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Work in Progress: Exploring Biomedical Engineering Students’ Perceptions of Large Language Models in Academic Settings

Conference Session: Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Nathan Hyungsok Choe, The George Washington University; Chanyee Hong; Hyeyeon Lim
Tagged Topics: Diversity
Tagged Divisions: Biomedical Engineering Division (BED)

responses.Descriptive statistics summarized the data characteristics, including total responses andcalculation of means and standard deviations to understand data distribution. Chi-squared Test ofIndependence tests analyzed differences in AI language model usage across gender and classstanding. An exploratory factor analysis (EFA) using the principal factor method was conductedon eight items to identify underlying factors of utility and self-efficacy in using LLMs foracademic purposes. The KMO measure of 0.8511 and Bartlett’s test confirmed the data'ssuitability for EFA, followed by a varimax rotation to enhance interpretability. Independent t-tests compared self-efficacy and utility value perceptions across genders and student levels. Alltests, including chi

Relevance Score: 0.1329298

Assessment and Impact of a Clinical Observations and Needs Finding Course on Biomedical Engineering Education Outcomes

Conference Session: Biomedical Engineering Division (BED) Technical Session 1
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jacquelynn Ann Horsey, University of Arkansas; Thomas Hudnall McGehee, University of Arkansas; Mostafa Elsaadany, University of Arkansas; Timothy J. Muldoon, University of Arkansas
Tagged Topics: Diversity
Tagged Divisions: Biomedical Engineering Division (BED)

context of such available resources isof broad interest to the engineering community. This study sought to measure the effectivenessof a junior-level clinical observations course designed for a major land-grant, public universitywithout proximity to a medical school. We compared IP generation and pre- and post-classsurveys were used to quantify students’ self-efficacy, motivations, and ability to makeconnections to real-world problems. The total number of IP applications increased more thantwo-fold following the adoption of the course, and survey results indicated students’ collectiveimproving understanding of the design process and increased confidence in engineering-relatedskills. This study included a sample size of 75 undergraduate students

Relevance Score: 0.05940387

Clinician-Engineer Self-Concept in Biomedical Engineering students and Its Relationship to Race, First-Generation Status, and Mode of Delivery

Conference Session: Biomedical Engineering Division (BED) Technical Session 1: Sense of Self in Biomedical Engineering Students
Collection: 2023 ASEE Annual Conference & Exposition
Authors: William H. Guilford, University of Virginia
Tagged Topics: Diversity
Tagged Divisions: Biomedical Engineering Division (BED)

. ©American Society for Engineering Education, 2023 Clinician-engineer self-concept in biomedical engineering students and its relationship to race, first-generation status, and mode of deliveryIntroduction and abstractRetention, recall, comprehension, and measurable skills are mainstays of the scholarship ofteaching and learning, and yet they represent only a fraction of what engineering educators hopeto achieve through education. The development of self-efficacy, for example, is a common goaland is often measured as a psychological construct. Less commonly measured constructs that arenonetheless commonly valued by educators are the development of creativity, perseverance(grit), and self-concept.Self-concept is particularly interesting in

Relevance Score: 0.05696035

Board 16: Work in Progress: Designing a course to equip Bioengineering graduate students with effective and equitable teaching skills

Conference Session: Biomedical Engineering Division (BED) Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Callan E. Monette, Stanford University; Alexis Seymour, Stanford University; William T Yu, Stanford University; Leighton Terrance Wan, Stanford University; Andrew Sho Perley, Stanford University, Department of Bioengineering; Ross Daniel Venook, Stanford University
Tagged Topics: Diversity
Tagged Divisions: Biomedical Engineering Division (BED)

and mentors.Evaluating Impacts of Trained Participants on the Bioengineering CommunityWhile we hypothesize that our course empowers participants to accomplish the learning goalsand develop greater self-efficacy as educators while taking the class, we aim to further evaluatethe longer-term impacts of our course participants within the bioengineering departmentcommunity by measuring their effectiveness as TAs. We will design our data collection alongthree key dimensions: (1) Sampling a greater proportion of graduate students in Bioengineeringincluding non-course participants as a control, (2) Evaluating content mastery of pedagogicalknowledge covered in the course via written and/or oral assessment, and (3) implementinglongitudinal surveys to

