Clinical Scholars with a selection of clerkships, andlearning communities have been shown to increase retention in engineering programs,particularly among at-risk groups [9].The immersion experiencesBefore their summer clerkships begin, the academic deans of the school of medicine call forvolunteer mentors from among the 3rd year students. Clinical Scholars are assigned to thosestudents to best leverage their schedule of clerkships, providing 3-4 clerkships for each Scholar,each of 1-4 week duration. Scholars have a new medical student mentor for each clerkship.Clinical Scholars join their teams as “observers” rather than as “learners.” This is important (a)to not dilute the instructional quality and hands-on time for the medical students, (b) to
aimed at gauging the students’ knowledgeon both the material that would be taught in the course, and the non-topic-specific learningobjectives of the course. The post-course survey consisted of the same questions as the pre-coursesurvey, and also included (a) an additional multiple-choice question regarding the progression ofthe course and (b) four open-ended questions about the different active components of the course,as well as an evaluation of overall strengths and weaknesses of the course. 3.5.2 Student participationEach student’s participation was evaluated throughout the semester. This evaluation, which startedafter the drop period for the semester ended (for consistency), recorded the number of times eachstudent participated in
-based Grading in Engineering Courses Best Practices for Using Standards-based Grading in Engineering. ASEE Conf. Proc. (2016).4. ABET. Available at: https://www.abet.org/.5. Gentili, K., Davis, D. & Beyerlein, S. Framework for Developing and Implementing Engineering Design Curricula. Proceeding Am. Soc. Eng. Educ. Session 3425 (2003).6. Edwards, M., Sánchez-Ruiz, L. M. & Sánchez-Díaz, C. Achieving competence-based curriculum in engineering education in Spain. Proc. IEEE 97, 1727–1736 (2009).7. Beck, C. & Lawrence, B. Inquiry-based ecology laboratory courses improve student confidence and scientific reasoning skills. 3, (2012).8. Carberry, A., Krause, S., Ankeny, C. & Waters, C. “Unmuddying” course
writingskills. We anticipate that student survey results will uncover additional insight for students’current and future technical communication self-efficacy.References1. ABET. Criteria for accrediting engineering programs: http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering- programs-2018-2019/, accessed February 2, 2018.2. Kai, J. C., & Turpin, A. (2015). Improving Students' Technical Writing Skills: Abstracts in Introductory Solid Mechanics. Proceedings of the ASEE Annual Conference & Exposition.3. Trellinger, N. M., Essig, R. R., Troy, C. D., Jesiek, B. K., & Boyd, J. (January 01, 2015). Something to Write Home(work) About: An Analysis of
Paper ID #25990Board 3: Work in Progress: Design Sprints as a Method to Explore theBiomedical Engineering DisciplineDr. Arthur L. Chlebowski, University of Southern Indiana Arthur Chlebowski received his M.S. and Ph.D. from the Weldon School of Biomedical Engineering at Purdue University in 2009 and 2012 respectively, where he worked towards the development and integra- tion of an implantable pressure monitoring device for Glaucoma. He then went on to work at the Jackson Laboratory in the Simon John Lab, continuing his research as a post doc and research scientist. In 2014, he took a position at the University of Southern
the case design and printed case for student B. Four out of the nine students completeda case design, which is up from the previous Fall semester, where only one student printed acase. Figure 4 contains representative ECG analog output signals captured on an oscilloscopefrom two wearable ECG designs, courtesy of students A and B. Figure 5 displays the test setupused by student B, and Figure 6 depicts a student working on their case design. Figure 2. Populated PCBs courtesy of students A, E, and G. Figure 3. Case design, courtesy of student B.Figure 4. Wearable ECG analog output signals, courtesy of students A and B. Figure 5. Testing setup, courtesy of student B.Figure 6. Student D working on their case design.B
tube B tube C (a) (3P) Which quantitative analytical method/instrument has been used to generate the graphs above? (i) UV-Vis spectrophotometry (ii) Fluorescence spectroscopy (iii) Inductively coupled plasma mass spectrometry (ICP-MS) (iv) None of the above (b) (6P) Match the tubes (A, B, and C) with the corresponding gold nanoparticle size of your colloidal dispersions. _____ 14-nm gold nanoparticles _____ 60-nm gold nanoparticles _____ 100-nm gold nanoparticles (c) (3P) What is the appropriate unit label for the y-axis in the figure above
