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

sciencesare taught alongside clinical sciences [4]. This approach has been shown to improve both studentknowledge and clinical skills [5, 6]. In an undergraduate engineering curriculum verticalintegration has previously been used to improve student engagement through concurrent teachingand utilization of the concepts. More specifically, in an engineering design course a combinationof professional, ethical, technical, or communication skills are both taught and used [7, 8]. Vertical integration can give students exposure to design skills prior to a fourth yearcapstone project; yet, it does not inherently provide a context for the experience. Industry,service learning, or academic research could all fill this criterion. Industry or service

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabrina Jedlicka, Lehigh University; Eugene Thomas Pashuck, Lehigh University; Susan F. Perry, Lehigh University

Tagged Divisions

Biomedical Engineering

into their courses. Additionally, these extended student outcomes have been mappedto ABET outcomes. To date, project-based learning (PBL) activities have been implemented orare planned in most of the second and third year Bioengineering integrated core classes, as well asseveral of the track-specific courses and upper level elective courses. As we move forward,establishing an effective assessment mechanism to measure student outcomes will be a keycomponent of our continuous curriculum improvement plan.Introduction:The concept of “Vertically Integrated Projects” and “Connected Curriculum” in university settingsis not new. The concepts were originally conceived at Georgia Institute of Technology and theUniversity College of London, respectively

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erika M. Pliner, University of Pittsburgh; April Dukes, University of Pittsburgh; Kurt E. Beschorner, University of Pittsburgh; Arash Mahboobin, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

developed new methods for imaging and tracking mitochondria from living zebrafish neurons. In her work for the EERC and Pitt-CIRTL, April Dukes collaborates on educational research projects and facilitates professional development (PD) on instructional and mentoring best practices for current and future STEM faculty. As an adjunct instructor in the Department of Neuroscience at the Univer- sity of Pittsburgh since 2009 and an instructor for CIRTL Network and Pitt-CIRTL local programming since 2016, April is experienced in both synchronous and asynchronous online and in-person teaching environments.Dr. Kurt E Beschorner, University of Pittsburgh Dr. Kurt Beschorner is an Associate Professor of Bioengineering at

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amber L. Doiron, University of Vermont; Jason H.T. Bates, University of Vermont; Ryan S. McGinnis, University of Vermont; Juan Jose Uriarte, University of Vermont; Niccolo M. Fiorentino, University of Vermont; Jeff Frolik, University of Vermont; Rachael A Oldinski

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Biomedical Engineering

Paper ID #29031Work in Progress: A Vertically-Integrated, Project-Focused Approach toUndergraduate Bio-medical Engineering EducationDr. Amber L Doiron, University of Vermont Amber Doiron is an Assistant Professor in the Department of Electrical and Biomedical Engineering at the University of Vermont with a research focus on nanoparticles for drug delivery and imaging. Previ- ously she was an Assistant Professor in Biomedical Engineering at Binghamton University. She received her B.S. in Chemistry from Colorado State University in 2003, and she was an NSF-IGERT fellow while earning an M.S. and Ph.D. in Biomedical Engineering

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rosalyn Delia Abbott, Carnegie Mellon University; Conrad M. Zapanta, Carnegie Mellon University; Michael Cameron Melville, Carnegie Mellon University; Steven Moore, Carnegie Mellon University

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Biomedical Engineering

Paper ID #30179Work in Progress: Incorporating interactive modules related to cellculture and plasmid design into introduction to biomedical engineeringDr. Rosalyn Delia Abbott, Carnegie Mellon University Rosalyn Abbott is an Assistant Professor in Biomedical Engineering with a courtesy appointment in Ma- terials Science and Engineering. Professor Abbott received her B.S. and M.S. degrees in Biomedical Engineering from Rensselaer Polytechnic Institute and her Ph.D. degree in Bioengineering from the Uni- versity of Vermont. She was subsequently a postdoctoral fellow in the Biomedical Engineering Depart- ment at Tufts

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

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Diversity

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Biomedical Engineering

. Moreover, students mustalso be cognizant of the clinical perspective, both of the medical staff and the patient. This requiresstudents to bridge multiple disciplines with different pedagogical frameworks. In addition to thesechallenges, medical technology and knowledge is constantly and rapidly evolving, causing some contentto become obsolete before graduation. Therefore, it is imperative that BME students develop knowledgeacquisition, integrative thinking, and problem-solving skills in order to prepare for and adapt to thebreadth and pace of the field.Drawing inspiration from medical education, problem-based learning (PBL) has emerged as an effectivestrategy for mitigating these challenges in BME education [1-3]. PBL focuses on student

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sharon Miller, Indiana University Purdue University, Indianapolis; Steven Higbee, Indiana University Purdue University, Indianapolis; Joseph M. Wallace, Indiana University Purdue University, Indianapolis; John H. Schild, Indiana University Purdue University, Indianapolis; Julie Y. Ji

