Conference Session

Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Fuchs, Cornell University; Jonathan T. Butcher, Cornell University

Tagged Divisions

Biomedical Engineering Division (BED)

to support student learning in the studios via active learning techniques. She is particularly interested in researching the impact of the engineering studio environment on student learning, engagement, and motivation, and investigating how the new studio curriculum impacts student’s perception of their engineering identity.Prof. Jonathan T. Butcher, Cornell University ©American Society for Engineering Education, 2025Work In Progress: A framework for evaluating student cognitive and affective reflections inBME studio learningIntroduction. Experiential learning immerses students in real-world scenarios and problemsolving, enriching their understanding through active engagement [1]. In engineering

Conference Session

AI, Technology, and Data-Driven Learning in Biomedical Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Viswajith Siruvallur Vasudevan, Cornell University; Shivaun D Archer, Cornell University; Jonathan T. Butcher, Cornell University

Tagged Divisions

Biomedical Engineering Division (BED)

is reflected in their output, which can be coherent, engaging,and, in some cases, strikingly human-like. LLMs exhibit a wide range of capabilities, which arelisted in Figure 1.While LLMs have shown remarkable performance on various tasks, they face several challenges.LLMs may generate plausibly sounding but factually incorrect statements. Secondly, LLMsstruggle with understanding and applying common sense or real-world knowledge despite theirimpressive capabilities. And LLMs can inadvertently perpetuate biases present in their trainingdata [23, 24].ChatGPT is a specific implementation of an LLM developed by OpenAI. It's designed to engagein human-like conversations, providing helpful, respectful, and honest responses while also beingable to

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rachel Bocian, Cornell University; Alexandra Werth, Cornell University; Campbell James McColley, Cornell University

Tagged Divisions

Biomedical Engineering Division (BED)

developthe skills and mindset needed to tackle complex, real-world challenges in biomedical design. Weaim to address the question of how the middle years of college (sophomore and junior years)serve as a bridge between foundational learning and advanced application of BME designattitudes, beliefs, mindsets, and skills.This course is designed to guide students in reflecting on their strengths, areas for growth,interests, and past experiences while creating an online resume. Through weekly 50-minutesessions, the seminar addresses ABET Student Outcomes 1–7, fostering a reflective approach tolearning in BME. However, the course’s impact has been limited by insufficient engagementwith real-world biomedical engineering challenges and the biodesign process

Conference Session

Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sharon Miller, Purdue University at West Lafayette (COE); Steven Higbee, Purdue University at West Lafayette (COE); Jennifer M Hatch, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

learning, critical reflection in ethics, and high-impact practices.Dr. Steven Higbee, Purdue University at West Lafayette (COE) Steve is an Associate Professor of Engineering Practice in the Weldon School of Biomedical Engineering at Purdue University in Indianapolis. He received his PhD in Bioengineering from Rice University (Houston, TX) in 2013, after earning his BS and MS degrees from Purdue University (West Lafayette, IN).Jennifer M Hatch, Purdue University at West Lafayette (COE) Jennifer Hatch is a Continuing Lecturer of Biomedical Engineering in the Weldon School of Biomedical Engineering at Purdue University. She earned her BS and MS in Biomedical Engineering from Indiana University - Purdue University

Conference Session

Innovative Approaches to Biomedical Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashley R Taylor, Virginia Polytechnic Institute and State University; Kinsley Tate, Virginia Polytechnic Institute and State University; Andre Albert Muelenaer Jr, Department of Biomedical Engineering and Mechanics, Virginia Tech; LaDeidra Monet Roberts, Virginia Polytechnic Institute and State University; Christopher Arena, Virginia Polytechnic Institute and State University; Sara L Arena, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

across six corecourses and one advanced technical elective in an undergraduate biomedical engineering (BME)program curriculum. Our collaborative autoethnography examines the following researchquestions (RQ):RQ1: Why do faculty revise their BME courses to incorporate health equity concepts?RQ2: How do BME faculty integrate health equity concepts into undergraduate BME courses?RQ3: What best practices can be illuminated to support further health equity-focused curricularreform?Conceptual Framework: The Academic PlanTo establish a shared vocabulary for exploration of our research questions, we leverage Lattucaand Stark’s [23] Academic Plan Model to underpin our collaborative reflections. The AcademicPlan Model is a framework for understanding

