Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicole L. Ramo, Shantou University; Aileen Huang-Saad, Northeastern University

Tagged Divisions

Biomedical Engineering

expectations as well as better support students'career goals. This work-in-progress uses preliminary student survey data to explore one suchtype of relationship – that between students’ perceptions of BME and their career plans andgoals. This report will present the findings of this initial exploration, introduce two theoreticalframeworks commonly used to study engineering student career paths, and discuss theimplications of both on the development of a future multi-institutional study of BME students.WIP Data Collection and Analysis Eighty-one BME students (54 undergraduate and 27 graduate) at a large, research-intensive, public university in the Midwest completed a short anonymous survey (IRBHUM00178033). All survey respondents were asked

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Moreno, University of California, Davis; Jennifer H. Choi, University of California, Davis; Anthony G. Passerini, University of California, Davis

Tagged Divisions

Biomedical Engineering

virtual offering.Traditionally, BME seniors took this laboratory course before senior design to gainmanufacturing skills and approval access to the university machine shop. During the ten-weekcourse, they would learn how to operate the drill press, lathe, mill, and laser cutter to machinetheir own digital microscope using manufacturing plans given to them and watching the teachingassistant (TA) perform a demonstration. However, the virtual offering requirement shifted themain deliverables from simply machining a device to developing the manufacturing plans tomachine said device. Although completing both is ideal, there is still great value in learning howto use your resources and learned machining knowledge to develop rational manufacturing

Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anthony E. Felder, University of Illinois, Chicago; Miiri Kotche, University of Illinois, Chicago; Jennifer D. Olson, University of Illinois at Chicago; Janet Aderemi Omitoyin, University of Illinois at Chicago

Tagged Divisions

Biomedical Engineering

progresses through an individual research project, scoped collaboratively by both the Fellow and faculty mentor. The Friday of each week is dedicated to a full-day BEST program workshop, where Fellows share their experiences that week, discuss teaching methodology, learn about NGSS, and plan their own curricula. By the conclusion of the program, BEST Fellows developed new curriculum according to their laboratory experience. Each Fellow’s curriculum is developed according to the standards established by NGSS and is structured as a self-contained unit that fits within the larger scope of his/her classes. Moreover, each curriculum is connected to the context for learning at each individual

Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julia N. Savoy, University of Wisconsin-Madison; Mia K. Markey, The University of Texas at Austin; Henry Grady Rylander III P.E., The University of Texas at Austin

Tagged Divisions

Biomedical Engineering

DevelopmentAbstractProviding all students with information about diverse career pathways and the skills to pursuethem is a national imperative. We developed an externship component of an NIH-funded traininggrant program (T32 EB007507) and examined the career development of predoctoral biomedicalengineering trainees who participated. Data sources included program records, interviews, and asurvey. All trainees who participated in the program since it began in 2009 were sampled.An externship, when well-planned, afforded the trainees the experience of executing a study withsignificant independence. In doing so, participants learned to direct their work, further theirresearch, and achieve project deliverables. Trainees were very confident in conducting research,especially

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

J. Christopher Bouwmeester, University of Toronto

Tagged Divisions

Biomedical Engineering

students, in the Institute of Biomaterial and BiomedicalEngineering at the University of Toronto, to translate the knowledge they plan to gain in theirown work to a broader audience. The learning activity was presented as an open-ended designproject, where teams worked during a semester to translate a thesis proposal to an outreachactivity suitable for an audience of high school students (i.e., grades 11 and 12). The link to anexisting outreach program was chosen because it offered an authentic experience that challengedthem to decide which audience to target (high school students, teachers, outreach program staff,etc.) and what their needs are. This activity was piloted in the fall of 2017 and qualitativefeedback was obtained through surveys and

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeffrey A. LaMack, Milwaukee School of Engineering; Olga Imas, Milwaukee School of Engineering; Larry Fennigkoh P.E., Milwaukee School of Engineering; Charles S. Tritt, Milwaukee School of Engineering; Icaro Dos Santos

Tagged Divisions

Biomedical Engineering

this article is todescribe the approach, in particular how it attempts to alleviate the issues above, and a plan toassess its success as it is phased in to the curriculum.Course DescriptionOur Professional Topics in BME course is a two-credit course that runs in the fall trimester. It ison track for junior year students, who begin the four-trimester senior design sequence thefollowing spring trimester. The course meets for two lecture periods for each of the ten weeks inthe term. It runs as a single section of approximately 50 students, meeting in a large lecture hall.The course outcomes are as follows: • Identify what constitutes human subject research and describe the IRB approval process • Identify ethical considerations for