National Institutes of Health under Award NumberR25EB012963. The content is solely the responsibility of the authors and does not necessarilyrepresent the official views of the National Institutes of Health.References1 S. Purzer, N. Fila and K. Nataraja, "Evaluation of Current Assessment Methods in EngineeringEntrepreneurship Education", Advances in Engineering Education, vol. 5, no. 1, 2016.2 B. Przestrzelski and J. DesJardins, "The DeFINE Program: A Clinical Immersion forBiomedical Needs Identification", in American Society for Engineering Education ConferenceProceedings 2015, Seattle, 2015.3 B. Moyer, "Collaborative Efforts to Encourage Entrepreneurial Mindsets", in American Societyfor Engineering Education Conference Proceedings 2016, New
] Criteria for Accrediting Engineering Programs. Accreditation Board for Engineering and Technology (ABET), November 24, 2018.[3] B. Harding and P. McPherson, “What do employers want in terms of employee knowledge of technical standards and the process of standardization?,” in Proceedings of the 2010 ASEE Annual Conference & Exposition, Louisville, KY, USA, 2010, pp. 15.1364.1 – 15.1364.10. [4] D. Purcell, “Report on a survey of schools of engineering in the United States concerning standards education,” The Center for Global Standards Analysis, Spring 2004.[5] H. de Vries and T. Egyedi, “Education about standardization: Recent findings,” International Journal of IT Standards and Standardization Research, vol. 5, no. 2, pp. 11
careers in BME or other related fields. With a foundationin both the technical and social aspects of engineering, our hope is that the engineers graduatingfrom our integrated engineering program will approach biomedical engineering with aconsideration for the necessary engineering principles as well as the end user of the product,service or diagnostic they develop. We strive to give our students a “Changemakers” mindset topositively impact communities, companies, and society when they graduate.References1. Yoder B. Engineering by the Numbers. Am Soc Eng Educ. 2017;11–47.2. Linsenmeier RA, Harris TR, Olds SA. The VaNTH Bioengineering Curriculum Project. Proc Second Jt EMBS/BMES Conf. 2002;2644–5.3. Linsenmeier RA. What makes a biomedical
option forthe first four years of the survey, many students still wrote that in as their preferred approach.Below are some representative comments from students who preferred assigned, self-selected, orthe combination.Comments from students who preferred randomly assigned teams: • I would choose assigned teams. I think sometimes not being w/friends can increase productivity. I was in the weird circumstance where even randomly assigned teams put me w/my friends. We worked well together, but obviously was tension between members b/c we didn't want to hurt our friends' feelings on certain things. • I would prefer randomly selected teams; I was on a team w/2 friends and I felt like an outsider. • Assigned -- everyone feels more
Paper ID #27710To What Extent Does Gender and Ethnicity Impact Engineering Students’Career Outcomes? An Exploratory Analysis Comparing Biomedical to ThreeOther Undergraduate Engineering MajorsDr. Alexis Ortiz-Rosario, Ohio State University Alexis Ortiz-Rosario is a assistant professor of practice in the department of biomedical engineering at The Ohio State University. He holds a B.S. in industrial engineering from the University of Puerto Rico Mayag¨uez, and a M.S. and PhD in biomedical engineering from The Ohio State University. His current position entails teaching measurements and instrumentation courses, leading micro and
Paper ID #26677Creating a Biomedical Engineering Summer Study Abroad Program in CostaRicaDr. Elizabeth Kathleen Bucholz, Duke University Dr. Bucholz is an Assistant Professor of the Practice for the Department of Biomedical Engineering at Duke University and has served as the Associate Director of Undergraduate Studies for the Department of Biomedical Engineering in the Pratt School of Engineering for the past five years. She has been teaching for the department for 8 years, and graduated from Duke University with a Ph.D. in Biomedical Engi- neering in 2008 from the Center for In Vivo Microscopy under the guidance of Dr. G
Paper ID #27669Board 10: Work in Progress: A Blended Model for a Biomaterials CourseImproves Student Learning and Allows for Enhanced ContentDr. John P Puccinelli, University of Wisconsin, Madison Dr. Puccinelli is the Associate Chair of the Undergraduate Program in the Department of Biomedical Engineering. He began here as student near the start of the UW-BME program and earned his BS, MS, and PhD in BME. He is interested in hands-on instruction – teaching and developing courses related to biomaterials and tissue engineering, as well as design. c American Society for Engineering Education, 2019
Paper ID #26019Creativity Activities in a Design Course Fail to Elicit Gains in Creativity Overand Above those Elicited by the Design Course ItselfDr. William H. Guilford, University of Virginia Will Guilford is an Associate Professor of Biomedical Engineering at the University of Virginia. He is also the Assistant Dean for Undergraduate Education in the School of Engineering. He received his B.S. in Biology and Chemistry from St. Francis College in Ft. Wayne, Indiana and his Ph.D. in Physiology from the University of Arizona. Will did his postdoctoral training in Molecular Biophysics at the University of Vermont. His
