Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Megan Huffstickler, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University, University Park; Keefe B. Manning, Pennsylvania State University, University Park; Margaret J. Slattery, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Biomedical

measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support for educational proposals and projects, and working with faculty to publish educational research. Her research interests primarily involve creativity, innovation, and entrepreneurship education.Prof. Keefe B. Manning, Pennsylvania State University, University ParkDr. Margaret J. Slattery, Pennsylvania State University, University Park Margaret Slattery Ph.D., has been a faculty member at Penn State University in Biomedical Engineering since 2007 and her career has focused on undergraduate students and their academic experiences. She currently is directing a new office within

Conference Session

Assessment of Student Learning and Motivation in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert Matthew Miller, University of Pittsburgh; Spandan Maiti, Department of Bioengineering, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh

Tagged Divisions

Biomedical

homework (significance at p < 0.05),and a Friedman ANOVA was used to compare student rankings with a post-hoc WilcoxonSigned Rank test using Bonferroni correction (significance at p < 0.005). Correlations betweenquestion scores were made using Kendall’s Tau-b. Of the 12 questions on the questionnaire, 3were significantly different between the MEA and homework. Specifically, students found theMEA to be more frustrating, had more choice in how to complete the MEA, and felt the MEAbetter related to their career goals. When ranking items, competence, purpose, and extrinsicmotivation were ranked significantly higher compared to community and autonomy. Correlationsindicated that students enjoyed the project more when they learned the content (τ

Conference Session

Assessment of Student Learning and Motivation in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brian P. Helmke, University of Virginia

Tagged Divisions

Biomedical

survey answers. Data were collected and analyzedaccording to a protocol approved by the Institutional Review Board for Social and BehavioralSciences (IRB-SBS). Data were not collected from students who opted out of the study.Student focus groupsFocus groups were conducted by two third-party observers from the University of VirginiaCenter for Teaching Excellence who were not affiliated with the course. Pizza and soft drinkswere provided during the focus group interviews. Focus group questions were open-ended andgave students the opportunity to expand on their experiences in the course (Appendix B). Focusgroups were recorded and later transcribed for qualitative analysis.Invitations to participate in the focus groups were sent to all students in

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; Annmarie Mullen, Bucknell University

Tagged Divisions

Biomedical

rapid prototyping for product design. Laurence King Publ. 8. Macdonald, E., Salas, R., Espalin, D., Perez, M., Aguilera, E., Muse, D., & Wicker, R. B. (2014). 3D printing for the rapid prototyping of structural electronics. IEEE Access, 2, 234-242. 9. Newcomer, J. L., Hoekstra, N. L., Kitto, K. L., & McKell, E. K. (2004). Using rapid prototyping to enhance manufacturing and plastics engineering technology education. Journal of Engineering Technology, 21(1), 10-15. 10. Jensen, D., Randell, C., Feland, J., & Bowe, M. (2002). A study of rapid prototyping for use in undergraduate design education. Proceedings of the 2002 American Society for Engineering Education, Montreal, Quebec, Canada

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Kadlowec, Rowan University; Tom Merrill, Rowan University; Sameer Sood, Rowan University School of Osteopathic Medicine; Jane Greene Ryan; Anilchandra Attaluri, Department of Mechanical Engineering, Pennsylvania State University-Harrisburg; Robert Alan Hirsh, Cooper Medical School of Rowan University

Tagged Divisions

Biomedical

Paper ID #19437Clinical Immersion and Team-Based Design: Into a Third YearDr. Jennifer Kadlowec, Rowan University Jennifer Kadlowec is Professor and Department Head of Mechanical Engineering in the Henry M. Rowan of College of Engineering, Rowan University, Glassboro, NJ. She has been an active member of ASEE since 1998. She joined as a graduate student, after working on an engineering education project and pre- senting that work and student chapter activities at annual conference. As a faculty member, she regularly publishes and presents at the ASEE Annual Conference. Her interests are in design education and assess

