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

and in experiential learning for undergraduates in science and engineering. c American Society for Engineering Education, 2019 Specifications Grading in an Upper-Level BME Elective CourseRecent trends in BME education emphasize aspects of the engineering profession such as designprocess, entrepreneurial mindset, and active problem-solving. However, the grading strategy inmost traditional BME courses revolves around assigning points to student work based onapparent quality or degree of completion. Awarding “partial credit” is time-consuming and oftenis not closely mapped to learning objectives [1]. As a result, students often focus on how manypoints they earned relative to their perceived level of effort

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

Acquisition, and Influence on Career PathIntroductionBiomedical engineering (BME) students aspiring to careers in healthcare and medical productdevelopment are better prepared when they possess a solid understanding of the clinical setting.However, industry-bound BME students have few opportunities to acquire an understanding ofhow clinical units operate or the challenges within that environment, nor meaningful interactionswith health care providers in the space. Without this realism, BME students are unable toaccurately define user needs in medical device development, something the FDA is increasinglyemphasizing to improve safety and efficacy [1]. On the other hand, BME students interested inmedicine rarely receive shadowing experiences at the

Conference Session

Innovative Course Structures and Learning Environments

Collection

2019 ASEE Annual Conference & Exposition

Authors

Christa M. Wille, University of Wisconsin, Madison; Naomi C. Chesler, University of Wisconsin, Madison

Tagged Divisions

Biomedical Engineering

1,2 Christa M. Wille, PT, DPT 1 Naomi Chesler, PhD Departments of Biomedical Engineering and 2Orthopedics and Rehabilitation 1 University of Wisconsin-Madison, Madison, WI, USACorresponding Author:Christa Wille, PT, DPTDepartment of Biomedical EngineeringUniversity of Wisconsin-Madison2135 Engineering Centers Building1550 Engineering DriveMadison, WI 53706cmwille@wisc.eduAbstractApplications and outcomes of a flipped classroom in an engineering setting continue to be limited despiterecognized advantages including positive gains in problem-solving skills

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

engineering majorsIntroductionUnderstanding and addressing the diversity gap in engineering is of critical importance to the current and rapidlygrowing U.S. workforce needs [1]–[3]. This is particularly true within Biomedical Engineering (BME), a fieldthat is amid a 10-year estimated 23% employment growth (2014-2024) [4]. Gender and ethnic diversity inparticular have been studied to develop interventions aimed to support, graduate, and retain a larger and morediverse population into the engineering workforce [1]. Despite these efforts, diversity in both the biomedical andthe general engineering workforce as a whole has remained low [2]. This paper aims to further the knowledge ofthe diversity gap by exploring the relationship between diversity and

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

StudentsIntroductionDuring the past two decades, active learning techniques have received a growing attention ineducational research. Particularly in science, technology, engineering, and mathematics (STEM)fields, traditional lecturing has indicated a 55% increase in failure rates of undergraduate students,compared to active learning methods [1]. Furthermore, active learning has proven to significantlyenhance students’ examination performance and educational achievements compared to passivelearning [1, 2]. In Biomedical Engineering (BME), active learning can be incorporated throughvarious techniques such as problem- and project-based learning [3]. Such approaches lead studentsto a deeper and more efficient retention of new concepts. Moreover, these methods

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

distributed medical monitoring technologies and learning tools that support biomedical contexts. His research focuses on (1) plug-and-play, point-of-care medical monitoring systems that utilize interoperability standards, (2) wearable sensors and signal processing techniques for the determination of human and animal physiological status, and (3) educational tools and techniques that maximize learning and student interest. Dr. Warren is a member of the American Society for Engineering Education and the Institute of Electrical and Electronics Engineers. c American Society for Engineering Education, 2020A Survey of Biomedical Design Projects to Inform Skill Development in a New Undergraduate

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Biomedical Engineering

to second and third year students’ attitudes and ability to demonstratebiomedical engineering design skills. The value added to this approach is for second and thirdyear students to gain experience with the design process and early exposure to prototyping skills.Secondary benefits may also be extended to the capstone students in the ability to practiceprofessional skills which are generally considered lacking in many project based learning courses[1]. This includes leadership, communication, and project (both human and task) management.Project Approach Vertical integration with peer education is a curriculum-wide effort in the design coursesfor second, third, and fourth year students. The study takes place via a three week

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carolina Vivas-Valencia, Purdue University, West Lafayette; Nan Kong, Purdue University, West Lafayette; Eunhye Kim, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Lindsey B. Payne, Purdue University, West Lafayette

Tagged Divisions

Biomedical Engineering

DePauw University and M.S. and Ph.D. degrees in Ecological Sciences and Engineering from Purdue University. She has also worked professionally in the non-profit and secondary education sectors, and currently serves on multiple community-based environmental boards. c American Society for Engineering Education, 2020 1 Instrument development for assessing user-centered innovation potential among biomedical engineers: A preliminary study AbstractWith increasing challenges to health care in the foreseeable future, novel technology solutionsare

