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

Paper ID #20363Integrating Medical Economic Perspectives through Information Literacy ina Biomedical Clinical Immersion Design Course (Work in Progress)Mr. Alexander J. Carroll, North Carolina State University Alex Carroll is the Research Librarian for Engineering and Biotechnology at the NCSU Libraries, where he works with the College of Textiles and the College of Engineering in areas that intersect with human and animal health. He has an M.S. from the School of Information and Library Science at the University of North Carolina at Chapel Hill, and a B.A. from James Madison University.Dr. Andrew J. DiMeo Sr., UNC &

Conference Session

Experiential Learning and Globalization in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Judy L. Cezeaux, Western New England College; Michael J. Rust, Western New England College; Robert Gettens, Western New England College; Richard D. Beach, Western New England College; Jason A Criscuolo, Western New England College

Tagged Divisions

Biomedical

wider geographical distribution than thosestudents typically enrolling in the BME program at Western New England College, whichgenerally attracts students from the New England and mid-Atlantic areas. (a) (b) Figure 1: Geographical distribution (by state) of (a) participants of summer program and (b) currently enrolled BME students Page 22.807.3Description of programThe one-week program ran from Sunday through Saturday, with lectures and laboratoryexperiences taking place during the day from Monday through Friday. Students were introducedto the

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

approachhighlights a need to evaluate the learning environment based on factors beyond summativeassessment scores. Such evaluations have documented student resistance to active learningapproaches (Silverthorn, 2006). However, the relationship between student resistance andlearning is not well understood. A popular early approach was to describe “learning styles” basedon students’ self-reported preferences for how to receive content (Felder & Silverman, 1988).Surveys of biomedical engineering students (Dee et al, 2002) indicated that they preferred toreceive information visually (through graphics, diagrams, etc.), focusing on sensory inputs (withconcrete facts and data), actively (e.g. by doing a team activity), and globally (i.e. focusing onthe big

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; Annmarie Mullen, Bucknell University

Tagged Divisions

Biomedical

, functional parts that are using in tool making such as molds and dies, and medicalmodels including pre-operative physical models and prostheses.3The medical industry was one of the early adopters of RP through “surgical planning andrealization,”5 (i.e. visualizing and planning out a surgery before performing it using rapidprototypes of organs and implants). One of the earliest uses was in CMF (Craniomaxillofacial)surgery where there “are congenital, system-bound growth disorders, facial craniosynostoses…and other congenital skull and face dysplasia.”5 The complexity and high variability of thepresentation of the disorders require patient specific treatments. Rapid prototypes of the facialstructure, made using the patient’s scans, have allowed

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

mechanics and content of the senior design capstone.In the remainder of the paper, we present the major characteristics of our design challenge andalso provide descriptions of accompanying student assignments where appropriate. As thisconcept has potential beyond the specific technical challenge used by our program, we also offersuggestions on how to adapt this idea to a range of educational settings. Finally, we presentsome preliminary assessment of the design challenge.Overview of the Design ChallengeOur three-week design challenge quickly leads students through the major milestones of thedesign process. In our specific implementation, students are challenged to design and build adevice for a third-world clinic to infuse a cholera treatment

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Eric Kennedy, Bucknell University; Donna Ebenstein, Bucknell University

Tagged Divisions

Biomedical

. This project allowed students an opportunity tofollow a process from design conception through prototyping and offer a hands-on opportunityfor final production. The general idea for the project, colloquially referred to as the “Cube ofKnowledge” was to provide a context to teach several aspects of engineering design, CAD andfabrication skills with a project that involved the whole class, but afforded individual studentsthe chance to run the machines and develop personal experience with the skills, technology, andeffort that is required to produce a precisely machined part.Project OverviewThe Cube of Knowledge project consists of a very simple overall design made up of sixrectangular pieces that are assembled to create an equilateral cube. The

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric M. Brey, Illinois Institute of Technology; Megan F. Campanile, Illinois Institute of Technology; Norman G. Lederman, Illinois Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Biomedical

Technology had on theparticipants’ career paths. Over the nine years, there have been 131 undergraduate students whoparticipated. Ninety nine (76%) of these students were supported via funding from the NationalScience Foundation Research Experiences for Undergraduates program. The other 32 (24%)were supported through institutional funds. More than half of the students (56.5%) were female,26.7% of the students were from underrepresented groups, and 52.7% students without previousresearch experience. The undergraduate research program understudy is a 10-week engineeringresearch project working in research laboratories at the University or a collaborating MedicalSchool. A tiered mentoring structure was developed within the participating laboratories

