Displaying all 11 results
- Conference Session
- Biomedical Engineering Division Poster Session (Works in Progress)
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Maysam Nezafati, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology; Kelvin D'wayne Pierre II, Georgia Institute of Technology; Katherine Tsai Shook, Georgia Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Biomedical Engineering
Exposition, ConferenceProceedings. Columbus, Ohio: ASEE Conferences. doi: 10.18260/1-2--28298.Feister, M. K. et al. (2016) ‘Integrating ethical considerations in design’, ASEE Annual Conference andExposition, Conference Proceedings. New Orleans, Louisiana: ASEE Conferences. doi: 10.18260/p.25804.Gunnarsson, C., Birch, C. and Hendricks, D. G. (2019) ‘Work in progress: Curriculum on diversity andethics: Impact in an introductory bioengineering course’, ASEE Annual Conference and Exposition,Conference Proceedings. Tampa, Florida: ASEE Conferences. doi: 10.18260/1-2--32340.Hutchison, K. (2019) ‘Gender Bias in Medical Implant Design and Use: A Type of Moral AggregationProblem?’, Hypatia, 34(3), pp. 570–591. doi: 10.1111/hypa.12483.Lord, S. M. and Chen, J
- Conference Session
- Introduction to the Field of Biomedical Engineering - June 25th
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Rachel C. Childers, University of Oklahoma; Handan Acar, University of Oklahoma
- Tagged Topics
- Diversity
- Tagged Divisions
- Biomedical Engineering
Retention as Part of the Freshman Experience,” Acad. Educ. Leadersh. J., vol. 20, no. 1, 2016.[10] A. Ortiz-Rosario, A. Shermadou, D. A. Delaine, and T. M. Nocera, “To what extent does gender and ethnicity impact engineering students’ career outcomes? An exploratory analysis comparing biomedical to three other undergraduate engineering majors,” ASEE Annu. Conf. Expo. Conf. Proc., 2019.[11] G. D. Baura, “Educating for Industry: A Call to Action for Bio- Biomedical Engineering Professors and Students [Point of View],” IEEE Pulse, vol. 6, no. 2, pp. 5–9, Mar. 2015.[12] E. Seymour, A.-B. Hunter, and T. J. Weston, “Why We Are Still Talking About Leaving,” in Talking about Leaving Revisited, Cham: Springer
- Conference Session
- Biomedical Engineering Division Poster Session (Works in Progress)
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Benjamin Hawkins, California Polytechnic State University, San Luis Obispo
- Tagged Topics
- Diversity
- Tagged Divisions
- Biomedical Engineering
components toprogramming coursework [2]. This study is limited by participation bias and a limited ability tocompare student responses to performance in the course. Improvement in the latter would enablevaluable, quantitative assessment of the effectiveness of this teaching strategy in both virtual andF2F modalities. This will be addressed in future work by collecting student demographicinformation and paired course academic data as part of the analysis.References[1] B. G. Hawkins and J. Eason, "Laboratory Course Development for Biomedical Signals and Systems," in ASEE Pacific Southwest Section Meeting, Los Angeles, 2019.[2] A. Alammary, "Blended learning models for introductory programming courses: A systematic review," PLoS ONE, vol. 14, no
- 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
typically cover several disciplines across a fewweeks or only devote one single day to cover each engineering branch [8, 9, 10]. Furthermore,BME specific programs typically encompass the entire multidisciplinary field, which requiresimplementation of a wide variety of projects [11, 12].To provide a low-cost and scalable approach to introduce BME applications to high schoolstudents, the authors developed a BME high school summer program that was piloted in thesummer of 2019. Aimed at introducing students to the BME field, the program focused onintroducing neuroscience and neuroengineering principles using low-cost and open sourcematerials.Objective:To determine the efficacy of this approach, the following research questions were posed:1) Is it
- Conference Session
- Supporting Biomedical Engineering Students in Holistic Development
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Dianne Grayce Hendricks, University of Washington; Yuliana Flores, Human Centered Design & Engineering, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Biomedical Engineering
people to talk about.” 2019 “I was able to think about social justice issues that I hadn’t thought about or wasn’t even aware about before. I gained insight into the issues that certain marginalized groups face, and I was even able to reflect on my own actions and the consequences of my own biases.” 2019 “Amazing class and I’m so glad I took it. I think everyone in STEM should have to take it, I feel like I am a more conscious citizen and that I am more interested in using my STEM degree in the future to help people and make change.” 2019 “[This class] made me reconsider my biases and actively think through how my work as an engineer affects people who don’t live where I do, don’t live life like I do, and don’t have the same socioethnic [sic