Conference Session

Educational Interventions and Pedagogy in Biomedical Engineering - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Pearson, North Dakota State University; Lauren Singelmann, North Dakota State University; Ryan Striker P.E., North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Ellen M. Swartz, North Dakota State University

Tagged Divisions

Biomedical Engineering

, alongside the technical skills necessary to thrive within the currentglobal workplace [1]. Developing and instructing engineering students to be experienced in theabove-mentioned qualities and also thrive within the biomedical field is a daunting task requiringa creative solution. One successful solution is business integrated teaching and learningtechniques where engineering students team with medical professionals to experienceshortcomings faced by doctors, nurses, and healthcare providers [2]. However, this modelrequires engineering students to have access to hospitals or clinics with willing practitioners toact as mentors, and not all Higher Education Institutions (HEI) offering degrees in biomedicalengineering have this type 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

without the knowledge, skills, and confidence required forengineering design success. With these shortcomings in mind, we integrated design experiencesacross our BME curriculum and evaluated student design performance throughout.Methods: Four engineering design project assignments were developed and integrated intosophomore- and junior-level BME laboratory courses, establishing a continuous design thread inthe curriculum. Through the sequence of projects, student teams worked to design (1) fracturefixation plates, (2) electromyogram-controlled motor systems, (3) compact spectrophotometers,and (4) drug dosing devices. We also developed a common instructional Design Module andused it in each course to build student understanding of the BME design

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

, dynamics, and function of the heart at multiple length-scales. c American Society for Engineering Education, 2020 CardioStart: Development and Implementation of a Tissue Engineering Summer High School ProgramIntroductionCurrently, the United States faces a shortage of STEM graduates while the amount of STEMoccupations are expected to grow [1, 2]. One such occupation is biomedical engineering with thenumber of jobs expected to increase by 23% over the next ten years—with a notable fraction ofthese jobs in tissue engineering [3, 4]. To fill these roles in the future, today’s high school studentsneed more exposure to STEM [5]. Although high school programs explore the sciences

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

research interests include novel assessments of educational efficacy, the molecular basis of cell movement, and the mitigation of infectious diseases. c American Society for Engineering Education, 2020 Clinician-engineer career bias and its relationship to engineering design self-efficacy among Biomedical Engineering undergraduatesBackgroundBiomedical engineering undergraduates are often drawn to clinical practice rather than to careersin engineering – 54% according to one study in 2008 [1]. An informal survey of recent careeroutcome dashboards suggests that this remains the case, though medical schools are not calledout separately in those reports. These

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alexis Ortiz-Rosario, Ohio State University; Nathan Hyungsok Choe, Ohio State University; Amena Shermadou, Ohio State University; David A. Delaine, Ohio State University; Tanya M. Nocera, Ohio State University

Tagged Divisions

Biomedical Engineering

departments provide a diverse and broadcurriculum for students. Students may take courses based on their faculty’s research interests, and eachinstitution provides different courses based on their department’s focus. Stakeholders require additionalresources and efforts to look carefully for BME graduates’ engineering competencies compared to othertraditional engineering majors, including civil, chemical, electrical, and mechanical engineering. However,there is little empirical research that provides a broad understanding of graduates’ interests in industry andengineering job opportunities.RQ 1: How are the industry work opportunities different between different engineering majors at a largeMidwest institution?RQ 2: How do job fair participants and

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael A. Phelan, Temple University; Aratrik Guha; Brandon K. Harrison, Temple University; George Moukarzel, Temple University; Abigail A. Tetteh; Yah-el Har-El, Temple University; Ruth Ochia P.E., Temple University

Tagged Divisions

Biomedical Engineering

process moves through ‘empathize,define, ideate, prototype, and test’1 and the biodesign process described by Yock, et al.2Our college has been introducing DT concepts in our first year Introduction to Engineeringcourse (ENGR 1101) and our senior design (SD) series (ENGR 4169 and 4269) since 2014.These courses are required for every engineering student in our college. As a bioengineeringdepartment, we have also included design thinking within our required, introductorybioengineering course since 2014, as well as, two newly developed elective Biodesign coursesstarted in 2018. Our goal is to determine if our intervention has made an impact on the designthinking mindset of engineering students as reflected in their culminating design experience

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lauren Nicole Heckelman, Duke University; Elizabeth Kathleen Bucholz, Duke University