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sabia Zehra Abidi, Rice University

Tagged Divisions

Biomedical Engineering Division (BED)

, engagement and knowledge retention. ©American Society for Engineering Education, 2025WIP: Impact of Metacognition Focused Activities on Development of Learning Habits in PhysiologyIntroductionThe ability to monitor and assess one’s own knowledge and skills plays a pivotal role in learning[1]. Several have previously described the beneficial effect of this type of metacognitive toolthrough interventions such as exam wrappers, reflections and self-surveys [1-3]. Unfortunately,bioengineering curricula often do not give students sufficient practice developing these tools. Formany students, it can be easy to fall into the trap of implementing ineffective learning strategiesrepeatedly

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Travis Carrell, Texas A&M University; Anne-Marie Ginn-Hedman, Texas A&M University

Tagged Divisions

Biomedical Engineering Division (BED)

scaffolding of projects with sub-deadlines for reporting on achievement ofspecific deliverables are utilized to engage students sooner and feed into beginning of classdiscussions concerning “pain points” and methods to ameliorate them. This also serves toidentify struggling students and provide additional guidance, whether through the discussion ofmethods utilized by peers or through instructor-led discussion. Maintenance of a Google Doc bystudents will be utilized to document their ongoing progress and for reporting of time spentworking on the individual projects and project reflection for productivity. These activities helppromote steady progress and foster self-directed learning [1-4]. Grounded in Vygotsky’s Zone ofProximal Development [5,6] and

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Victoria Rose Garza, The University of Texas at San Antonio; Joel Alejandro Mejia, University of Cincinnati; Teja Guda, The University of Texas at San Antonio

Tagged Divisions

Biomedical Engineering Division (BED)

constructed through interactions with the environmentand reflection on those experiences. In this context, metacognitive regulation aligns with the notionof reflective abstraction, where learners assess and refine their cognitive strategies throughexperience. In BME education, where complex problem-solving and critical thinking are integralto the learning process, the dynamic interplay between metacognitive knowledge and regulationbecomes essential. As students engage with challenging engineering problems, their ability toreflect on and adjust thinking is critical not only for retaining technical content but also for applyingskills in the real-world. Thus, this framework allows for a deeper exploration of how metacognitivestrategies can be nurtured

Conference Session

AI, Technology, and Data-Driven Learning in Biomedical Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Christian, Georgia Institute of Technology; Ophelia Anais Winslett, Georgia Institute of Technology; Alpa Gautam, Georgia Institute of Technology; Todd M. Fernandez, Georgia Institute of Technology

Tagged Divisions

Biomedical Engineering Division (BED)

as reflecting the challenges forbiomedical engineers, or any engineers, that begin before and end well after the use of any particular AI or MLalgorithm or approach. The critical role of data in such work is well established and represents a necessaryperspective in preparing BMEs to lead technically competent and morally defensible AI/ML work [6], [7].Our data skills curriculum is actively evolving. We aim to increase student engagement in data skills-relatedlearning longitudinally. Many programs have created specific course(s), majors, or minors in data science[2],[8]. While adding a major or minor is effective for students who choose this type of coursework, we see abroader need to create a variety of opportunities that are tailored to the

Conference Session

Curriculum Development and Pedagogical Innovations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Currey, Union College