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anastasia Katharine Ostrowski, University of Michigan; Jin Woo Lee, University of Michigan; Shanna R. Daly, University of Michigan; Aileen Huang-Saad, University of Michigan; Colleen M. Seifert, University of Michigan

Tagged Divisions

Biomedical

of each DesignHeuristic card, there is a title of the strategy, a graphic image, and a description of the heuristic(Figure 1). The back of each card provides two example products where the heuristic is evident,demonstrating how the heuristic can be applied to multiple products. One of these example isalways a seating device, and the other example is a consumer product, represented by a variety ofproducts throughout the set of 77 cards.Figure 1. Design Heuristic card #50, Provide Sensory Feedback. (a) Front features the DesignHeuristic strategy and description with image and text. (b) Back features two examples of how theheuristic can be applied.For example, the Design Heuristic, Provide sensory feedback, prompts the designer to considerhow

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xuwen Xiang, Oregon State University; James D. Sweeney, Oregon State University; Natasha Mallette PhD, Oregon State University; Christine Kelly, Oregon State University

Tagged Divisions

Biomedical

features of the assignment include that the students:  were tasked to make qualitative recommendations for an open-ended range of possible investments,  worked in teams,  had access to a techno-economic model with a broad array of variable inputs, and  were provided with research indicating legitimate questions regarding efficacy of the product.The project objectives were to: a. provide students an opportunity to practice and become comfortable with decision making with multiple concerns and types of evidence, b. promote student understanding of how a process design (techno-economic model) can be used, and c. enable students’ ability to navigate uncertainty, which is critical for practicing engineers

Conference Session

Assessment of Student Learning and Motivation in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

William H Guilford, University of Virginia; Brian P. Helmke, University of Virginia

Tagged Divisions

Biomedical

by a unit exam, students received their scores as well as the answer key immediately after taking the quiz. For each quarterly unit of the course, students were credited either (a) their exam score, or (b) the mean of their quiz scores, whichever was higher toward their final course grade. They were therefore not obligated to take both the quizzes and the exams, but could instead opt not to take the exam if they were satisfied with their weekly quiz scores. 96% of their grade in this section was based on these summative assessments of knowledge and comprehension, while the remaining 4% was based on class participation. The comparatively high-stakes assessments in this section were assumed to induce the testing effect

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christine Kelly, Oregon State University; Amy V. Nguyen, Oregon State University

Tagged Divisions

Biomedical

(pp. 1-8). IEEE. 2. Glassey, J., Novakovic, K., & Parr, M. (2013). Enquiry based learning in chemical engineering curriculum supported by computer aided delivery. Education for Chemical Engineers, 8(3), e87-e93. 3. Gomes, V. G., Barton, G. W., Petrie, J. G., Romagnoli, J., Holt, P., Abbas, A., Cohen, B., Harris, A.T., Haynes, B.S., Langrish, T.A.G., Orellana, J.,See, H.T., Valix, M., & White, D.. (2006). Chemical engineering curriculum renewal. Education for Chemical Engineers, 1(1), 116-125. 4. Grant, C. D., & Dickson, B. R. (2006). Personal skills in chemical engineering graduates: the development of skills within degree programmes to meet the needs of employers. Education for Chemical

Conference Session

First- and Second-year Design and Professional Development in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christa M Wille, University of Wisconsin, Madison; Dalton James Hess; Jake Mitchell Levin, University of Wisconsin-Madison; Amit Janardhan Nimunkar, University of Wisconsin, Madison; John P. Puccinelli, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Biomedical

address some of these issues. After the 2014 changes, the Committee notedthat the reduction in scores for outcomes a, b, and d were a result of the greater flexibility in thenew design project solution, however this decline did not persist. Overall scores in the last twoyears for sophomores have been high (above four, which is the benchmark expectation for seniorperformance). A potential major contributing factor beyond the course improvements isconsistency – all students in BME 201 have very similar experiences, i.e., same client, sameadvisor, same project and same resources. The students are allowed to explore and develop theirideas within these confines, thus eliminating any complicating factors or influences onperformance due to varying