Relevance Score: 0.05272439

Ignite: Place-based Community-centered Design to Promote Biomedical Engineering Efficacy

Conference Session: Equity, Diversity, and Social Justice in Biomedical Engineering
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jennifer Ayres, Duke University; Hannah Lee, Duke University; Amaris Huang, Duke University; David Knudsen, Museum of Life and Science; Nirmala Ramanujam Ph.D., Duke University; Megan Madonna, Duke University
Tagged Topics: Diversity
Tagged Divisions: Biomedical Engineering Division (BED)

. Lemke, and C. Leicht-Scholten, “How to teach resilience thinking in engineering education,” Sustainable and Resilient Infrastructure, vol. 9, no. 5, pp. 513–530, Sep. 2024, doi: 10.1080/23789689.2024.2356492.[16] A. Singer, G. Montgomery, and S. Schmoll, “How to foster the formation of STEM identity: studying diversity in an authentic learning environment,” International Journal of STEM Education, vol. 7, no. 1, p. 57, Nov. 2020, doi: 10.1186/s40594-020-00254-z.[17] “Measuring Undergraduate Students’ Engineering Self‐Efficacy: A Validation Study - Mamaril - 2016 - Journal of Engineering Education - Wiley Online Library.” Accessed: Nov. 05, 2024. [Online]. Available: https://onlinelibrary.wiley.com/doi/abs/10.1002/jee.20121[18

Relevance Score: 0.046294894

Work in Progress: Exploring the Impact of a Pre-Capstone Health Equity Design Sprint on Students’ Conceptions of Health Equity

Conference Session: Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Leah Rebecca Thomas, Virginia Polytechnic Institute and State University; Jenna Yasmin Altaii, Virginia Polytechnic Institute and State University; Christopher Arena, Virginia Polytechnic Institute and State University; Ashley R Taylor, Virginia Polytechnic Institute and State University
Tagged Topics: Diversity
Tagged Divisions: Biomedical Engineering Division (BED)

team dynamics and individual experiences. Finally,quantitative data collection will be expanded by incorporating existing validated scales to betterunderstand the impact of the design sprint on students’ engineering design competencies. Whilewe piloted these measures this year, our data was significantly limited in sample size. We plan toincorporate adaptations of Grohs et al. Systems’ Thinking Assessment Tool [17] and Carberry et.al’s [18] instrument for assessing students’ engineering design self-efficacy. Combined, theseadditional measures of program assessment data will enable an expanded understanding of themost impactful program elements. Ultimately, our goal is to develop scalable, effective modelsfor learning experiences, including pre

Relevance Score: 0.045037553

Advancing Equity in Biomedical Engineering Education: Insights from Clinical Observations and Needs-Finding Courses

Conference Session: Hands-On Learning and Clinical Immersion in BME
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Alyssandra P Navarro, University of Arkansas; Jacquelynn Ann Horsey, University of Arkansas for Medical Sciences; Thomas Hudnall McGehee, University of Arkansas; Bryce Williams, University of Arkansas; Timothy J. Muldoon, University of Arkansas; Mostafa Elsaadany, University of Arkansas
Tagged Topics: Diversity
Tagged Divisions: Biomedical Engineering Division (BED)

groups in STEM fields, particularly engineering,presents persistent challenges in education and the workforce. HMG students often face uniquebarriers that hinder their learning experience, such as unwelcoming classroom environments,limited mentorship opportunities, and a lack of belonging and community. These disparitiescontribute to lower retention rates and confidence levels compared to NHMG students.This study evaluates the impact of our junior-level clinical immersion course on HMG andNHMG students. Surveys were conducted pre- and post-course to gather students' perspectives,focusing on skill development, self-efficacy, and perspectives on healthcare disparities.Quantitative results indicated significant gains in confidence and skill

Relevance Score: 0.03242479

Work in Progress: A Multi-level Undergraduate Curricular Approach to Exploring Health Equity in Biomedical Engineering Solutions