Paper ID #27420Board 7: Work in Progress: Approaches to Introduce Biomedical Engineer-ing Design to a Class with Diverse STEM BackgroundsMs. Angela Lai, Carnegie Mellon University Angela is a current 5th year PhD student in the Department of Biomedical Engineering at Carnegie Mel- lon University. She is actively involved in mentoring undergraduate and graduate students in both the laboratory and in the classroom and promoting the field of BME to the younger generations.Ms. Elaine Soohoo, Carnegie Mellon University Elaine is a 5th year PhD student in the Department of Biomedical Engineering at Carnegie Mellon Uni- versity
Paper ID #27224Board 5: Work in Progress: Developing Medical Device Evaluation Knowl-edge in Biomedical Engineering GraduatesDr. Olga Imas, Milwaukee School of EngineeringDr. Jeffrey A. LaMack, Milwaukee School of Engineering Dr. LaMack is the undergraduate program director of the Biomedical Engineering program and a fac- ulty member in the Electrical Engineering and Computer Science Department at the MIlwaukee School of Engineering (MSOE). His areas of specialty include biophysical transport phenomena, biocomputing, physiology, and engineering design. Dr. LaMack holds a Ph.D. in Biomedical Engineering from Duke
Laboratory (1 credit hour), is a requiredlaboratory design course for KSU Electrical Engineering (EE) seniors enrolled in theBioengineering Option. This course is a co-requisite to a lecture course, ECE 772 – Theory &Techniques of Bioinstrumentation (2 credit hours), and the 3-credit course pair is available toupper-level students in non-EE curricula. These courses address biomedical sensors,analog/digital instrumentation, signals, computer-based data acquisition, biosignal processing,medical imaging, medical image processing, and other related topics. ECE 773 has also been atarget course to demonstrate the utility of USB-based, portable data acquisition tools developedat KSU [12-16].B. Digilent Analog Discovery 2 (AD2) UnitThe Digilent Analog
different among students in thetwo portfolio groups [7], the results were combined for this study and termed, “Points GradingSystem.”Specifications Grading SystemIn the intervention group (fall 2018, 17 students), a specifications grading system wasimplemented (Appendix A). The work in the course was organized into “bundles” that reflecteddifferent levels of complexity when interacting with course content. Each bundle includedconcept questions, practice problems, homework problems, and unit tests. Completing anadvanced project was required to complete the ‘A’ bundle. An activity was “completed” whenthe submitted work met all specifications for the activity, and specifications were designed toelicit a quality of work roughly equivalent to a ‘B
/01 1999.[6] D. Lepek and R. J. Stock, "Alternative Lab Reports-Engineering Effective Communication," in American Society for Engineering Education, 2011.[7] W. B. Lane, "Letters home as an alternative to lab reports," The Physics Teacher, vol. 52, pp. 397-399, 2014.[8] J. L. Logan, R. Quiñones, and D. P. Sunderland, "Poster presentations: Turning a lab of the week into a culminating experience," Journal of Chemical Education, vol. 92, pp. 96- 101, 2014.[9] Y. Li, P. A. Jensen, P. A. Jensen, and K. Jensen, "Board# 9:" Blinded" Grading Rubrics for Bioengineering Lab Reports (Work in Progress)," in 2017 ASEE Annual Conference & Exposition, 2017.[10] R. W. Gammon-Pitman and T. M
, responsibility (Healey et al., 2017, CookSather et al., 2014), and empathy (CookSather, 2015) based on other benefits of studentfaculty partnerships seen in the literature. We assessed faculty and student perspectives on these partnerships through a survey administered at the end of the semester. Appendix B contains the survey questions posed to both students and faculty. All responses were deidentified after survey completion. The value being assessed by a given question as defined in the original works cited above is also included in Appendix B although these were not communicated to the survey participants. Additionally, respondents were also asked to identify areas for future improvement. Results and Discussion Ten out of 17
again, to review someone else's work, so we all had standardized numbers. If we didn't agree with something, we all looked at it….Most of the research we did individually, but then we had weekly meetings where we all came together and talked about them all. Then, when we asked [the physician] to meet with us, we were all there, and he talked us through it. Then, using his expertise and our discussion, some people would go to observe whether a need was actually viable. We would synthesize all that information to decide which needs to follow through on.”Although survey respondents indicated that they already possessed these skills prior to theirinvolvement in the CPM program (Appendix B), they still reported