Conference Session

First- and Second-year Design and Professional Development in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristen Billiar, Worcester Polytechnic Institute; Kaitlyn A Marengo, Worcester Polytechnic Institute

Tagged Divisions

Biomedical

pounds of force on a volunteer’s deltoids). What is the benefit of such a design?” The same question was asked on the quizzes in 2012, 2014 and 2015. “How many unknowns can one have in a 2D equilibrium problem (without being statically indeterminate)? How many in a 3D equilibrium problem? Explain why we can only have this many unknowns.” And “For vectors a and b, what is the difference between a x b and b x a? Why is it important for calculating moments?” These exact same two questions were given in 2012.Statistics: Results from the three offerings were compared using one-way ANOVA on ranks withp<0.05 considered significant. When significant effect found, pairwise

Conference Session

K-12 and Graduate Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eileen Haase PhD, Johns Hopkins University; Elizabeth A Logsdon, Johns Hopkins University

Tagged Topics

Diversity

Tagged Divisions

Biomedical

session. Thus, in addition to the online preparation throughout thesemester, students are motivated to review the material prior to each practice. One of the lastworkshops of the residency program is a design challenge, where students draw from their priorlearning to come up with solutions to healthcare problems they’ve observed in their clinicalworkshops. The final week of the course is used to integrate themes across the course.Figure 3: Details of the online structure for Module 2 on Myocardial Contractility and the EKG.Each module has one week of online preparation, and one day of the on-site residency. In Unit Aof Module 2, students record from an isolated frog heart to demonstrate the Frank-Starling law.In Unit B, students use a bread board

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Samantha Brenna, Arizona State University ; Casey Jane Ankeny, Arizona State University; Michael R. Caplan, Arizona State University

Tagged Divisions

Biomedical

format. Students were assigned randomly into four groups at the beginning of the semester. Twoof the groups (1 & 2) watched the new lectures, and two of the groups (3 & 4) watched the original75-minute lectures (n1=14, n2=16, n3=15, and n4=17). Groups 1 and 4 took version A for the pre-test, and version B for the post-test; whereas, groups 2 and 3 took version B as the pre-test andversion A as the post test. Each quiz had four questions regarding content presented in both of thevideo lecture formats. After completing the pre-test students were directed to watch the firstlecture, or set of lectures, and then return to take the post quiz. After completing the second post-quiz, students were asked to complete the attitudinal survey

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joseph Towles, University of Wisconsin, Madison; John G. Davis, University of Wisconsin, Madison; Brian Frushour, Wisconsin Alumni Research Foundation (WARF)

Tagged Divisions

Biomedical

Paper ID #20106Development of a Graduate Project Management Course Where GraduateStudents Manage Undergraduate Biomedical Engineering Design Teams (Workin Progress)Dr. Joseph Towles, University of Wisconsin, Madison Joseph Towles is a faculty associate in the Department of Biomedical Engineering at the University of Wisconsin-Madison. Joe completed his PhD in the Department of Mechanical Engineering at Stanford University and a research post-doctoral fellowship in the Sensory Motor Performance Program at the Rehabilitation Institute of Chicago and in the Department of Physical Medicine and Rehabilitation at Northwestern

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington

Tagged Divisions

Biomedical

participation in online discussion board, and length of reflections (number of words) 5. Qualitative analysis of student reflection (keywords coded by instructor) 6. Project outcomes and perceived student effort in team service projects, based on instructor’s interactions with teams during 2-quarter implementation following seminar 7. Quality of end-of-project deliverables: a. Individual student reflections on experience in the departmental honors program b. Team evaluations of project at end of year c. Completeness and quality of content of sustainability manualsFor the year-long team service projects, student teams may select any bioengineering-relatedtopic that serves the department, university, or