Tagged Divisions

Biomedical Engineering

solution card were available for each room; however, each hint added a time penalty (inminutes) equal to the total number of hints/solution cards used to the elapsed time. Additionally,a 30-second time penalty was assessed for each incorrect answer. Students were provided with aformula sheet, and were encouraged to use a calculator, blank paper, and writing utensils.The class consisted of 17 teams of 3-4 students. All teams successfully escaped all 6 rooms in anaverage (h:mm:ss) of 0:43:50 [range: 0:14:30-1:07:28]. Very few groups used hints, as moststudents did not want to be assessed a time penalty. None of the teams used a solution card toautomatically bypass a room without solving the puzzle.Our MATLAB-based escape room challenged students to

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hirohito Kobayashi, University of Wisconsin, Platteville

Tagged Divisions

Biomedical Engineering

Paper ID #29595Development of a Video Analysis Software for Biomechanics EducationDr. Hirohito Kobayashi, University of Wisconsin, Platteville University of Wisconsin-Madison Ph.D. University of Wisconsin-Madison, M.S. Waseda University, Tokyo, JAPAN, B.S. c American Society for Engineering Education, 2020Work-In-Progress: Development of a Video Analysis Software for BiomechanicsEducation1 Introduction In the undergraduate senior-level biomechanics course, students should learn both 1) tissuemechanics through stress-strain analysis that requires a tissue mechanical testing or a simulationbased on Finite Element

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

sequence for the BIOE Department at the University of Washington. Taylor currently pursues continuous improvement activities through her role as the Un- dergraduate Program Coordinator, with the goal of optimizing bioengineering curriculum design, student learning outcomes, and the overall program experience for students. c American Society for Engineering Education, 2018 Enhancing Student Leadership Competencies Through ReflectionIntroductionThis paper describes the use of pedagogical approaches using reflection to enhance leadershipcompetencies in two bioengineering courses at the University of Washington, building on ourprevious work [1]. Our aim is to 1) provide a set of curricular materials that

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

students prefer challenge-based instruction tolecture pedagogy. From the perspective of education policy, we believe these results support theincreased incorporation of challenge-based modules in new and evolving biomedical engineeringclasses.1. Introduction:Engineering educators have the important task of preparing their students to apply thefundamental knowledge, obtained in the academy, to solve complex and diverse problems intheir field(s). To legitimize this student-centered goal, as well as hold accredited engineeringprograms accountable facilitating students’ development of technical and non-technical skillsnecessary for engineering practice, the Accreditation Board for Engineering and Technology(ABET) has maintained engineering student

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

Engineering Education, 2018 Exploring an inquiry-based learning with peer-teaching pedagogy in a physiological signals lab courseIntroduction and BackgroundActive learning can support meaningful engagement with science concepts and practices, whichhas been known to improve students’ affect toward science [1]. Professors recognize theopportunity for students to engage in such active learning during laboratory courses and haveemployed successful methods of doing so that foster meaningful engagement [2,3,4]. Onemethod of active learning and enhancing student engagement is using inquiry-based learning in alaboratory environment. This method also helps to develop creativity and critical thinking skills[8,9] which are

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

, wequalitatively analyzed student responses to better understand their motivations for taking thecourse and their conceptions of learning. We present results on BME students’ self-raisedmotivations for engaging in educational design and how students conceive learning from theanalytical lens of current learning theories.Introduction As the cost of higher education continues to increase, post-secondary institutions areunder pressure to assess student learning and identify best practices to create meaningfuleducational experiences for their students. Currently, engineering education research supports atransition towards active learning pedagogies in the classroom [1]. These approaches are meantto better engage students in their own learning experience

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

’ ability to troubleshoot electronic circuits (Figure 1). Change in Exam Grades (%) 160 140 * 120 100 80 135.9% 60 116.6% 40 20 0 Control Experimental

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

that contribute to a gap between BME andother majors, as graduates pursue the industry workforce.History of Biomedical EngineeringThe Biomedical Engineering Society (BMES) defines biomedical engineering (BME) as “thebridge between medical and engineering disciplines that provides an overall enhancement ofhealthcare,” [1]. BME first emerged as a training program in the 1950s, considerably more recentthan other engineering disciplines [2-4]. Its rise was initially driven by the National Institutes ofHealth (NIH) via the awarding of grants to universities to develop BME doctoral programs [2].Throughout the 1960s and 1970s, a handful of universities began offering BME degrees, but thelate 1990s saw the largest surge in new programs, especially at

Conference Session

Clinical Learning Experiences in BME

Collection

2018 ASEE Annual Conference & Exposition

Authors

Won Joo, Robert Morris University

Tagged Divisions

Biomedical Engineering

many differentbiomedical engineering areas including, but not limited to, orthopedic implants, prosthetics,biomaterials, instrumentation, software, etc. based on their interest and experiences. Once theteams and topics were chosen, teams were asked to address the main engineering designchallenges to meet those specific medical needs. The topics for the team projects in classincluded: ● Topography optimization for 3D printed cast for upper extremity (Figure 1) ● Cost-effective and environment- friendly motorbike helmet (Figure 2) ● Cost-effective insulin pump ● Bone plate system for various fracture type (Figure 3) ● Program for motor control using muscle signal from upper arm.All groups