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

as social support for learning, understandingmetacognition when designing a course, and alternative student assessment or grading. Treisman[4] was able to demonstrate that students’ learning significantly improved when they movedfrom working alone to working in study groups where they could debate problem solvingmethods and answers. McGuire [5] has described metacognition in learning as involvingplanning, assessing, controlling, and adjusting techniques of learning. Incorporatingmetacognitive strategies of reflection and self-questioning into a course leads to improvedlearning. Incorporating peer-to-peer learning, metacognition, as well as other pedagogicaltechniques can disrupt the illusion that traditional methods of instruction are

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Deborah Moyaki, University of Georgia; Nathaniel Hunsu, University of Georgia; Dominik May, University of Wuppertal; Cheryl T Gomillion, University of Georgia

Tagged Divisions

Biomedical Engineering Division (BED)

biomedical labs. This range of experiences reflects theexperience level of the cohort, offering us a representative sample for understanding studentexperiences. Furthermore, our article focuses on depth rather than breadth, encouraging athorough exploration and understanding of learners' experiences.Data Analysis: We use a hybrid approach for our analysis, in which we conduct deductive andinductive analyses. We transcribed the audio recordings of our interview using Otter.ai andcleaned the data to ensure correctness and logical flow. We used the four-stage learning model ofELT as overarching themes for the deductive analysis. Under these themes, we intend to generatecodes that capture precise insights into learners' experiences in the VR labs

Conference Session

AI, Technology, and Data-Driven Learning in Biomedical Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mercedes Terry, University of North Dakota; Abigail Tubbs, University of North Dakota; Brandon Fugger, University of North Dakota; Blair Dupre, University of North Dakota; Enrique Alvarez Vazquez, University of North Dakota; Ryan Striker P.E., University of North Dakota

Tagged Divisions

Biomedical Engineering Division (BED)

CD help students successfullyengage in innovation tasks. This study was conducted within a BME program with an IBL framework. Theparticipants included undergraduate and graduate students who completed surveys at thebeginning and end of the semester to capture changes in CD and ISE. The CD survey wasadapted from a validated scale to reflect IBL-specific scenarios, assessing students' psychologicaldiscomfort when confronting conflicting ideas or ambiguous challenges. ISE was measuredusing an established scale, which evaluates confidence in completing innovation-related taskssuch as generating creative solutions and addressing complex problems. Data collection wasfacilitated through the MOOCIBL platform (a custom LMS) to ensure

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xianglong Wang, University of California, Davis; Tiffany Marie Chan, University of California, Davis; Angelika Aldea Tamura, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

], rapidimprovement in the performance of these products, as reflected by one faculty’s experience ofPerplexity AI scoring 80% on their multiple choice-based engineering quiz, accentuated the needfor BME educators and students to improve AI literacy and cultivate responsible use of AI.ML algorithms are computer programs that improve their performance with more experience(data) [8]. Therefore, problems in the data used to train ML algorithms, such as demographicbiases, can be reflected in the performance of ML algorithms. In a BME context, GPT-4, whichpowers ChatGPT and Perplexity AI, showed strong ethnic biases when assigning medicalconditions such as HIV/AIDS [9], while GPT-4 and Gemini (also powers AI-enabled notebook,NotebookLM) showed negative perception

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

AraOluwa Adaramola, Cornell University; Alexandra Werth, Cornell University; Campbell James McColley, Cornell University

Tagged Divisions

Biomedical Engineering Division (BED)

methods through this pilot, we seek toensure that future research yields meaningful insights into the role of flexible attendance policiesin engineering education.Course Context. The Experiential Learning Seminar II is a 14-week, ½-credit required course forBME majors at Cornell University. Students often take this course in the fall semester of their thirdyear at Cornell University. During the Fall 2024 semester, 54 students were engaged in weeklyteam-based design activities and reflections on BME design, research, and practice. The course 1aims to help students develop engineering design skills, equip them to become reflectivebiomedical engineers

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

James Long, Rice University

Tagged Divisions

Biomedical Engineering Division (BED)

