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

., “Undergraduate Laboratory Experiment Modules for Probing Gold Nanoparticle Interfacial Phenomena,” J. Chem. Educ., vol. 92, no. 11, pp. 1924– 1927, Nov. 2015.[3] I. E. Pavel et al., “Estimating the Analytical and Surface Enhancement Factors in Surface- Enhanced Raman Scattering (SERS): A Novel Physical Chemistry and Nanotechnology Laboratory Experiment,” J. Chem. Educ., vol. 89, no. 2, pp. 286–290, Jan. 2012.[4] K. M. Metz, S. E. Sanders, A. K. Miller, and K. R. French, “Uptake and Impact of Silver Nanoparticles on Brassica rapa : An Environmental Nanoscience Laboratory Sequence for a Nonmajors Course,” J. Chem. Educ., vol. 91, no. 2, pp. 264–268, Feb. 2014.[5] G. C. Weaver and K. Norrod, “Surface Enhanced Raman

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

, c, d, a, c, d, b, d 15References[1] H.R. Goldberg and C.D. Hanlon, “The Knowledge Paradox: The more I know, the less I canclearly explain,” Medical Education 53:13-14, 2019.[2] M. Prince, “Does Active Learning Work?” Journal of Engineering Education, Vol 93, Issue3, pp 223-231, July 2004.[3] S. Freeman, S.L. Eddy, M. McDonough, M.K. Smith, N. Okoroafor, H. Jordt, and M.P.Wenderoth, “Active learning increases student performance in science, engineering, andmathematics.” Proceedings of the National Academy of Sciences, 111(23), 8410–8415, 2014.http://www.pnas.org/content/111/23/8410[4] S.J. Dickerson, R.M. Clark, and A. Jain, (2017) No

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

processes within informal learning. He has obtained a Ph.D. in electrical engineering from Drexel University, in Philadelphia, USA and served as a Postdoctoral Fulbright Scholar at the Escola Polit´ecnica da Universidade de S˜ao Paulo. Dr. Delaine is a co-founder and past president of the Student Platform for Engineering Education Development (SPEED) and has served two terms as an executive member of the International Federation of Engineering Education Societies (IFEES) as a Vice President for Diversity & Inclusion. He is investigating university-community engagement as empow- erment settings and working to further the research agenda of the global community of practice within Diversity and Inclusion in Engineering

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

video lessons augments the students’ intrinsic motivation to learn the course content inadvance of the in-class learning activities.References[1] G. S. Mason, T. Rutar Shuman and K. E. Cook, "Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course" IEEE Transactions on Education, vol. 56, no. 4, pp. 430-435, 2013.[2] C. J. Prust, R. W. Kelnfoer and O. G. Petersen, "The Flipped Classroom: It’s (Still) All About Engagement" in Paper # 14202, 122nd ASEE Annual Conference and Exposition, Seattle, Washington, 2015.[3] L. Abeysekera and P. Dawson, "Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research" Higher Education

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brian P. Helmke, University of Virginia

Tagged Divisions

Biomedical Engineering

-student connections in STEM disciplines: A literature review,” J. STEM Educ. Innov. Res., vol. 14, pp. 22-26, 2013.9. C. F. Brooks and S. L. Young, “Are choice-making opportunities needed in the classroom? Using self-determination theory to consider student motivation and learner empowerment,” Intl J. Teaching Learning Higher Educ., vol. 23, vol. 48-59, 2011.10. L. D. Fink, Creating Significant Learning Experiences, Revised and Updated. San Francisco: Wiley, 2013.

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

: traditional vs. blended approaches,” Eur. J. Eng. Educ., vol. 36, no. 5, pp. 473–483, Oct. 2011, doi: 10.1080/03043797.2011.619647.[8] S. Kimmel, “Grading Rubric for Programming Problems,” ShelbyKimmel.com. [Online]. Available: http://shelbykimmel.com/Documents/Teaching/Templates/ProgramGrading.pdf.IX. Supplemental Materialsa. Module completion statistics and survey response rateb. Blended course module contents Module 1: Pseudocode Review resources Codecademy: What is Pseudocode And How Do You Use It? (VIDEO) Cornell University CS341: Pseudocode University of North Florida COP2221: Pseudocode Examples Practice problem Write pseudocode for a program that reads in