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, University of Wisconsin, Madison; Carla Winsor, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Biomedical

underrepresented minorities.References[1] Puccinelli, TJ, Fitzpatrick, M., Masters, G., Murphy, JG, The Evolution of the Freshman Engineering Experience to Increase Active Learning, Retention, and Diversity--Work in Progress. American Society for Engineering Education, 2016.[2] B. M. Olds and R. L. Miller, "The effect of a first-year integrated engineering curriculum on graduation rates and student satisfaction: A longitudinal study," Journal of Engineering Education, vol. 93, p. 23, 2004.[3] S. S. Courter, S. B. Millar, and L. Lyons, "From the students' point of view: Experiences in a freshman engineering design course," Journal of Engineering Education, vol. 87, pp. 283-288, 1998.[4] D. W. Knight, L. E. Carlson, and

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Orlando Sanguinette Hoilett, Purdue University; Asem Farooq Aboelzahab, Purdue University; Erica Amanda Layow, Purdue University; Jacqueline Callihan Linnes, Purdue University; Chi Hwan Lee, Purdue University

Tagged Divisions

Biomedical

Paper ID #19331#FunTimesWithTheTA—A Series of Fun Supplementary Lessons for Intro-ductory Level Biomedical Instrumentation Students (Work in Progress)Mr. Orlando Sanguinette Hoilett, Purdue University Orlando is a PhD student in Biomedical Engineering at Purdue University. Orlando graduated from Van- derbilt University in 2014 with a Bachelor of Engineering in Biomedical Engineering. His academic interests involve developing wearable sensors for mobile health platforms and developing engaging en- gineering design activities for undergraduate students. He has several years of experience with analog circuit design and

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Logsdon, Johns Hopkins University; Robert Allen P.E., Johns Hopkins University; Nicholas J. Durr, Johns Hopkins University; Hien Nguyen, Johns Hopkins University

Tagged Divisions

Biomedical

subsequently train their team members. (B) Picture of hands-on clinical observation training of leaders with clinical faculty.With a small group of team leaders we are able, with support from medical school faculty, tocoordinate extended and direct access to clinical mentors in our program. The model allowed usto give limited resources to a small number of students who then translated the

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Karen R. Thickman, University of Washington

Tagged Divisions

Biomedical

. 48, 661–669 (2013).8. Sharoff, L.; J. Nurs. Educ. Pract. 5, 13–18 (2015).9. Haspel, R. L., Ali, A. M. & Huang, G. C.; J. Grad. Med. Educ. 80–84 (2016).10. Dunlosky, J., et al; Psychol. Sci. Public Interes. Suppl. 14, 4–58 (2013).11. McLaughlin, J.E., et al; Acad. Med. 89, 236–243 (2014).12. Zalewski, D. & Schneider, K. Assessing Learning Outcomes and Evaluating Graduate Student Perceptions of a Flipped Classroom. ASEE Natl. Conf. Proceedings. New Orleans, LA (2016).13. Beidler, K. & Panton, L.; J. Interact. Technol. Pedagog. (2013).14. Muzyka, J. L.; Journal of Chemical Education (2015). doi:10.1021/ed500904y15. Geetracianne, K. L. & Neilsen, B.; Proc. Mtgs. Acoust. 18, 025002 (2012); doi

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexander J. Carroll, North Carolina State University; Andrew J. DiMeo Sr., UNC & North Carolina State University; Hatice O. Ozturk, North Carolina State University; James McCall, North Carolina State University

Tagged Divisions

Biomedical

and problem being addressed ‐ Relevant research of your need including at least 5 in text citations ‐ Competitive Landscape of 5 products addressing your need ‐ Patent Landscape of 5 products addressing your need ‐ Include a complete bibliography with formal citations in the style of your team’s choosing citing ALL resources used (including those used for competitive and patent landscape). ‐ Brief justification for your citation style used (2-3 sentences) Quality of Work (Max 10pts)   ‐ Thorough analysis of your need. ‐ Detailed descriptions of competitors and patents ‐ All citations are properly formattedAppendix B: BME 352 EX 2 Relevant Research