• Neither agree nor disagree (3) and grading in this course: • Somewhat agree (4) • I am confident I will understand topics in • Strongly agree (5) this course. • I believe I can master skills in this course. • My grade in this course will reflect my effort. • My grade in this course will reflect my understanding. (Fig. 2) • Strongly disagree (1) Rate the extent to which you agree or disagree • Somewhat disagree (2) with the following statements concerning learning • Neither agree nor disagree (3) and grading in bioengineering courses other • Somewhat agree (4) than this course

Conference Session

Equity, Diversity, and Social Justice in Biomedical Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shannon Barker, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

physiology knowledge is applied in solving biomedical problems and how researchers have addressed disparities in their work.5. Complete the discussion questions assignment for that system. This assignment includes questions that force students to dig a little deeper and use external sources of information to find answers. As part of the healthcare disparities structured curriculum, two questions were added to this assignment for each system: a. Socially contextualize a decontextualized biomedical problem related to this system b. Reflect on the social justice issues that arise in biomedical design within this organ system. What are some of the ways biomedical engineers have addressed these issues in their designs?In addition

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)

their writing in sustained or long-term writing projects[13, 14]. Due to thismodule, the majority of students were optimistic towards using AI in future assignments forwriting. However, students who use ChatGPT to write tend to run into common pitfalls such asambiguous writing, bias reinforcement, and “hallucinations”[15]. This shift reflects the need toprovide clear guidance on appropriate AI usage in educational settings. This work highlights thegrowing recognition that fostering AI literacy is a crucial educational practice in modernclassrooms.To investigate the ways students respond to AI literacy efforts and how they may change theiruse of genAI in these situations, we introduce structured usage of AI in one lecture to increase AIliteracy

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of California, Santa Cruz; David James Kelaita, University of Colorado Boulder; Tanya Ivanov

Tagged Divisions

Biomedical Engineering Division (BED)

discuss factors to consider when designing experiments and students decide how to proceed. Students make design decisions such as which E. coli strain to use with specific plasmids. (4) Students design experimental controls and design PCR primers. (5) Students complete lab quizzes collaboratively, and we review answers as a class. We provide students with guiding questions for troubleshooting experiments.Since the first offering of the course, we have implemented several changes that seem to increasestudent engagement, preparedness, and confidence level in the lab. These include: (1) Requiring students to include a graphical abstract [1]in their lab reports. (2) Student reflection at the end of every lab report where

Conference Session

Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anne-Marie Ginn-Hedman, Texas A&M University

Tagged Divisions

Biomedical Engineering Division (BED)

calculations.An open-ended survey (exempt from full IRB review under IRB2023-0053M) was administeredto the students at the end of the semester. The survey asked five reflection questions: 1. What did you like about the exam formats (individual vs. group)? 2. What did you NOT like about the exam formats? 3. What would you change about the exam formats? 4. How did the exam formats affect your understanding of the material? 5. How did the formats affect your ability to apply engineering skills in a practical context?Survey responses (n=127 out of a total enrollment of 158) were qualitatively analyzed usingMAXQDA [11-13]. Text responses were used to generate word clouds to identify frequentlyoccurring words and phrases. These were then grouped

Conference Session

Curriculum Development and Pedagogical Innovations

Collection

2025 ASEE Annual Conference & Exposition

Authors

William H Guilford, University of Virginia

Tagged Divisions

Biomedical Engineering Division (BED)

allowed the incorporation ofmultiple design experiences, including authentic problems posed by real clients, across allsections of the course, ensuring that all students have a deep design experience in their first year.[1]This curricular shift had ripple effects. Some technical content previously covered in a second-year biomedical engineering (BME) design course [2] was moved to the first year design course.Consequently, the second-year BME design course was restructured for the 2025 academic year.Key changes include the addition of a client-driven design project, beginning CAD training at ahigher level, and adjustments in hands-on fabrication that reflected students’ prior experiencewith 3D printing and soldering.We wished to understand how