Criteria The ABET program-specific curriculum criteria for biomedical engineering,bioengineering, or similarly named engineering programs are listed below in their entirety [17]. “The curriculum must prepare graduates with experience in: a) Applying principles of engineering, biology, human physiology, chemistry, calculus- based physics, mathematics (through differential equations) and statistics; b) Solving bio/biomedical engineering problems, including those associated with the interaction between living and non-living systems; c) Analyzing, modeling, designing, and realizing bio/biomedical engineering devices, systems, components, or processes; and d) Making measurements on and
Medical Corporation c American Society for Engineering Education, 2019 Incorporating Engineering Standards Throughout the Biomedical Engineering CurriculumAbstractKnowledge of how to identify and apply engineering standards is a necessary skill forbiomedical engineers seeking to enter into the engineering industry. The use of engineeringstandards is often reserved for capstone courses; however, little evidence exists to determinewhether this limited exposure at the end of the curriculum is enough to prepare students toidentify and apply engineering standards after they graduate. The objective of this study is toassess how increasing exposure to engineering standards in the biomedical
class. While design-focused or other engaging first year courses/experiences are usedfor retention [9-10], we have not witnessed this as we do not have much attrition after freshmanyear. Students who do leave usually do so after completing upper level core courses and leavedue to poor performance or choose a different engineering career path. However, the course doesdemonstrate some qualities/experiences that promote positive outcomes and retention [9-11].Additionally, student’s perception of their literature searching used to develop the papersimproved. This is consistent with collaborative writing effects [12] and will benefit students asthey continue through the program and engage in research experiences.References:[1] T. Nilsson and B
Traditional Classroom in an Upper-Division Engineering Course.” IEEE Trans on Education, 2013, pp 1-6. [3] Kerr B. “The flipped classroom in engineering education: A survey of the research.” Interactive Collaborative Learning (ICL), International Conference. 2015 Sep 20 (pp. 815-818). IEEE. [4] Bishop JL, Verleger MA. “The flipped classroom: A survey of the research.” Proceedings from ASEE national conference. Atlanta, GA 2013 Jun 23 (Vol. 30, No. 9, pp. 1-18). [5] Shatto B, L'ecuyer K, Quinn J. “Retention of content utilizing a flipped classroom approach.” Nursing education perspectives. 2017 Jul 1;38(4):206-8. [6] Taglieri C, Schnee D, Camiel LD, Zaiken K, Mistry A, Nigro S, Tataronis G, Patel D, Jacobson S, Goldman J
). Influential factors in academic and career self‐efficacy: Attachment, supports, and career barriers. Journal of Counseling & Development, 92(1), 36-46.[10] Barry, C. L., & Finney, S. J. (2009). Can we feel confident in how we measure college confidence? A psychometric investigation of the college self-efficacy inventory. Measurement and Evaluation in Counseling and Development, 42(3), 197-222.[11] Solberg, V. S., & Villareal, P. (1998). Examination of self-efficacy, social support, and stress as predictors of psychological and physical distress among Hispanic college students. Hispanic Journal of Behavioral Sciences, 19, 182-201.[12] DeWitz, S. J., & Walsh, W. B (2002). Self-efficacy and college
Miami Dr. Montero is an Assistant Professor in Professional Practice in the Department of Biomedical Engi- neering under the College of Engineering at the University of Miami. Dr. Montero has over a decade of experience in scaffold fabrication techniques for tissue engineering applications particularly with the electrospinning and bioprinting processes. He has worked in the private sector managing animal labora- tories as well as R&D projects for various private companies and start-ups. Currently, Dr. Montero is part of the faculty team managing all senior design capstone projects. c American Society for Engineering Education, 2019 Work in Progress - Introduction to Design Thinking and
Paper ID #27591Board 4: Curriculum on Diversity and Ethics: Impact in an IntroductoryBioengineering CourseC Gunnarsson, Massachusetts Institute of TechnologyCamille Birch, University of Washington Camille Birch is a graduate of the Bioengineering and Computer Science departments at the University of Washington. She developed curriculum concerning the interplay of diversity and ethics for undergrad- uate engineering students at UW and is interested in the power of education to enact change in future generations of engineers. She currently works for Microsoft in the Bay Area.Dr. Dianne Grayce Hendricks, University of Washington
Paper ID #25404Work in Progress: Vertical Integration of Engineering Design in an Under-graduate BME CurriculumDr. Steven Higbee , Indiana University Purdue University, Indianapolis Steve is a Clinical Assistant Professor of Biomedical Engineering at Indiana University-Purdue University 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). His current position focuses on teaching, advising, and promotion of undergraduate research.Dr. Sharon Miller, Indiana University Purdue University, Indianapolis Dr