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

from Fink’s Taxonomy. Additionally, final exams previously assigned in eachof these courses were also mapped to the relevant objectives from Fink’s Taxonomy (Table 1).Students were given approximately 6 weeks to complete this project; students were expected towork on their final project concurrently with normal weekly labs and class assignments. Thefinal projects were then coded for specific skills and knowledge.Table 1: Deliverables required for final project mapped to the relevant Fink’s Taxonomyobjectives and coded for whether explicitly or implicitly assessedStudent FeedbackIn the final week of the course, students submitted anonymous course evaluations for each classand the professor(s) associated with them. They evaluated the courses on

Conference Session

Active Learning in BME, Session I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Judy L. Cezeaux, Western New England University; Thomas K. Keyser, Western New England University

Tagged Divisions

Biomedical Engineering

: its current use, effectiveness, and barriers,” Adv. Physiol. Edu., vol. 38, pp. 246–252, 2014. [Online]. Available: http://www.physiology.org/ doi/10.1152/advan.00014.2014[15] S. Huang and N. Fang, “Regression models for predicting student academic performance in an engineering dynamics course,” in Proceedings of the 117th ASEE Annual Conference & Exposition, Louisville, KY, June 20 - 23, 2010. [Online]. Available: https://peer.asee.org/15759AppendixSurvey of Student Attitudes toward the Active Learning ExperiencesDid the in-class discussions contribute to your learning of the material? A lot Significantly Somewhat A little Not at allDid the in-class discussions encourage you to

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

of programming may each be most relevant for different types of careers,but BME programs generally do not know what careers their students will have, and with acrowded curriculum, choices have to be made about what type of computing course(s) to require.In some cases this decision is made for all programs by the engineering school, but more than60% of universities give BME the responsibility of deciding on fundamental programmingcourses, and additional applications courses are at the discretion of the department. The data may be useful in several ways. They show a diversity of approaches, withMATLAB, CAD, and modeling being the most prevalent courses. In general, they allow aprogram to judge whether it is in the mainstream of BME

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

4, 2019].7. Pociask, S., Gross, D., and Shih, M.-Y., “Does team formation impact student performance, effort and attitudes in a college course employing collaborative learning?” Journal of the Scholarship of Teaching and Learning, 17(3):19-33. doi: 10.14434/josotl.v17i3.21158, 2017.8. Allen, T.E. and Blackman, B.R. “Integrative Design and Experimental Analysis: A yearlong laboratory course in Biomedical Engineering.” Paper presented at 2007 ASEE Annual Conference & Exposition, Honolulu, HI. https://peer.asee.org/2477, 2007.9. Comer, D.R., “A model of social loafing in real work groups,” Human Relations, 48(6):647- 667, 1995.10. Strong, J.T. and Anderson, R.E., “Free-riding in group projects: Control mechanisms and

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

Going to Do With My Life? Personal and Collective Identities asMotivators of Action,” Educational Psychologist, 44(2), pp. 78-89, 2009.[6] B. Ahn, M. F. Cox, J. London, O. Cekic, and J. Zhu, “Creating an Instrument to Measure Leadership, Change,and Synthesis in Engineering Undergraduates,” Journal of Engineering Education, vol. 103, no. 1, pp. 115–136,January 2014[7] P. G. Yock, S. Zenios, J. Makower, T. J. Brinton, U. N. Kumar, F. T. J. Watkins, L. Denend, T. M. Krummel, C.Q. Kurihara, BioDesign The Process of Innovating Medical Technologies, 2nd Ed. Cambridge University Press,2018.Appendix AClinical Peer Mentor Program (CPM) Interview Codes Leadership Design Skills Clinical Knowledge Other Skills

Conference Session

Clinical Learning Experiences in BME

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hannah Lynn Cash, Clemson University; John D. DesJardins, Clemson University; Breanne Przestrzelski, University of San Diego

Tagged Divisions

Biomedical Engineering

Conference Session

Educational Interventions and Pedagogy in Biomedical Engineering - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily Dosmar, Rose-Hulman Institute of Technology; Patrick Ferro P.E., Gonzaga University

Tagged Divisions

Biomedical Engineering

the material(s) as ductile or brittle. Explain your rationale.  Identify and discuss three potential sources of error in this experiment. Your discussion should include a method of minimizing the impact of these sources of error on the results.Appendix CAssignment: read the lab report that your team was assigned, and then provide feedback asfollows: 1. write an internal document in the format that could be submitted at work that includes the lab experimental procedure used in the report; the internal document must also include your judgment and recommendations. 2. complete the feedback table that will be given to the authors of the report; be professional

Conference Session

Design in the BME curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eileen Haase PhD, Johns Hopkins University

Tagged Divisions

Biomedical Engineering