Conference Session: Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jennifer M Hatch, Indiana University-Purdue University Indianapolis; Steven Higbee, Indiana University-Purdue University Indianapolis; Danka Maric, Indiana University-Purdue University Indianapolis; Sharon Miller, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Biomedical Engineering Division (BED)

supporting STEM faculty on STEM education research projects.Dr. Sharon Miller, Purdue University Sharon Miller, PhD, is an Associate Professor of Practice in the Weldon School of Biomedical Engineering at Purdue University. She received a BS degree in Materials Science and Engineering from Purdue University and MS and PhD degrees in Biomedical Engineering from the University of Michigan. Her educational efforts focus on biomedical engineering discipline-based educational research, including design self-efficacy, project-based learning, critical reflection in ethics, and high-impact practices. ©American Society for Engineering Education, 2024Work in Progress: A Multi-level Undergraduate Curricular

Relevance Score: 0.029727591

A Case Study: Exploring the Influence of Home Environments on Tissue-Engineering Summer Research Experiences for High School Students

Conference Session: Biomedical Engineering Division (BED) Technical Session 2: Experiential Learning in Biomedical Engineering
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Marla Hilderbrand-Chae, University of Massachusetts, Lowell ; Shalain Iqbal Siddiqui; Chiara E. Ghezzi; Bryan Black, University of Massachusetts, Lowell; Janna Jobel, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell
Tagged Topics: Diversity
Tagged Divisions: Biomedical Engineering Division (BED)

highschool internships that engage students in authentic STEM environments [2], [3]. High schoolinternships are especially impactful for underrepresented minority (URM) female students inSTEM [1]. Prior research has shown that these internship opportunities can increase students’sense of self-efficacy in STEM fields, give students insight into career paths they might nototherwise be exposed to, and increase students’ interest in and pursuit of STEM-related majorsand careers.The home environment can also provide opportunity for students to increase and strengthenSTEM identity and the consideration of STEM careers. A model for STEM identity has beendeveloped as a framework building on disciplinary studies and includes the interplay of threeelements

Relevance Score: 0.024318593

Characterizing student adoption of generative AI in technical communication courses

Conference Session: AI, Technology, and Data-Driven Learning in Biomedical Engineering
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Angela Lai, Tufts University; Kavon Karrobi, Boston University
Tagged Topics: Diversity
Tagged Divisions: Biomedical Engineering Division (BED)

studentadoption of genAI for technical writing. Our study results showed that BME students adjustedtheir usage of GAI for technical writing after receiving a lecture on genAI prompting techniquesfor writing, editing, and assessing its efficacy. The students changed their usage of genAI indifferent ways and fell into two categories: 1) those who adopted it willingly and used it morefrequently, and 2) those who decided to abstain from using it at all. The latter group of studentsreported strong feelings for self-efficacy and to be independently proficient at technical writing.By examining the ways in which students adopt genAI for technical writing and the underlyingintentions, we hope to identify areas in curricula that may require greater emphasis. This

Relevance Score: 0.01874266

Post-Pandemic Motivations and Barriers for Office Hours Attendance in Biomedical Engineering

Conference Session: Curriculum Development and Pedagogical Innovations
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Kate Manion, Northwestern University; Jordan Denzler, Northwestern University; Tyson Matthew Strong, Northwestern University; David P O'Neill, Northwestern University
Tagged Topics: Diversity
Tagged Divisions: Biomedical Engineering Division (BED)

Similarities,” Proc. 54th ACM Tech. Symp. Comput. Sci. Educ. V 1, pp. 959–965, 2023, doi: 10.1145/3545945.3569777.[12] P. Glynn-Adey, “Public Space Office Hours,” Coll. Teach., vol. 69, no. 3, pp. 180–181,2021, doi: 10.1080/87567555.2020.1845599.[13] A. Joyce, “Framing Office Hours as Tutoring,” Coll. Teach., vol. 65, no. 2, pp. 92–93, 2017,doi: 10.1080/87567555.2016.1189393.[14] M. Micari and P. Pazos, “Connecting to the Professor: Impact of the Student–FacultyRelationship in a Highly Challenging Course,” Coll. Teach., vol. 60, no. 2, pp. 41–47, 2012, doi:10.1080/87567555.2011.627576.[15] M. Micari and P. Pazos, “Fitting in and feeling good: the relationships among peeralignment, instructor connectedness, and self-efficacy in undergraduate