Conference Session

Educational Interventions and Pedagogy in Biomedical Engineering - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Pearson, North Dakota State University; Lauren Singelmann, North Dakota State University; Ryan Striker P.E., North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Ellen M. Swartz, North Dakota State University

Tagged Divisions

Biomedical Engineering

North Dakota State University. Her research interests are innovation-based-learning, educational data mining, and K-12 Out- reach. She works for the NDSU College of Engineering as the K-12 Outreach Coordinator where she plans and organizes outreach activities and camps for students in the Fargo-Moorhead area.Ryan Striker P.E., North Dakota State University Ryan Striker is a life-long learner. Ryan has over a decade of professional experience designing embed- ded electronic hardware for industrial, military, medical, and automotive applications. Ryan is currently pursuing a PhD in Electrical and Computer Engineering at North Dakota State University. He previously earned his MS in Systems Engineering from the

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amy N. Adkins, Northwestern University; David P. O'Neill, Northwestern University; Casey Jane Ankeny, Northwestern University

Tagged Divisions

Biomedical Engineering

, we plan to evaluate secondary outcomes such as student attitude andengagement with both the process of reflection and SBG, as well as the quality of reflectionsacross offerings of a course with different reflection requirements.MethodsCourse and student populationThis ongoing study is being performed in an introductory experimental design laboratory coursethat is required for sophomore undergraduate Biomedical Engineering students at NorthwesternUniversity. This course is offered twice a year with the same instructors and enrolls 20-40students per offering. Students are grouped depending on the quarter in which they enrolled inthe course (Quarter A “QA” or Quarter B “QB”) and there are nominal differences betweengroups. Northwestern’s

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maryam Mobed-Miremadi, Santa Clara University; Navid Shaghaghi, Santa Clara University; Gangshu Cai, Santa Clara University; Prashanth Asuri, Santa Clara University

Tagged Divisions

Biomedical Engineering

expresseda need to be better prepared for the python modeling sections, something we plan to address bycreating introductory primers on the use of python for data analytics in bioprocessing. Thesefindings have to be confirmed for bootcamps that provide an advanced understanding of howanalytics can be applied for bioprocessing; however, it is encouraging to see that bootcampsdeveloped for incumbent worker training may be leveraged for collegiate pipeline development.Our next steps are to develop cases and companion data sets that will be disseminated to NIIMBLmembers and support development of advanced training modules. We will also deliberate uponways to adapt content from the bootcamps into existing or new curriculum through courseactivities

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kiersten Lenz, University of New Mexico; Eva Chi, University of New Mexico; Vanessa Svihla, University of New Mexico; Linnea K. Ista, University of New Mexico; Heather Canavan, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

Paper ID #23786Work in Progress: Biomedical Prototype Design in Collaborative Teams toIncrease Students’ Comprehension and EngagementKiersten Lenz, University of New Mexico Kiersten Lenz is a graduate student at the University of New Mexico in Biomedical Engineering. She has previous experience as a secondary science teacher at the high school level. Based on her observations as both a teacher and a student, Kiersten believes that the most effective way to teach is through creative lesson plans paired with collaborative problem-based learning.Prof. Eva Chi, University of New Mexico Eva Chi is an Associate Professor in

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

business studentsdid not participate in clinic observations. Based on clinic observations, the engineering studentspresent problem ideas to business students who vet the concepts from a business standpoint.Working in multidisciplinary teams, students identify and address a specific unmet clinical needand develop a commercially viable solution or product. The engineering students focus onproblem solving and design of the solution while the business students focus on developing abusiness and marketing plan. The students enrolled in the “Special Topics in EngineeringBiomedical Innovation” are expected to spend a minimum of 4 hours per week outside of classdeveloping a solution, designing, building and testing prototypes. An engineering

Conference Session

Design in the BME curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hannah Yssels; Marina Crowder; Ozcan Gulacar, University of California, Davis; Jennifer H. Choi, University of California, Davis

Tagged Divisions

Biomedical Engineering

students are faced with solving an open-ended design problem, there may be specific partsof this practice that students either do not understand, do not implement correctly, or do notknow to attempt when solving open-ended design problems. Several studies have investigatedhow first year undergraduate engineering students in particular, approach design problemsolving, and their interpretation and knowledge of engineering design [4-7]. These studies usedvarious methods to evaluate students’ design thinking including pre- and post-tests associatedwith group design projects in a classroom setting [4], pre- and post-essay response critiques oftwo design plans [5], gender differences in students’ attempts to evaluate design factors [6], andshort essay