Tagged Divisions

Biomedical Engineering

strategy for each ethics assignment. The DEAL model involvesDescribing the experience objectively, Examining learning, and Articulating one’s own Learning[9]. The goal of integrating the DEAL model for critical reflection is to help students usereflection during the learning instead of only after learning.Ethics Reflection in an Introductory Biomechanics Course: Biomedical Engineering is amultidisciplinary field, but a focus on human health and disease is at the heart of the discipline.Connecting animal use in biomedical research to an Introductory Biomechanics course, a newlydeveloped assignment specifically prompts students to participate in cognizant recognition ofethical knowledge and to use intentional reflection to improve their ethical

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

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Biomedical Engineering

applying knowledge as students use the iterative,engineering design process when creating a product or prototype [7].Because engineering prototyping and problem solving require advanced cognition during rapidanalysis, synthesis, and evaluation of an evolving design, undergraduate BME curriculagenerally include laboratory and project components aimed at preparing students for seniorcapstone. However, students may begin capstone without the knowledge, skills, and confidencerequired for engineering design success. With these shortcomings in mind, we integrated designexperiences across our undergraduate BME curriculum and evaluated student designperformance and self-reported confidence toward design throughout. The design experiencesdeveloped

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

portability, tracking/reminding capability, safety, and easy to use.We then estimated the frequency and novelty of these key attributes appearing in each designidea and converted each of them to a 5-point scale. Finally, we calculated a composite score foruser-centered innovation potential by multiplying the scales on feasibility, desirability andnovelty.We believe this study has added value to improving our understanding of user-centeredinnovation potential in an undergraduate biomedical engineering curriculum. With furtherdevelopment and scaled-up validation, we may be able to use the instrument to provide insightsinto developing teaching interventions for stimulating user-centered innovative potentials amongbiomedical

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert A. Linsenmeier, Northwestern University

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Biomedical Engineering

uploaded by students) and similar sites. Unfortunately, the informationavailable on sites like Coursehero without a subscription is limited, and even with a “Premier”subscription, an individual is limited to 30 course documents, so the author elected not tosubscribe. Thus, there were some courses for which only limited information could be found.ResultsFundamental Programming Languages The required programming courses fall into several categories as shown in Figure 1. Itwas not possible to identify any computer programming course or a reference to any computerprogram in the curriculum at just two universities, and for another it was not possible to tellwhether MATLAB or Object-oriented programming (OOP) was the required topic. At

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

that could be reasonably incorporatedinto courses that support undergraduate students with little-to-no design experience, (b) effortsthat map to the emphasis areas for this new BME program, (c) student-learning assessmenttechniques that have proved useful in these hands-on contexts, and (d) projects that would makeinteresting recruiting examples for high school students considering such a program. The overallgoal of this work is to allow lessons learned from these earlier efforts to inform projects offeredas part of this new BME curriculum. This paper presents (1) an overview of this new curriculum,(2) the skillsets that this new BME program intentionally addresses and the courses that willsupport that skillset development, (3) BME project

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

their senior capstone projects. His current projects include indus- try integration in the curriculum, undergraduate professional development, and entrepreneurial minded learning in the classroom.Dr. Nathan Hyungsok Choe, The Ohio State University Dr. Nathan (Hyungsok) Choe is a research assistant professor in department of engineering education at the Ohio State University. He obtained his PhD in STEM education at UT Austin. His research focuses on the development of engineering identity in graduate school and underrepresented group. Dr. Choe holds master’s and bachelor’s degrees in electrical engineering from Illinois Tech. He also worked as an engineer at LG electronics mobile communication company.Amena Shermadou

Conference Session

Laboratory Learning in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael P. Rathslag, University of Illinois, Urbana-Champaign; Brittany R. Van Vleet, University of Illinois, Urbana-Champaign; Jennifer R. Amos, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign

Tagged Divisions

Biomedical Engineering

prosthetics to tissueengineering to bioinformatics [1]. As the field continues to evolve, undergraduate biomedicalengineering programs have also continued to grow and evolve. To support the needs of thegrowing field, biomedical engineering (BME) curricula were established as broad andinterdisciplinary, integrating knowledge from both basic sciences and engineering disciplines.This training prepares graduates for a wide variety of careers in medicine, government, andindustry. The first BME programs were accredited by ABET in the early 1970s [2] and at presentthere are 139 programs accredited, with new programs accredited each year [3].In an effort to define the core content of a BME undergraduate curriculum, the VaNTHcurriculum project identified key

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

as is his B.S. degree. He holds an M.S. in MBE, also from Ohio State. He was the director of the BME program at the Milwaukee School of Engineering (MSOE) from 2009 to 2017. He has been teaching at MSOE since 1990. c American Society for Engineering Education, 2020Work in Progress: Redesigning a Biomedical Engineering Capstone Design Sequence toEnhance Student EngagementThe Accreditation Board for Engineering Technology Criterion 5 states that an accreditedundergraduate engineering curriculum must include a capstone design process to better prepareits graduates for careers in engineering [1]. One common pedagogical approach to teachingdesign focuses on problem-based learning and includes clinical

