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

Paper ID #23347Patient Centered Design in Undergraduate Biomedical EngineeringDr. Timothy E. Allen, University of Virginia Dr. Timothy E. Allen is an Associate Professor in the Department of Biomedical Engineering at the University of Virginia. He received a B.S.E. in Biomedical Engineering at Duke University and M.S. and Ph.D. degrees in Bioengineering at the University of California, San Diego. Dr. Allen’s teaching activities include coordinating the core undergraduate teaching labs and the Capstone Design sequence in the BME department at the University of Virginia, and his research interests are in the fields of

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Ilkhanipour Rooney, University of Delaware; Krystina Callahan; Kimberly L. Bothi, University of Delaware

Tagged Divisions

Biomedical Engineering

. Krystina CallahanDr. Kimberly L Bothi, University of Delaware Dr. Kim Bothi has a multidisciplinary background in engineering and social sciences, with research and consulting experience across a range of developing country contexts. She earned a Ph.D. in global community-based resource management from Cornell University (2012), and holds earlier degrees in en- vironmental engineering from Cornell (MS, 2007) and McGill University (BSc.Eng., 2000). As Director of Global Engineering in the University of Delaware’s College of Engineering, Kim is responsible for expanding opportunities for students, staff and faculty to engage in cross-disciplinary, globally-minded research and academic programming. In 2016 and 2017, Kim co

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Neda Melanie Bassir Kazeruni, Columbia University; Henry Hess, Columbia University

Tagged Divisions

Biomedical Engineering

and Applied Sciences at Columbia University. This course was targeting the higher levels oflearning as described by Bloom’s taxonomy. At the end of the course, we aimed for the students to be: a. Able to define nanobiotechnology in the context of modern science and engineering, b. Capable of understanding and interpreting concepts such as intermolecular bonds, adsorption and binding/unbinding processes, nanoscale transport mechanisms, and degradation mechanisms at the nanoscale, c. Comfortable in estimating orders of magnitude of objects that relate to engineering, d. Capable of comparing and evaluating research papers related to nanobiotechnology with a critical mind, e. Able to take a position towards an

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

C. LaShan Simpson, Mississippi State University; Ed Dechert, Mississippi State University

Tagged Divisions

Biomedical Engineering

beformulated. Often with undergraduates, and many writers in general, the most difficult anddebilitating part of a writing assignment can be taking a persuasive stance and building a paperor piece with the power to change the reader’s mind. Scaffolding can be categorized as pre-writing, the first stage of the three stage writing process, which is then followed by writing andrewriting. According to Murray, the prewriting stage can commonly take up to 85% of the totaltime spent on the assignment [4]. In addition to strengthening students’ writing, the emphasis onwriting as process also has positive impacts on content learning [4]. Using this scaffolding skillin engineering classes would provide an effective mechanism to train students to become

Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

educators'essay collection. Arlington, VA: Nation Science Teacher Association PressByrne EP, Desha CJ, Fitzpatrick JJ, and Hargroves K (2010). “Engineering education forsustainable development: a review of international progress”. International Symposiumfor Engineering Education. 14Caine RN ed (2009) 12 Brain/mind learning principles in action: Developing executivefunctions of the human brain. Thousand Oaks, CA: Corwin Press.Canziani BF, Sönmez S, Hsieh J and Byrd ET (2012) “A Learning Theory Frameworkfor Sustainability Education in Tourism”. Journal of Teaching in Travel and Tourism,12(1):3-20.Casti J and Karlqvist A Eds (1986). Complexity, Language, and Life

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

System (VOS)," Journal of Engineering Education, vol. 97, pp. 413-431, 2008.[6] D. Silverthorn, "Developing a concepts-based physiology curriculum for bioengineering: A VaNTH project," in Engineering in Medicine and Biology, 2002. 24th Annual Conference and the Annual Fall Meeting of the Biomedical Engineering Society EMBS/BMES Conference, 2002. Proceedings of the Second Joint, 2002, pp. 2646-2647.[7] S. S. Klein and R. D. Sherwood, "Biomedical engineering and cognitive science as the basis for secondary science curriculum development: A three year study," School Science and Mathematics, vol. 105, pp. 384-401, 2005.[8] N. R. Council, How people learn: Brain, mind, experience, and school: Expanded

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

in the department of biomedical engineering at The Ohio State University. He holds a B.S. in industrial engineering from the University of Puerto Rico Mayag¨uez, and a M.S. and PhD in biomedical engineering from The Ohio State University. His current position entails teaching measurements and instrumentation courses, leading micro and nano educational labs, as well as mentoring students in their senior capstone projects. His current projects include indus- try integration in the curriculum, undergraduate professional development, and entrepreneurial minded learning in the classroom.Amena Shermadou, Ohio State University Amena Shermadou is an Engineering Education graduate student at The Ohio State University. She

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

] M. Prince, “Does active learning work? A review of the research,” Journal of Engineering Education, vol. 93, no. 3. pp. 223–231, 2004.[22] P. T. Terenzini, A. F. Cabrera, C. L. Colbeck, J. M. Parente, and S. A. Bjorklund, “Collaborative learning vs. lecture/discussion: Students’ reported learning gains,” J. Eng. Educ. Washingt., vol. 90, no. 1, p. 123, Jan. 2001.[23] How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, D.C.: National Academies Press, 2000.[24] W. C. Newstetter and M. D. Svinicki, Learning theories for engineering education practice. 2014.[25] E. B. Moje, “Doing and Teaching Disciplinary Literacy with Adolescent Learners: A Social and Cultural

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

. Rzasa, J.C. Wise, “Developing and Assessing Student’s Entrepreneurial Skills and Mind-Set”. Journal of Engineering Education; vol. 94, no. 2: ProQuest pg. 233, April 2005.11. East Carolina University http://www.ecu.edu/12. J. Ackerman and R. Schaar, "Clinical Observational Design Experience: A large design oriented clinical immersion course based in emergency departments," 2016, [OnLine] Available: http://search.proquest.com.jproxy.lib.ecu.edu/docview/1822614297?accountid=1063913. R.H. Allen, S. Acharya, C. Jancuk, A.A. Shoukas, “Sharing Best Practices in Teaching Biomedical Engineering Design”. Annals of Biomedical Engineering, vol. 41, no. 9, pp. 1869-1879, September 2013.14. J. Kadlowec, T. Merrill, R.A. Hirsh, S. Sood

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

) courses supports thetwo objectives above and improves both student engagement and retention [1], [3], [5], [9], [12]–[17]. With this in mind, the School of Biomedical Engineering at Colorado State Universitysought to improve the 100-level Introduction to Biomedical Engineering course (BIOM-101).This high enrollment (approximately 150 student) course is required for all undergraduatestudents pursuing a biomedical engineering major or minor and is typically taken the first fall ofenrollment in the degree program. The course has been offered every fall for the past seven yearsand, until 2016, was almost exclusively lecture-based with little to no formalized in-class peer-to-peer interaction. In Fall 2015, the course met three times per week