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

agreed that it increased their interest in the field ofneuroscience. Furthermore, 87.5% of the students reported that the program increased theirinterest in pursuing scientific research as a career, and 91.67% of the students reported that itincreased their interest in obtaining a graduate degree.With advancements in hardware and open source software, the authors were able to develop anovel low-cost approach for introducing neuroscience, BME, and BCIs to high school students.Future work will expand the program to other BCI applications and developing online lecturemodules that complement the laboratory portion of the program. In addition, the authors plan tointroduce the program to other summer programs to assess its scalability and efficacy

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Mays, Michigan State University; Valerie A. Troutman, Milwaukee School of Engineering; Geoffrey William John Grimm; Elizabeth Rose Pollack, Michigan State University ; Michele J. Grimm, Michigan State University

Tagged Divisions

Biomedical Engineering

gamificationof the IDEAL challenge problem. The new questions include: “The Investigator Terminal wasintuitive to use;” “I wanted more guidance during the forensics challenge problem than theterminal was able to provide;” and “I had fun while solving the forensics challenge problem.” Asdone in Phase 1, we plan to examine the results of the surveys, final challenge problem reportgrades, and final grades to evaluate self-perceived confidence, “appreciation” of the coursematerial, and achievement of student learning outcomes[3]. Additionally, we will use finalprogress codes and the completeness of the Investigator Journal and Glossary entries to evaluatestudent engagement. We will compare these metrics between traditional challenge problems(prompt-led

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mark A. Chapman, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

help students understand the projectthey will work on over the summer and allow them to hit the ground running upon arrival to thehost labs. Examples of planned activities for this virtual training series are outlined in Table 1. Table 1: 10-week virtual training series – weekly 90-minute Zoom sessions Week Topic Homework 1 Welcome & Introduction to Sweden and Swedish culture (inside and outside of the lab) N/A 2 Genetics - DNA & RNA structure and function Reading 3 Genetics - Gene expression

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

provide students with the mindset and skillset tocreate personal, economic, and societal value through a lifetime of meaningful work. Here, wedescribe our global strategy to create a learning continuum, so students retain fundamentalprinciples and have context to strengthen their knowledge as they progress. We have utilized athree-phase process involving curriculum evaluation, faculty recruitment, and moduledevelopment and implementation, while planning for a fourth phase, assessment. We haveevaluated the undergraduate, Bioengineering curriculum in its entirety, identifying the areas wherethe three concepts from the Kern Entrepreneurial Engineering Network (KEEN)(www.engineeringunleashed.com) – curiosity, connections, creating value – could

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Olga Imas, Milwaukee School of Engineering; Jeffrey A. Lamack, Milwaukee School of Engineering; Charles S. Tritt, Milwaukee School of Engineering; Larry Fennigkoh P.E., Milwaukee School of Engineering; Icaro Dos Santos, Milwaukee School of Engineering

Tagged Divisions

Biomedical Engineering

designcourses.Table 2: New Design Track. New Design Track Course 1 (1 credit) – Spring Term, Year 3 • Outcome: assignment of teams and projects, market research, project plan • Topics: design controls, project management, literature research, FDA regulation, codes and standards, intellectual property, user needs, design specifications. Course 2 (2 credits) – Fall Term, Year 4 • Outcome: design specifications, system design and simulations • Topics: system diagrams, interface specifications, hazard analysis, university resources Course 3 (2 credits) – Winter Term, Year 4 • Outcome: subsystem design, system integration, prototype building and bench testing • Topics: power budgets, electrical noise and interference Course 4 (2 credits) – Spring Term, Year 4

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martin Li, Duke University; Brianna Loomis, Duke University; Kevin Caves, Duke University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

composed of two parts: assessment of tangible engineering/electronics skills and disabilityawareness. We also plan to pilot a lab practicum that assesses the student’s ability to solder on a circuitboard and on a toy, diagnose and fix common issues with broken toys, develop “outside-the-box”solutions to fix toys with limited resources, explain the usage and theory behind a battery interrupter, andconfidence in their proficiency in the above categories to teach someone else the skills necessary to fix atoy. Additionally, the lab practicum will include a conversation with the students discussing theirincreased awareness of challenges faced by children with disabilities, confidence when faced with anunknown circuit and/or situation, confidence in