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Molly Y. Mollica, University of Washington; Heather A. Feldner, University of Washington; Anat Caspi P.E., University of Washington ; Katherine M. Steele, University of Washington; Dianne Grayce Hendricks, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical

typicallytakes two hours and supplies cost $1 per toy. As shown in Figure 2, this includes opening theelectronic toy and finding the circuit that controls its activation (Figure 2A and B). A piece ofwire is then used to determine how the circuit is completed to activate the toy, thereby initiatingsounds, lights, and/or movement (Figure 2C, enlarged in D). A female jack is soldered to a wireand the other end of that wire is soldered to the identified points on the circuit (Figure 2E and F).Finally, the toy is closed (Figure 2G) and repackaged. Toy adaptation is a low-risk introductionto design, circuitry, soldering, and use of basic hand tools. In addition, the clear societal impactof toy adaptation may make it an attractive engineering application to

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yanfen Li, University of Illinois, Urbana-Champaign; Philip A. Jensen, Rocky Mountain College; Paul Anthony Jensen, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign

Tagged Divisions

Biomedical

pointvaluesFigure 1. Increased perception of fair grading with experimental grading methods. Student feedback on coursegrading at the end of the Spring 2016 (traditional scoring), and Fall 2016 (experimental scoring) semesters wereseparated into categories based on feedback received. Students commenting on several categories were counted ineach category. N= 25, 34 for Spring 2016, and Fall 2016 respectively. A B 50 5 Gradingtimeperreport Confidenceingrading

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Conrad M. Zapanta, Carnegie Mellon University; Howard D. Edington; Philip E. Empey, University of Pittsburgh ; David Clement Whitcomb, University of Pittsburgh, UPMC, and Carnegie Mellon University; Alan John Rosenbloom, Carnegie Mellon University

Tagged Divisions

Biomedical

Paper ID #18677Clinical Immersion in a Classroom Setting (Work in Progress)Dr. Conrad M. Zapanta, Carnegie Mellon University Conrad M. Zapanta is the Associate Department Head and a Teaching Professor in the Department of Biomedical Engineering at Carnegie Mellon University in Pittsburgh, PA. Dr. Zapanta received his Ph.D. in Bioengineering from the Pennsylvania State University in University Park, PA, and his B.S. in Me- chanical Engineering (with an option in Biomedical Engineering) from Carnegie Mellon University. Dr. Zapanta has served as a Visiting Assistant Professor of Engineering at Hope College in Holland, MI

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert A. Linsenmeier, Northwestern University; Lauren Woods

Tagged Divisions

Biomedical

Paper ID #20018Educating Biomedical Engineering Graduate Students about Teaching (Workin Progress)Dr. Robert A. Linsenmeier, Northwestern University Robert Linsenmeier is a Professor of Biomedical Engineering, Neurobiology, and Ophthalmology. His interests are in the microenvironment of the mammalian retina and engineering education. His teaching is primarily in physiology for both biology and BME majors. He is a fellow if the Biomedical Engineer- ing Society, American Institute of Medical and Biological Engineering, and Association for Research in Vision and Ophthalmology. He is the administrative leader of CIRTL at

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeffrey Thomas La Belle, Arizona State University; Aldin Malkoc, Arizona State University ; Mackenzie Honikel, Arizona State University, Biological and Health Systems Engineering

Tagged Divisions

Biomedical

Paper ID #18335The Use of a Medical Device Surrogate for Cooperative Product DevelopmentLearning of Engineering DesignDr. Jeffrey Thomas La Belle, Arizona State University Jeffrey T La Belle is currently an Assistant Professor in the School of Biological Health and Systems Engineering and the Biodesign Institute at Arizona State University. He holds adjunct status in the School of Energy and Matter Transport (Mechanical Engineering) as well as the College of Medicine at Mayo Clinic. He has a Ph.D. and Masters in Biomedical Engineering from ASU and a MS and BS in Electrical Engineering from Western New England University