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

Paper ID #19401Impact of a Sophomore BME Design Fundamentals Course on Student Out-come Performance and Professional DevelopmentDr. Christa M Wille, University of Wisconsin, Madison Christa Wille is a Biomedical Engineering doctoral student at the University of Wisconsin-Madison. She received an undergraduate degree in Biomedical Engineering and went on to get her clinical doctorate in Physical Therapy at the University of Wisconsin-Madison. She advanced her clinical skills through a Sports Physical Therapy Residency at UW Health. Although continuing to practice Physical Therapy, Christa has returned to academia to continue

Conference Session

Unique Student Opportunities in BME

Collection

2008 Annual Conference & Exposition

Authors

Robert Linsenmeier, Northwestern University; Jean Alley, Vanderbilt University; Penny Hirsch, Northwestern University; Stacy Klein-Gardner; Julie Greenberg, Massachusetts Institute of Technology; Mark Bourgeois, Northwestern University

Tagged Divisions

Biomedical

undergraduateeducation, as it allows the student more independence than in the classroom, shows them howresearch is done, and helps them develop professional communication skills. The VaNTH REUprogram shared these basic virtues, but went beyond them in specific ways best appreciated byconsidering the context of the VaNTH ERC. Most engineering faculty receive little education inlearning science or pedagogical principles, and bioengineers are no exception. The VaNTH ERCprovided an opportunity for bioengineering faculty, and the REU students, to learn from andwork with learning scientists and assessment experts. VaNTH work has been a partnership ofengineers and learning scientists. In some contexts, including many areas of K-12 education,learning scientists

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Lucy L. Pick, University of Washington; Alyssa Catherine Taylor, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical

freshmen whichemphasizes cell responses to physical stimuli7. However, to the best of our knowledge, nosummer camp is available for pre-college students to explore bioengineering in the context ofglobal health applications, although Rice University offers multiple opportunities for high schoolstudents to learn about global health issues and to gain experience in developing global healthtechnologies through its Beyond Traditional Borders high school curriculum program8.University of Southern California offers a two-week experience entitled “Global Health andDisease” which introduces students to important global health issues9, but we were motivated tocreate a camp that approached global health topics from a bioengineering perspective.We chose the

Conference Session

New Tools in Teaching and Learning Biomedical Engineering Concepts

Collection

2007 Annual Conference & Exposition

Authors

Daniel Cavanagh, Bucknell University; Joe Tranquillo; Donna Ebenstein

Tagged Divisions

Biomedical

series of open-endedprojects and laboratories that begins in the first-year introductory engineering course and extendsthrough the senior design course. As students progress through the curriculum, the level ofemphasis placed on project management and technical results is modified in accordance withanticipated student abilities.In the first two years of the curriculum, a great deal of emphasis is placed on students’ abilities tomanage various aspects of projects including identifying project motivations, planningexperiments, constructing experimental setups and communicating results. At the same time,students are not penalized for projects that fail to produce data as long as the team followed theappropriate design processes outlined in class

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

think most people realize it is a poor tool for selecting someone who will work well with the team. For an entry-level engineer these items can be important during the initial screening but really only serve as a reference point to demonstrate their problem solving and interpersonal skills.DiscussionThe number of responses, 31, is quite low compared to our goal and the number of practicingbioprocessing engineers. In 2012 there were over 1.5 million engineers working in the US,including 18,810 biomedical and 32,190 chemical engineers (Sargent, 2014). The practicingbioprocess engineers are most likely a small subset of these two categories. Although weattempted to capture a large national audience through advertising on Linked In

Conference Session

Pedagogical Developments in BME

Collection

2009 Annual Conference & Exposition

Authors

Mia Markey, University of Texas, Austin; Kathy Schmidt, University of Texas, Austin; Wonsoon Park, University of Texas, Austin

Tagged Divisions

Biomedical

AC 2009-793: A TALE OF TWO CITIES: DISTANCE-LEARNINGTECHNOLOGIES IN AN INTERINSTITUTIONAL BME DEPARTMENTMia Markey, University of Texas, Austin MIA K. MARKEY is an Associate Professor in The University of Texas Department of Biomedical Engineering. The mission of her Biomedical Informatics Lab is to design cost-effective, computer-based decision aids. The BMIL develops decision support systems for clinical decision making and scientific discovery using artificial intelligence and signal processing technologies. The BMIL's research portfolio also includes projects in biometrics. Dr. Markey’s primary interests in improving engineering education are the identification of effective strategies

Conference Session

Hands-on Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eric G Meyer, Lawrence Technological University; Brent L Ulrey , Western New England University

Tagged Divisions

Biomedical

to design a sensor-basedsystem for the measurement and interpretation of 3D angular velocities during a specific humanmovement. The motivation for the project was a call for assistance help improve the university’s baseballand softball teams’ batting performance. Assignment questions guided the students through theengineering design process steps of; identifying customer needs, brainstorming, determiningspecifications, analyzing solutions. This was followed by informal presentations describing the initialconcept to the “customer”. Next, students were introduced to open-source electronics like Arduino andsensor platforms like SEEED Grove to use for the prototype development phase of the project. During anin class activity, they were provided