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Willis J. Tompkins, University of Wisconsin, Madison; Amit Janardhan Nimunkar, University of Wisconsin, Madison

Tagged Divisions

Biomedical Engineering

of the course, students learn in a blended way by first doing off-lineDigiScope design and analysis prior to coming to the lab followed by the in-lab programming ofthe algorithms for real-time signal processing using a microcontroller. We plan to assess whetherthis new approach for learning has helped the students to better understand the material through aconcept inventory and their ability to do independent design projects.At the beginning of the course, we will assess the knowledge and skills of the students byadministering a concept inventory. This inventory consists of multiple choice questions thatfocus on fundamental concepts taught in previous versions of the course. Since the studentpopulation is a mixture of ECE and BME majors that

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

is an Associate Professor in the Joint Department of Biomedical Engineering, Adjunct Associate Professor in the Departments of Microbiology and Immunology, and the Eshelman School of Pharmacy.George T. Ligler, UNC Chapel Hill/NC State Joint Department of Biomedical Engineering George T. Ligler is the Dean’s Eminent Professor of the Practice in the UNC Chapel Hill/NC State Joint Department of Biomedical Engineering, Proprietor of GTL Associates, a computer system engineering consulting firm, and an elected member of the National Academy of Engineering. He joined the Joint Department in August 2018 after 41 years in industry and led the academic year 2018-2019 Strategic Planning Core Group for the Department’s

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rouzbeh Amini, University of Akron; Marnie M. Saunders, University of Akron; Michael Coon; Robert Paul Thoerner, University of Akron

Tagged Divisions

Biomedical Engineering

of problems per eachassignment. Another interesting observation was that in each single week of the class, fewer thanhalf of the students watched the tutorials. However, those who used this learning tool, used themrather frequently. For example, as shown in Fig. 3, in the third week of the class fewer than 20students watched the videos but the total number of the views was more than 110 times.In our opinion using video tutorials for this hands-on class can improve students’ learningexperience and we plan to continue this study in the future semester. In our future studies wewould like to identify whether mandatory viewing of the video tutorials prior to each class couldfurther improve the performance of our students. There exist certain

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mark A. Chapman, University of San Diego; Gordon D Hoople, University of San Diego; G. Bryan Cornwall PhD P.E., Shiley-Marcos School of Engineering, University of San Diego

Tagged Divisions

Biomedical Engineering

approach to give students the opportunity to apply engineering principles at the smallestscales of BME (Bioinformatics), at the tissue level (Biomaterials Design and QuantitativeHuman Physiology), at the macroscale (Biomechanics) and, finally, to integrate principles fromall scales into the design of medical devices (Medical Devices) [4]. The objective of thiscurriculum is to provide students with a toolkit of important BME skills to make themcompetitive for industry careers as well as graduate school. An emphasis on design and project-based learning will help our students develop their communication skills, critical thinking, andtheir ability to work in teams. We plan to weave in issues of social responsibility and ethics intoour BME curriculum

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julien Henri Arrizabalaga, University of Oklahoma; Matthias U. Nollert, University of Oklahoma; Rachel C. Childers, University of Oklahoma

Tagged Divisions

Biomedical Engineering

be obtained fromuniaxial tension tests, including: tensile strength, failure stress, regions of strain hardening, andregions of necking, 2) quantitatively assess the anisotropic properties of a material via uniaxialtensile testing, 3) experimentally demonstrate the time-dependent nature of a biomaterial’smechanical response, and 4) quantitatively assess the viscoelastic properties, such as creep andrelaxation, of a soft biomaterial via uniaxial tensile testing.In addition to the mechanical testing experiments for the laboratory course, we plan to let thestudents use these devices to complete projects and self-designed experiments related tobiomechanics at the end of the semester. We hope to explore the use of these devices to help inspirethe

Conference Session

Clinical Learning Experiences in BME

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anthony E. Felder, University of Illinois, Chicago; Miiri Kotche, University of Illinois, Chicago; Susan Stirling, University of Illinois at Chicago; Kimberlee M Wilkens, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

inability to demonstrate a significant change to the limited sample size of the cohort.Furthermore, the wide range of program participant backgrounds (nearly 50% of studentsindicated they had previous experience in early concept generation) contributes to the largerstandard deviation of these data, further obfuscating a significance in trend.Future Plans: We plan to make several modifications for the 2018 Clinical Immersion Program. First,considering the feedback regarding Monday working sessions, we plan to modify Mondayworkshops. We will scale didactic lectures and activities to three hours and dedicate theremainder of the workshop time to team collaboration. This time will be punctuated by facultymeeting with the teams to provide