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeffrey Stock Garanich Ph.D., The City College of New York; Lola A. Brown, The City College of New York

Tagged Divisions

Biomedical

Paper ID #19719Implementation of a Master’s in Translational Medicine (MTM) Program atThe City College of New York (Work in Progress)Mr. Jeffrey Stock Garanich Ph.D., The City College of New York Jeffrey S. Garanich, Ph.D. is Director of the Master’s in Translational Medicine (MTM) Program at the City College of New York (CCNY). In this role, his primary responsibilities include leading recruiting efforts to expand the Program’s student base, engaging medical technology industry partners, and manag- ing administration of a curriculum that trains students from diverse educational backgrounds in the core competencies

Conference Session

K-12 and Graduate Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carrie A Francis, University of Northwestern-St. Paul; Joseph E Michaelis, University of Wisconsin, Madison; Samuel Alberto Acuña, University of Wisconsin–Madison; Joseph Towles, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Biomedical

Paper ID #19665Impact of biomechanics-based activities on situational and individual interestamong K-12 studentsProf. Carrie A Francis, University of Northwestern-St. Paul Carrie Francis is an Assistant Professor of Engineering at the University of Northwestern-St. Paul. She received her Ph.D. in Biomedical Engineering from the University of Wisconsin-Madison. She has pre- viously received degrees in biomedical engineering from Washington University in St. Louis (B.S.) and the University of Wisconsin-Madison (M.S.). Her teaching interests include general physics, statics & dynamics, and mechanics of materials. Her

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel P. Cavanagh, Bucknell University; Joe Tranquillo, Bucknell University

Tagged Divisions

Biomedical

2007 and received ABET accreditation in 2009 and 2014. He also holds the William C. and Gertrude B. Emmitt Memorial Chair in Biomedical Engineering. Nationally, Professor Cavanagh has dedicated himself to the advancement of undergraduate biomedical engineering education through a range of activities including serving five consecutive terms as Treasurer on the executive board of the national Council of Chairs in Biomedical Engineering, serving as the Chair of the Biomedical Engineering Division of the American Society for Engineering Education, and serving as an ABET evaluator. In 2006, he was awarded the Lindback Award for Distinguished Teaching at Bucknell, and in 2010 earned the Pilkington Outstanding Educator

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yan Wu, University of Wisconsin, Platteville; Theodorus Evan de Groot, University of Wisconsin, Madison; Jorge Camacho; Patrick McMinn, University of Wisconsin, Madison

Tagged Divisions

Biomedical

. (A) Operation of the KOALA is as simple as pressing a cartridge onto a micro-chip.(B) Each kit consists of several cartridges prefilled with reagents, and one micro-chip containingthe microchannels. Each step of the assay is completed by “clicking” one cartridge onto themicro-chip. The cells are cultured and imaged in the micro-chip. (C) An assay performed inKOALA demonstrating immunostaining capabilities (Stain 1 – Anti-tubulin (tubulin stain) /Stain 2 – DAPI (nuclear stain) / Stain 3 – Phalloidin (actin stain)) 100% 4500 Percentageofcellsremaininga9erTE 90

Conference Session

First- and Second-year Design and Professional Development in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emma K. Frow, Arizona State University; Michael R. Caplan, Arizona State University

Tagged Divisions

Biomedical

years aftergraduating.” Based on key themes from the Fall 2015 dataset, these responses were tabulatedaccording to the presence or absence of the following words: (a) “research”, (b) “design, (c)“solve” or “solving” (as in solving medical problems), (d) “help” (as in helping the world orhelping patients), (e) “don’t know”, “do not know”, or “no idea”, (f) “quality” (as in qualityassurance) or “product testing”, (g) “regulatory” or “FDA”, or (h) “sales”. Individual students’pre- and post-course survey were compared to track similarities or changes in their responses. Forced-choice survey questions included asking students whether they planned to conductresearch in their career (answers: yes, no, not sure) and whether they planned to pursue a