undergraduates in biomedical engineering andbioengineering at more than 98% of the 57 accredited BME programs that responded to asurvey. This is an increase over an earlier dataset from 2004, reflecting the increased need forengineers to be competent in programming. However, education in computer programming cantake many forms, and there has

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Timothy E. Allen, University of Virginia

Tagged Divisions

Biomedical Engineering

open-book format.) Studentfeedback from the interactive discussions and the anonymous surveys also reflected thatdiscrepancy, with many students stating that they felt that the course over-emphasized themodeling at the expense of the physiological concepts. A coded analysis of the 34 total freeresponses to open-ended feedback on the course (across both iterations) yielded 35% ofrespondents specifically critiquing the imbalance and/or disconnect between the modeling andthe physiology, which was the most common unprompted critique provided. A typical commentincluded, “While I think I’ve gained computational skills I feel much less confident in myphysiological understanding of the models.” Other students commented that the pre-classreadings, even

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

ofobjectives, CATME peer evaluationdata from both years was used toevaluate whether students believetheir team members i) possessedrelated knowledge, skills, andabilities and ii) contributed todeliverables (objective 1). CATMEalso rated how efficiently the Fig. 2: SPOC subteam communication dynamicsubteams communicated relative to 2018-2019 results with the embedded ID team structure.End-of-semester reflections for both years and a survey in the fall of 2019 (Appendix B)provided more data on task allocation and subteam communication.Results and Discussion:Objective 1: CATME peer evaluation data reported that engineers scored higher than IDs (bothyears) and point differentials were slightly but not statistically less (two-sided t-test, α

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

formats. i. Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree 7. CATME Team Assessments were beneficial in giving feedback to my team members. a. Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree 8. CATME Team Assessments were beneficial in receiving feedback from my team members. a. Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree 9. CATME Team Assessments accurately reflected my contributions to the team. a. Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree 10. Viewing the CATME Team Assessments helped develop my self-awareness as a member of a team. a. Strongly Agree, Agree, Neutral, Disagree, Strongly

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

Education, 2021 Work-in-Progress (WIP): Exploring the Relationships between BME Student Perception of the Field and Career PlansIntroduction Biomedical engineering (BME) programs attract students with a range of post-graduationaspirations including medical school, graduate school, engineering-focused industry,biotechnology-focused industry, etc. [1]–[3]. This diversity in how students aim to utilize theirBME degree may reflect diversity in their motivation to study BME, their educationalexpectations, and even their perception of the field [2], [4]. Understanding the relationshipbetween these factors would allow BME programs, at both the curricular and individual courselevels, to better balance students’ interests and

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

guidance thatsignificantly strengthened this work.This material is based upon work supported by the National Science Foundation under Grant No. 1830814. Anyopinions, findings, and conclusions or recommendations expressed in this material are those of the authors anddo not necessarily reflect the views of the National Science Foundation.References[1] C. L. McNeely and K. H. Fealing, “Moving the Needle, Raising Consciousness: The Science and Practice of Broadening Participation,” Am. Behav. Sci., vol. 62, no. 5, pp. 551–562, May 2018.[2] L. Smith-Doerr, S. N. Alegria, and T. Sacco, “How Diversity Matters in the US Science and Engineering Workforce: A Critical Review Considering Integration in Teams, Fields, and Organizational Contexts

Conference Session

Hands-On Skills in BME

Collection

2018 ASEE Annual Conference & Exposition

Authors

Renata Fortuna Ramos, Rice University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

grades.Survey ResultsTo understand the students’ perception on the usefulness of the intervention, students in theexperimental group were asked to reflect on the modules in terms of their complexity, theireffectiveness as a learning tool and the ease of use of the step-by-step manual associated witheach module. A five-point Likert scale was used to measure the student responses on the threedimensions (Figure 4, n=103).When asked if the modules displayed an appropriate level of complexity, 62% of the studentsagreed or strongly agreed, 22% of the students responded in a neutral manner and 16% of thestudents disagreed or strongly disagreed. While these results suggest that complexity could beincreased in the available modules, it is important to note that

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

underrepresented groups (4%).Creativity increased over the course of the semester: Our data was accepted to be normallydistributed by Kolmogorov-Smirnov test. There were no statistically significant beginning-of-semester differences by any assessment between the control and intervention sections byunpaired t-test. Further, the overall scores for end-of-course evaluations did not differ betweenthe semesters (p=0.46; effect size, Cohen’s d=0.02).Regardless of course section, control or intervention, there was a significant improvement by theend of the semester in the fluency, flexibility, and originality aspects of creativity (Table 1).These changes reflect those seen by us in a first-year engineering course with an authentic designexperience [1], though