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cristi L. Bell-Huff, Georgia Institute of Technology; Kali Lynn Morgan, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Divisions

Biomedical Engineering

 strongly agreed that respect characterized their student­faculty partnerships. In addition, the value of empathy characterized by understanding a student’s perspective of a course was emphasized through individual faculty comments such as “(I) gained some perspectives I would not have otherwise had” and “(my student partner) brought a student perspective to the planning process. Really invaluable.” One faculty respondent did not agree with characterization of the partnerships in the areas of reciprocity, responsibility, community, or empathy. However, the responses of this particular faculty member may be explained by their individual comments which included statements such as “personally I was not as involved as the other team members

Conference Session

Clinical Learning Experiences in BME

Collection

2018 ASEE Annual Conference & Exposition

Authors

Won Joo, Robert Morris University

Tagged Divisions

Biomedical Engineering

tools, and hand-onactivities for design. The goal of the ENGR4520 course and project was to understand DesignControl3 (21 CFR 820.30), and to design, implement, and fabricate the prototype of a medicaldevice that addresses current market needs while being easy to use and feasible formanufacturing. Course objectives included the following: ● Design and prototype a medical device using FDA requirements for Design Control. ● Plan, manage, document and execute projects using FDA Design Control Requirements ● Apply various design tools including CAD and modeling software to determine potential design solutions ● Perform risk assessment to illustrate risk based on the product development process.After students completed this course, they

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

satisfied with the amount and quality of feedback about my progress 3.94 ± 0.98 toward course objectives that I received in this course.Grading Strategy and Student MotivationStudents were asked to respond to the following open-ended prompt: “How did having a choiceof grading strategy affect your motivation and learning in this course?” Out of 51 responders, 15(29%) reported that the choice of grading strategy increased their motivation and incentivizedand/or improved their learning in the course. Twenty-two students (43%) reported that thegrading strategy had no effect on their motivation, and 14 (27%) of these students indicated thatthey planned from the beginning of the semester to complete all assignments independently ofthe

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela Lai, Carnegie Mellon University; Elaine Soohoo, Carnegie Mellon University; Diane L. Nelson, Carnegie Mellon University; Conrad M. Zapanta, Carnegie Mellon University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

± 0.5 5 ± 0.0 4.3 ± 0.5 Stakeholders? Target Niche?Current Market Who are the current 3 ± 0.0 3.7 ± 0.5 3 ± 0.0 competitors? What are their weaknesses?Solution Is the idea novel? Does 3.3 ± 1.7 3.2 ± 0.8 2.7 ± 0.5 it work better faster or is cheaper than the competition?Future Plans Are the plans to move 3.3 ± 0.5 2.3 ± 0.5 2.6 ± 0.9 forward logical and feasible? FDA path?Total Score 19 18.8 15.75.3 Course

Conference Session

Improving the BME Classroom on the Ground and Virtually

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rucha Joshi, University of California, Davis; Jennifer H. Choi, University of California, Davis

Tagged Divisions

Biomedical Engineering

facts rather thanunderstanding key concepts and ideas) without realizing that they may need to adopt a differentapproach as the learning outcomes may have changed. To make the problem worse, studentsdon’t even realize that anything might be wrong with their approach, so even after a poorperformance in midterm examinations, they may relentlessly redouble their previous efforts, onlyto find in the final examination that more of the same strategy does not help.Metacognition, “the process of reflecting on and directing one’s own thinking” [2] can helpstudents become self - directed learners, where students must learn to assess the demands of thetask, evaluate their own knowledge and skills, plan their approach, monitor their progress, andadjust

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ashley J. Earle, York College of Pennsylvania; Nozomi Nishimura, Cornell University; Isaac Smith, Brigham Young University; David M. Small, Cornell University

Tagged Divisions

Biomedical Engineering

investigate the impact of an emotional experience coupled with a targeted ethical intervention,we used a sophomore level Experiential Learning Seminar (ExpLS) over the course of two years,Spring 2017 and Spring 2019, for a total of 50 students with 35 participating in the survey. Thesestudents had declared or were planning to declare their major in biomedical engineering. Thecourse met once a week for 50 minutes and was focused on building professional skills in areflective environment including team-building, communication, and leadership. Each year thecourse was run, there was a slightly different line up of topics ranging from the biodesign process,personal values, listening and empathy, future career plans, and ethics based on the faculty