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

criticism, and to collaborate."[1]It is not unusual for design and analysis activities to be separated in an engineering curriculum.Communication of the design is often given secondary status rather than being seen as importantduring the design process itself. Social and environmental factors are often only considered afterthe design is finalized and changes become difficult to implement and expensive. The facultymembers wanted to create a more integrative approach to design that considers broadperspectives at the beginning and throughout the design process.Biomedical engineering students are particularly well-suited for the studio approach because ofthe integrative nature of biomedical engineering. Students have at least considered that

Conference Session

Design in the BME curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hannah Yssels; Marina Crowder; Ozcan Gulacar, University of California, Davis; Jennifer H. Choi, University of California, Davis

Tagged Divisions

Biomedical Engineering

the community through increased K-12 STEM awareness and education. Prior to joining UC Davis, Jennifer taught in the BME Department at Rutgers University, and was a postdoctoral fellow at Advanced Technologies and Regenerative Medicine, LLC. She received her doctoral degree in Biomedical Engineering from Tufts University, M.S. degree from Syracuse Univer- sity, and B.S. degree from Cornell University. c American Society for Engineering Education, 2018 An in-depth analysis of open-ended biomedical engineering design problems and the role of metacognition in their solutionsIntroductionThe need to build problem solving skills in STEM undergraduates has been widely reported [1].In

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jean-michel I. Maarek, University of Southern California

Tagged Divisions

Biomedical Engineering

classroom approach has increased in popularity for engineering and sciencecourses [1] [2] in part because the traditional lecture approach is perceived to be ineffective forteaching essential problem-solving skills [3]. Time spent in the classroom is thought to bebetter used when the instructor supports students working in groups on problem-solving andother active learning activities. While many variants of the flipped classroom approach havebeen described, the essential pedagogical aspects include 1) offloading the transmission ofinformation out of the classroom for consumption before class time; 2) use of class time foractive group learning; 3) pre- and post- class activities for students to further practice with theskills practiced in the

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

University of Athens, Greece. In 2017 she was inducted into the National Inventors Hall of Fame. c American Society for Engineering Education, 2018(Work in Progress) 3D Undergraduate Experience: An innovativestructure to foster the co-curricular activities in engineeringThe era of producing graduates that perform reliably from a one-size-fits-all flowchart calledcurriculum is over. The sharp increase in co-curricular activities has been calling for a newframework. The 3D framework we developed has the capacity to create the eco-culturenecessary for educational innovation. The book “A Whole New Engineer: The comingRevolution in Engineering Education [1]” inspired us to create this cultural transformation.In the final

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

, and marketing challenges [1].Early consideration of these factors informs critical decisions in the biomedical engineering(BME) design process that minimize product and business risks. Information literacy trainingprovides students with strategies for discovering the wide range of resources for biomedicalengineering design. This expanded knowledge base can be leveraged to generate more fullyrealized solutions that may improve commercialization success and decrease time to market,ensuring the medical innovations more quickly reach patients and healthcare providers.This poster and extended abstract present the preliminary results of a second cohort of BMEstudents who are matriculating through an expanded information literacy program. This

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

) or somewhat (28/91responses) that demonstrations and hands-on modules help them learn, a notion that is supportedby extensive active learning literature. Specifically, active learning techniques (collaborative,cooperative, problem-based learning), when properly implemented, have been shown to improvelearning compared to traditional lecture [1]. A meta-analysis of 225 studies investigating activelearning in undergraduate STEM courses reported that student performance increased by 0.47SDs with active learning and the odds ratio for failing the course was 1.95 under traditionallecturing [2]. Importantly, these results held true across STEM disciplines and class sizes [2],supporting that the methods can be expanded to benefit students studying a

Conference Session

Hands-On Skills in BME

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Kathleen Bucholz, Duke University; Matthew Brown, Duke University Pratt School of Engineering, department of Biomedical Engineering

Tagged Divisions

Biomedical Engineering

: Modern Diagnostic Imaging Systems. Taught for (junior and/or senior) students,this course has an enrollment of 70-80 students each year. The learning objectives of thelaboratory modules were to 1) give students a sense of how the equipment works in a real lifesetting; 2) incorporate elements of creativity and design; 3) improve student performance; 4)increase student interest in the subject material; and 5) give the students the opportunity to learntangible skills that are applicable in the industry.Throughout the course of the semester, the students experienced a combination of designchallenges, lab experiences, and clinical experiences based on the section of the course they werecompleting. The course had 6 sections, 5 of which had