Conference Session

Curriculum Development and Pedagogical Innovations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sonia Bansal, Duke University; Kat M Lazar, Duke University; Jaron Shoemaker, Rensselaer Polytechnic Institute; Elizabeth Feeney, Duke University

Tagged Divisions

Biomedical Engineering Division (BED)

, conclusion) blank, and other sections suggesting that students write aboutmaterial-nonspecific concepts. The goal of this penultimate scaffold is to be entirely generalizable,so that students could use the same guidelines to write the third and fourth lab report. The last lab’sscaffold is blank. The teaching team provides detailed feedback and returns reports at least oneweek before the next report is due to ensure continuous improvement. As scaffold supportdecreases, the points associated with the report increase (first: 20 points, last: 50 points), such thatthe total score for each lab is out of 50 points.After submitting the lab report, students complete a self-reflection including two Likert-style andfour free-response questions. Likert-type

Conference Session

Innovative Approaches to Biomedical Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine Zobus, University of Illinois at Urbana - Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

engineering education [7]. This limitedexperience is often attributed to economic constraints as a result of insufficient school funding,social barriers due to a lack of role models, and a shortage of qualified teachers [7], [8].By merging participatory activities with opportunities to apply classroom knowledge, learningbecomes more engaging and memorable. Also referred to as experiential learning (EL), thisstrategy employs the motto “Do, Reflect, and Think and Apply,” where a student activelyengages in a task or concrete experience, reflects on that experience, and extrapolates what waslearned to other scenarios [9]. This approach can improve comprehension and retention ofscientific concepts while fostering an environment to ask questions, conduct

Conference Session

Hands-On Learning and Clinical Immersion in BME

Collection

2025 ASEE Annual Conference & Exposition

Authors

Charlotte Da Jung Sevrain, Vanderbilt University; Nathan Zhang, Vanderbilt University; Michael I. Miga, Vanderbilt University; Stacy S Klein-Gardner, Vanderbilt University

Tagged Divisions

Biomedical Engineering Division (BED)

while students have oneprimary mentor, they often experience interactions with additional members of the clinicalpractice. Student-reported data indicated an average of 50 +/- 13.6 hours of clinical contact overthe 14-week semester and reflected a range of minimum semesterly contact time of 30 hours(~2.1 hours per week) to a maximum of 80.5 hours (~8 hours per week) over the entire cohort.All students also spent one additional hour per week (total of 14 hours) for in-class reflectiveactivities on their experiences as well. In addition, weekly written assignments and in-classdiscussions allow students to collaborate and reflect on their experiences in the operating room(OR). The course also consists of three larger assignments through the

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Steve Warren Ph.D., Kansas State University; Charles Carlson, Kansas State University

Tagged Divisions

Biomedical Engineering Division (BED)

report?”II. Project ElementsA. Learning ObjectivesStudent learning objectives that support the higher-level research question can be framed interms of student capabilities post-project. Upon completion of this teardown project, each studentshould be able to do the following: 1. Operate fingerclip (clothespin-style) pulse oximeters.2. Describe the functional features of a fingerclip pulse oximeter. 3. Distinguish transmittance-versus reflectance-mode pulse oximeter sensors. 4. Research FDA approval and testinginformation affiliated with a medical device. 5. State the role of a predicate device in the FDAregulation and approval process. 6. Seek clinical performance information for consumer pulseoximeters. 7. Evaluate the relative performance of an

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)

population can be drawn from these data.However, several factors should be considered when interpreting these results. Response ratesvaried between pre- and post-surveys, with lower participation observed in the post-course survey(39 versus 50 students). This difference in response rates between survey administrations must beconsidered when interpreting the longitudinal impacts of the office hours intervention.Additionally, many of the open-ended responses received were relatively brief, often consisting ofonly a few words or a single sentence. The brevity of these responses suggests that students mightnot have engaged in deep reflection about their office hours experiences, potentially limiting thedepth of insights that can be drawn from the