Work in Progress: Promoting Equitable Team Dynamics in an Introductory Biomedical Engineering Course
- Conference Session
- Biomedical Engineering Postcard Session (Best of Works in Progress)
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jennifer H. Choi, University of California, Davis
- Tagged Topics
- Diversity
- Tagged Divisions
- Biomedical Engineering
articulated.Peer Evaluation: Two times during the quarter (week 4 and 9), students evaluated theirteammates using the CATME peer evaluation tool. In this online peer evaluation tool, studentsrated their peers (1 to 5) in each of the following areas: Contributing to team, Interactions withteam, Keeping team on track, Expecting quality, and Having knowledge, skills and assets.Quantitative individual team member scores from the second peer evaluation were compared toaggregated scores from the four previous course offerings (2016-2019).Figure 1. Timeline of asset-based activities within context of quarter long team-based designproject. Weekly class sessions in which activities were completed were 3-hour TA-led virtualdiscussion sections. *CATME Peer
- 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
undergraduate engineering population be enhanced through curricular change?” J. Women Minor. Sci. Eng., vol. 10, no. 3, 2004.[7] B. L. Yoder, “Engineering by the Numbers,” ASEE, 2017.[8] “Degree Attainment,” Research and Trends for Women in STEM, 17-Aug-2016. [Online]. Available: https://research.swe.org/2016/08/degree-attainment/. [Accessed: 18-Mar-2019].[9] “Report - S&E Indicators 2018 | NSF - National Science Foundation.” [Online]. Available: https://www.nsf.gov/statistics/2018/nsb20181/report/sections/higher-education-in-science-and- engineering/undergraduate-education-enrollment-and-degrees-in-the-united-states. [Accessed: 18-Mar- 2019].[10] N. R. Center, “Science & Engineering Degree Attainment - 2017,” National
- 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
,” presented at the 2017 ASEE Annual Conference & Exposition, Jun. 2017, Accessed: Mar. 21, 2019. [Online]. Available: https://peer.asee.org/a-skills-focused- approach-to-teaching-design-fundamentals-to-large-numbers-of-students-and-its-effect-on-engineering-design- self-efficacy.[8] T. P. Carpenter et al., “Survey-software implicit association tests: A methodological and empirical analysis,” Behav. Res. Methods, vol. 51, no. 5, pp. 2194–2208, Oct. 2019, doi: 10.3758/s13428-019-01293-3.[9] A. G. Greenwald, B. A. Nosek, and M. R. Banaji, “Understanding and using the implicit association test: I. An improved scoring algorithm,” J. Pers. Soc. Psychol., vol. 85, no. 2, pp. 197–216, Aug. 2003.[10] B. A. Nosek, M. R. Banaji, and A. G
- Conference Session
- Biomedical Engineers and Professional Development - June 23rd
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Emmett Jacob Springer; Aileen Huang-Saad, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Biomedical Engineering
, Jr. Teaching Award, the UM ASEE Outstanding Professor Award and the Teaching with Sakai Innovation Award. Prior to joining the University of Michigan faculty, she worked in the private sector gaining experience in biotech, defense, and medical device testing at large companies and start-ups. Aileen’s current research areas include en- trepreneurship engineering education, impact and engaged learning. Aileen has a Bachelor’s of Science in Engineering from the University of Pennsylvania, a Doctorate of Philosophy from The Johns Hop- kins University School of Medicine, and a Masters of Business Administration from the University of Michigan Ross School of Business. Aileen is also a member of Phi Kappa Phi and Beta
- 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
of COVID. It was difficult to interact with students or to gain spontaneous remoteresponses to ethical dilemmas.I.4. An Old Dog Learns New TricksIn the last five years and after 35 years of university teaching, the instructor was finally able topartake in three different seminars/ workshops on teaching effectiveness. These greatly helped innavigating COVID changes. 1. 2016 ASEE workshop Consortium to Promote Reflection in Engineering Education;8-9 2. A 2-day fall 2019 Quality Matters (QM) workshop offered by this paper’s coauthors. 3. A university Summer 2020 course Reframing Instruction for Success for Everyone.7I.4.A. The instructor attended the Consortium to Promote Reflection in Engineering Education(CPREE) workshop at the 2016
- 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