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

st 1 year 64% 61% 85 + 42 = 127 2nd year 23% 25% 31 + 17 = 48 rd 3 year 8% 9% 10 + 6 = 16 4th year 5% 5% 7 + 4 = 11 During the first week of the semester, students self-enrolled in teams of 6 or 7 for an out-of-class design project using the self-sign-up group feature of Canvas (Instructure, Salt Lake CityUT); these same teams were also used for all in-class learning activities. Class periods devoted toactive learning where indicated as such on the course syllabus and schedule. On these scheduled

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

S. Cyrus Rezvanifar, University of Akron; Rouzbeh Amini, University of Akron

Tagged Divisions

Biomedical Engineering

their questions outside of the class timeframe. In large-size college classes, usingemails and online office hours have been introduced as effective substitutions for face-to-faceoffice hours [1-4]. Moreover, cooperative learning has repeatedly proven to have positiveimpacts on students’ educational experience [3,5]. Cooperative learning, which can beincorporated in classes of any size, enables students to improve their social and team-workingskills. In addition, cooperative learning provides an opportunity for students to discuss theirquestions and overcome challenges within their groups without forming long lines outside theinstructor’s office during office hours.Nevertheless, for certain technical courses in engineering curriculum

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

articles follow the same strategies they can use in their own courses; so facultymembers experience first-hand the types of writing they implement in their courses. Also,several of the readings offer practical guidance for incorporating and assessing student writingassignments. The second half of the MIWE course is largely focused on allowing facultymembers to revise the class they intend to teach MIWE-style. They revise the syllabus anddesign at least one formal writing assignment that will be added to the course work.Throughout the MIWE course, faculty are encouraged to view writing as process rather thanproduct; this places more emphasis on the learning that happens during and as a result of writingrather than on the grade that a given writing

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

biomedical engineering not seen from the classroom, allowing me to become more aware of the possibilities I may want to pursue in the future.”While most students focus on the positive benefits of the course, few comment on anyapprehension or anticipated challenges. A written assignment completed before clinic rotationsincludes a student reflection on “Fears and Concerns”. Table 5 lists the most common responsesfrom the engineering students. The course syllabus and handbook include topics addressingthese issues and may have influenced the students’ responses.Table 5 - Common answers to “Fears and Concerns” Questions Common Answers • Overwhelmed by

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

SustainableDevelopment sub-goals. Also in this section are the methods used to assess the programsusing both structured (e.g. reflection ladder described in Tranquillo, 2016) andunstructured prompts. Specific assignments and a timeline of topics and lectures aregiven in Appendices A and B.Senior Capstone IntroductionOver the past 12 years, teams of 2-3 students engaged in a design sprint as a kick-off tothe senior capstone (Tranquillo and Cavanagh, 2009). Rather than pass out a syllabus fora two-semester design capstone, the challenge served as an introduction to the course. Forthe past three years, the challenge has been driven by the UN Sustainable Development 7Goals