Conference Session

Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Charles Carlson, Kansas State University; Clay Hallman, Kansas State University - Polytechnic Campus; Crysteen Helena Brown, Kansas State University

Tagged Divisions

Biomedical Engineering Division (BED)

procedures. Note that these courseobjectives were not changed during the restructuring.Early in the semester of Junior Design I, Dr. Clay Hallman, an Assistant Professor andVeterinary Radiologist in the College of Veterinary Medicine, provided a guest lecture coveringthe diagnostic utility of radiography and ultrasound. This provided students with a basicunderstanding of the problem at hand, and why ultrasound phantoms are needed as a trainingtool. It was emphasized to the students that it was not expected of them to create an entire caninephantom. Instead, student teams were instructed to focus on a single organ, and aim to have theirphantoms reflect the echotexture, acoustic impedance, and anatomical structures typicallyviewed under ultrasound

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)

interviewing skills. Students had the opportunity to immediately implement these skillsthrough multiple meetings with the client and clinicians over 3 days. On the final day, theycollaboratively ranked user needs identified during the sprint with the client, allowing memberchecking while involving the client in the design process (Appendix). This activity substitutedfor a final presentation to emphasize the significance of co-design. The increase in terms relatedto the intersection of design thinking and health equity in the students' concept maps reflects theclassroom emphasis and the intensive hands-on work completed in a short timeframe. Anothersuccess of the sprint was the strong team dynamics built on trust and vulnerability among thestudents and

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Uri Feldman, Wentworth Institute of Technology; George D. Ricco, Miami University

Tagged Divisions

Biomedical Engineering Division (BED)

performance and self-assessments reflected strong engagement and skilldevelopment. Q1—which assessed pattern recognition and signal identification—all 37 studentscorrectly matched physiological signals to their corresponding traces (Appendix A). While thiswas a relatively straightforward question, it required students to apply foundational skills inpattern recognition and classification, underscoring the practical utility of the signal detectiveapproach when faced with physiological signals. Further insight came from Likert-scaleresponses shown in Figures 2 and 3. Figure 2 shows that 26 students rated the signal detectivemethod as “helpful” or “very helpful” in understanding and analyzing signals; 10 were neutral,and one had no response. Figure 3

Conference Session

Hands-On Learning and Clinical Immersion in BME

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brandon Fugger, University of North Dakota; Blair Dupre, University of North Dakota; Mercedes Terry, University of North Dakota; Abigail Tubbs, University of North Dakota; Enrique Alvarez Vazquez, University of North Dakota; Ryan Striker P.E., University of North Dakota

Tagged Divisions

Biomedical Engineering Division (BED)

collected from 75 students across all survey questions.The cumulative percentage of responses for each Likert category is illustrated in Figure 1. Figure 1 Cumulative frequency percentage by total responsesThe overall median response across all survey responses was 6, reflecting a positive perceptionof Learning Coaches and professional development attitude. Specific survey questions, such asquestions 2 and 4 from the survey, had a median score of 7, indicating “very true” agreement onthe importance of Learning Coaches to professional growth. Figure 2 shows a plot of allquestions that had a median score of 7 to identify trends in questions with very positiveresponses. Figure 2 Questions with a

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)

Biomedical Engineering;however, the transition from mixed to negative sentiment signifies a lack of awareness among afew students. Question C shows that the significant increase in positive sentiment and decreasein negative sentiment reflect the course's success in reinforcing appreciation for engineering'srole in addressing healthcare disparities. For NHMG students, question A reveals that thedecrease in positive sentiment and emergence of mixed and negative sentiments suggestsstudents initially had strong perceptions of engineering in healthcare. Still, some struggled toconnect course content to real-world applicability. In question B, the decrease in positivesentiment and increase in negative sentiment indicate an incomplete understanding of