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mark A. Chapman, University of San Diego; G. Bryan Cornwall, University of San Diego

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Biomedical Engineering

Paper ID #31043Work in Progress: Direct incorporation of research articles intoundergraduate biomedical engineering courses to contextualize complextopicsProf. Mark A Chapman, University of San Diego Mark Chapman is an assistant professor at the University of San Diego in the Department of Integrated Engineering. His interests lie in the fields of skeletal muscle mechanics, muscle disease, exercise physi- ology, international education and engineering education. He earned his MS and PhD in bioengineering from the University of California, San Diego and a B.S. in biomedical engineering from the University of Minnesota.Dr. G

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

of multi-disciplinary teams [3], [4], theorganizational structure left the ID students’ skillsets underutilized. Industrial designers reportedin the 2018-2019 academic year that they “felt ‘useless’” when meeting to “discuss moretechnical aspects that [they]…had no knowledge in.” The previous course structure also failed torecapitulate the work dynamic of the workforce where subteams of engineers and industrialdesigners communicate on an “as-needed” basis. At specific stages of product development,engineer and ID subteams complete tasks together, while at other times they work independentlyto generate separate-but-related deliverables [5].Our aim for the 2019-2020 school year was to facilitate an engineering and ID integrative BMEcourse that

Conference Session

Laboratory Learning in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Casey Jane Ankeny, Northwestern University; David P. O'Neill, Northwestern University; Lisa Beckmann, Northwestern University

Tagged Divisions

Biomedical Engineering

at the beginningof the module.4 For instance, for “Knowledge Processing”, students received the followingdescription: “[l]ocates, evaluates, integrates, and applies knowledge to support hypothesis.Assesses the accuracy of conclusions in literature.” The grader assigned scores on a scale of one(novice) to five (distinguished) and provided detailed feedback for the rating. The students thenviewed the detailed feedback on Canvas as well as their progress towards mastery through the“Outcomes” feature that is a colorimetric indicator of mastery.4For this study, the instructor graded all of the team reports for the Winter 2019 (W19; n=3)offering as well as an analogous number of reports from Spring 2018 (SP18, n=3) using both theTRAD rubric from

Conference Session

Introduction to the Field of Biomedical Engineering - June 25th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christian Poblete Rivera, University of Michigan; Aileen Huang-Saad, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Annie Wang

Tagged Divisions

Biomedical Engineering

approaches to discipline-specific curriculum reform to keeppace with the rapidly changing landscape. In 2017, our department launched a new initiative to integrate professional practice intocurriculum in real time. Each year, multigenerational biomedical engineering (BME) teams ofupper level undergraduates, graduate students, postdocs, and faculty interview post graduatestakeholders to identify critical professional and technical skills for recent graduates. Informationfrom these interviews are then used to inform the development of short, 1-credit modules, for earlycareer BME undergraduates. The purpose of this study is to analyze data collected from 63 BMEstakeholder interviews over three years (2017-2019). Specifically, we ask,1. What are

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William H. Guilford, University of Virginia

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Diversity

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Biomedical Engineering

. The two measures of self-concept presented here could thereforeteach us much about the durable effects of teaching and learning on career persistence.References[1] W. Guilford, K. Bishop, W. Walker, and J. M. Adams, “Suitability Of An Undergraduate Curriculum In Biomedical Engineering For Premedical Study,” 2008 Annu. Conf. Expo., pp. 13.1119.1-13.1119.7, Jun. 2008.[2] R. F. Baumeister, Ed., The Self In Social Psychology, 1 edition. Philadelphia, Pa.: Routledge, 1999.[3] K. D. Multon and And Others, “Relation of Self-Efficacy Beliefs to Academic Outcomes: A Meta-Analytic Investigation,” J. Couns. Psychol., vol. 38, no. 1, pp. 30–38, 1991.[4] J. Ferla, M. Valcke, and Y. Cai, “Academic self-efficacy and academic self-concept

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

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Diversity

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Biomedical Engineering

atimproving interest and literacy of BME and neuroengineering principles to high school students.The authors will also introduce the program into our current undergraduate curriculum as part ofa project that will be conducted alongside our current EEG experimental laboratory during thenext year, as it will reinforce principles learned during the existing course content and provide aBME application of the laboratory.Introduction:Advancing an interest and literacy in Science Technology Engineering and Mathematics (STEM)fields in high school students through summer and after school programs has been widelypopular since the 1990’s, and these programs are effective at improving retention and persistenceafter graduation [1]. These initiatives have been

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

appointment in Integrative Systems and Design at the University of Michigan. She studies curriculum, teaching, and learning in postsecondary settings, most often in engineering and interdisciplinary undergraduate programs. She is particularly interested in how faculty attitudes, beliefs, and cultures influence their curricular and instructional practices and how these in turn affect students’ learning. American c Society for Engineering Education, 2020 The Value of Co-Curricular Experiences: Perspectives of Third Year Biomedical Engineering StudentsAbstract. Many studies have examined student engagement in university settings as a