Conference Session

Design in the BME curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eileen Haase PhD, Johns Hopkins University

Tagged Divisions

Biomedical Engineering

attachment, etc. Which variables are the most important (i.e. how does the force on the deltoid change if you change a variable such as arm length versus arm weight by 10%)?  What happens if you double the weight held by the arm, change the shape of the arm, etc.?  What additional design criteria do you need to include motion in your prosthetic? Specifically, does the arm need to be stronger to throw a ball than it does to hold the ball?  How can a model help with the design of an experiment?The comments in Table 3 reflect whether the arm model prepared students to develop their ownmodel. Table 3: Student Comments on the Arm Model Developing a model of an arm demonstrated, somewhat convincingly, that

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

codeswere refined to reflect observed patterns in the career possibility discussions in the data.Conceptually similar codes were grouped into a set of categories (Academia, Industry, andOther). Interview questions that probed relative importance or interest in specific career pathswere not asked; as such, the coded mentions of a career path were considered to represent astudent’s awareness of a career possibility. Additionally, the research questions and analyticapproach presented aimed to explore what students perceived as possible rather than plausible ormost interesting.A code was counted if it was mentioned at least once by a participant. Because the intensity ofthe students’ awareness or interest was not the focus of this study, multiple

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

fellinto the categories of curriculum and pedagogy, developing reflective teachers, and disseminatingpolicy. For example, respondents identified faculty and graduate student seminars as an effectiveway of disseminating policy, new curriculum, and teaching pedagogy. They felt that teachingportfolio programs, or faculty participation in the development of instructional materials wouldincrease teacher introspection. Despite identifying these seminars and portfolio programs as usefulvenues for professional growth, however, only 36.5% of faculty attend a teaching workshop, and19.7% write educational materials/curricula annually. None of the professor, department chair, ordean’s responses were categorized into the “shared vision” category [10].This lack

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

students (N=22) in 2020.The average score on technical questionsin 2020 improved 2.5 times between thepre- and post-module (p-value=0.006x10-3 ). Likewise, a statistically significantimprovement was measured in most of theEM skills in both the years. The resultsfrom Likert-scale questions (Table 1) fromthe pre- and post-surveys are shown in Fig.3. In 2019, even though students liked themodule, survey participation was low. Thiscould be attributed to lack of communication regarding the importance of the survey to thestudents. In 2020, students were informed of the importance of the survey, how it would helpthem to reflect on their skillset improvement and how dissemination of the results would help theeducational community. Considering the low

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

mentor-student interaction time.This is due to each student pair having a graduate student mentor for three of the six weeks, whichis reflected in the greater number of personnel involved in the six-week program (Figure 3D). Thebreakdowns in Figure 3 showcase the overall cost reduction of the three-week program incomparison to the six- and ten-week programs.Assessment of ProgramWhile the cost assessment determined the 3-week program optimized overall program costs,student learning outcome results were needed to compare the effectiveness of each program tojudge whether cost cutting measures were detrimental to the overall objectives. To determinewhether students learned the concepts taught throughout each iteration, pre- and post-surveys(included

Conference Session

Active Learning in BME, Session I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Bailey, Rochester Institute of Technology (COE)

Tagged Divisions

Biomedical Engineering

participation information. Year Year 1: 2015 Year 2: 2016 Year 3: 2017 Enrollment per section and total 19+19+9 = 47 19+18+14 = 51 14+26+9 = 49 Number of responses to the SALG 27 11 7 survey Number of responses to the end of 35 22 30 semester evaluationThe Quantitative Physiological Signal Analysis Lab is a required one credit, three hour per weeklab in the junior year. The first half of the semester reflected traditional style labs focused onfoundational concepts of the nervous system such as diffusion, simulations

Conference Session

Clinical Learning Experiences in BME

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anthony E. Felder, University of Illinois, Chicago; Miiri Kotche, University of Illinois, Chicago; Susan Stirling, University of Illinois at Chicago; Kimberlee M Wilkens, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

process by not only identifying needs, but also reflecting on them in thecontext of exploring appropriate solutions.Methods:Program Structure: The CIP is a six week long immersion experience designed to familiarize students withneeds identification as part of the engineering design process. Since 2016, students are placedinto interdisciplinary teams comprised of two BioE (rising seniors) and two IMED (rising secondyear) students. Each week, student teams participate in a Monday workshop (six hours) andspend Tuesday-Friday in clinical immersion (35 hours). This program year, teams spent all sixprogram weeks in a single clinical environment and supplemented their experience with needsidentification by including initial concept exploration

Conference Session

BME Laboratories and Projects

Collection

2019 ASEE Annual Conference & Exposition

Authors

Charles Carlson, Kansas State University; Dong Xu Ren, Kansas State Univerisity; Steve Warren, Kansas State University

Tagged Divisions

Biomedical Engineering

are those of theauthor(s) and do not necessarily reflect the views of the NSF. The authorsacknowledge the students that participated in this effort and their work in termsof example images and data they provided for this paper. This material was included with thewritten permission of the students. Table I. Comparison of Fall 2017 and Fall 2018 student self-perceptions of learning as related to learning objectives (mean values are shown). Differential results are shown as mean (stdev). 2017 2017 2018 2018 Pre- Post- 2017 Pre- Post- 2018 Learning Objective

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

. “Design versus research in BME accreditation [ABET requirements and why research cannot substitute for design],” IEEE Engineering in Medicine and Biology Magazine, vol. 27, no. 2, pp. 80–85, Apr. 2008.[15] “BME Design Course Syllabus and Outline,” Jan. 14, 2020, https://bmedesign.engr.wisc.edu/course/syllabus/.[16] G. N. Svarovsky and D. W. Shaffer. “Design meetings and design notebooks as tools for reflection in the engineering design course,” Frontiers in Education. 36th Annual Conference, San Diego, CA, Oct. 2006, pp. M2G-7-M2G-12, doi: 10.1109/FIE.2006.322548.[17] “Google,” 2020, https://www.google.com/.[18] “Google Scholar,” 2020, https://scholar.google.com/.[19] IEEE. “IEEE Xplore Digital

Conference Session

Assessment of Student Learning and Skills

Collection

2019 ASEE Annual Conference & Exposition

Authors

Timothy E. Allen, University of Virginia

Tagged Divisions

Biomedical Engineering

analyzed the aggregated course-specific and instructor-specific metrics, and we have listed all of the free-response studentcomments from each of the semesters that mentioned team formation one way or the other (totalof 11 in both intervention and control years). Quantitative responses were based on a 5-pointLikert response (5 = strongly agree, 3 = neutral, and 1 = strongly disagree) to statements specificto the course (e.g. “I learned a great deal in this course,” “Overall, this was a worthwhile course,”etc.) and specific to the instructor (e.g. “Instructor was well-prepared for class,” “Overall thisinstructor was an effective teacher,” etc.). Mean responses reflect a weighted average based uponthe number of students assigning a specific

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

biomedical engineering not seen from the classroom, allowing me to become more aware of the possibilities I may want to pursue in the future.”While most students focus on the positive benefits of the course, few comment on anyapprehension or anticipated challenges. A written assignment completed before clinic rotationsincludes a student reflection on “Fears and Concerns”. Table 5 lists the most common responsesfrom the engineering students. The course syllabus and handbook include topics addressingthese issues and may have influenced the students’ responses.Table 5 - Common answers to “Fears and Concerns” Questions Common Answers • Overwhelmed by

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

studies may have lesspatience towards changes in instructional methods and may find initial attempts at incorporatingactive learning disorganized [12]. This frustration with perceived disorganization was alsoreflected in the survey comments from older students, including that of the 20-year old studentquoted above. They were more likely to find the active learning sessions, especially those whichdid not include problem-solving exercises, as “busy work” and unnecessary for their success inthe class and may reflect differences in motivational factors and preferred learning environmentsnoted by some researchers [32], [33]. The differences in gender are more puzzling and arecontrary to what has been reported in studies of active learning

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

key course-specificmetrics common to the evaluations in both the J-Term and spring versions of the course, and wehave summarized some representative student comments from each of the terms. Quantitativeresponses were based on a 5-point Likert response (5 = strongly agree, 3 = neutral, and 1 =strongly disagree) to the following statements: “I learned a great deal in this course,” and“Overall, this was a worthwhile course” (Table 3). Mean responses reflect a weighted averagebased upon the number of students assigning a specific score, and standard deviations werecalculated according to the same weights.Table 3: Summary of anonymous end-of-course feedback for each term (5-point Likert scale).Academic Percent com- Learned a great deal

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

know has a correct answer,and I think this made a big impression on the students.”These issues reflect the underlying challenges and misconceptions of the scientific method forstudents who are new to research. Because students are typically given close-ended problems intheir high school courses, where there is a specific “right” answer, it is difficult for them tounderstand that most real life applications of engineering and science are open-ended and thatmultiple solutions can produce the same result. This has been evident in prior research [15],showing that restricted lab procedures in high schools frequently result in moderate learningprocesses, as students do not spend adequate time in sense-making (i.e. making sense of orgiving meaning to