Conference Session

Innovations in Upper-level Biomedical Engineering Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael J. Rust, Western New England University

Tagged Divisions

Biomedical

c American Society for Engineering Education, 2015 A Learning Module Involving Point-of-Care Testing and Team- Based Design Implemented in an Upper Level Biomedical Engineering Elective CourseAbstractA learning module was developed and implemented in an upper level biomedical engineeringcourse to provide students experience with practical aspects of point-of-care testing (POCT)through a team-based design project. The module, which included lectures and project work,involved the development of a container that could protect a POCT device from extremetemperatures when used outside of a hospital setting (e.g., by medical responders during disasterrelief). In order to assess the impact of the new

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jamie Lynn Brugnano, Weldon School of Biomedical Engineering, Purdue University; Kevin Andrew Richards, Purdue University; Marcia A. Pool, Purdue University; Allison L. Sieving, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; Sherry L. Voytik-Harbin, Purdue University, West Lafayette; Ann E. Rundell, Purdue University, West Lafayette

Tagged Divisions

Biomedical

Richards, Purdue University K. Andrew Richards is a doctoral student studying physical education pedagogy at Purdue University. He received his B.S. in physical education from Springfield College (Mass.) and an M.S. from Purdue Univer- sity prior to beginning doctoral studies. Richards has taught several physical education teacher education courses at Purdue and is involved in the supervision of student teachers in health and physical education. His research interests relate to teacher preparation and continuing professional development. Specifically, Richards’s master’s thesis examined the impact of continuing professional development through a PEP Grant and state mandated induction assistance on the socialization of a

Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Weizhao Zhao, University of Miami; Xiping Li; Fabrice Manns, University of Miami

Tagged Divisions

Biomedical

ofthe tools with which education is popularly delivered7,8,16,36. Education through the Internetmakes it possible for more individuals than ever to access knowledge and to learn in new anddifferent ways. Efforts have been made in different aspects, such as image reconstructiontechniques varying from the very theoretical10,25,38, to the math-intensive11,35, to algorithmefficiency and to image quality improvement1,32. However, limited efforts actually describe, step-by-step, the process of generation of image data, which is the fundamental education componentof medical imaging. Hyper-textbooks are a source of “dynamic” online education that providesadditional multimedia elements, as opposed to “text-picture” only textbooks. Several hyper

Conference Session

Design in BME Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Karen May-Newman, San Diego State University; Peter Newman, San Diego State University; Urban Miyares, Interwork Institute - Disabled Businessperson's Association

Tagged Divisions

Biomedical

these projects, as well as Dr. Caren Sax for her assistance in designing the survey,A.J. de Ruyter for his efforts to help advise some of the student teams, and Michael Rondelli forhis guidance through the technology transfer process.Bibliography1. Marin, J. A., Armstrong Jr., J. E., and Kays, J. L., "Elements of an optimal capstone designexperience," Journal of Engineering Education, vol. 88, no. 1, pp. 19-22, 1999.2. Todd, R. H., Magleby, S. P., Sorensen, C. D., Swan, B. R., and Anthony, D. K., "A survey ofcapstone engineering courses in North America," Journal of Engineering Education, vol. 84, no. Page 12.1269.54, pp. 165-174, 1995.3

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Stirling, UIC School of Design, University of Illinois at Chicago; Miiri Kotche, University of Illinois, Chicago

Tagged Divisions

Biomedical

prioritization of user needs.Students work in teams made up of 2 medical students and 2 rising senior bioengineering students androtate through three-week long clinical rotations in two of the following departments: Anesthesia,Emergency Medicine, Gastroenterology, Hematology and Radiation Oncology, Neurology,Ophthalmology, Orthopedics, Pulmonary Critical Care, Radiology, and Urology. At the end of eachrotation, teams present problem statements based on insights from their primary research as well aspotential design concepts to address the identified needs. Participants maintain a blog to capture andreflect on their observations, which also allows them to share their experience with the other students.Upon completion of the Clinical Immersion program

Conference Session

Experiential Learning in BME

Collection

2010 Annual Conference & Exposition

Authors

DeRome Dunn, North Carolina Agricultural and Technical State University; Robin Liles, North Carolina Agricultural and Technical State University; Clinton Lee, North Carolina Agricultural and Technical State University; Shawn Watlington, North Carolina Agricultural and Technical State University; Courtney Lambeth, North Carolina Agricultural and Technical State University; Devdas Pai, North Carolina Agricultural and Technical State University

Tagged Divisions

Biomedical

ranconcurrently. K-14 teacher participants derived from middle schools and community colleges,and undergraduate participants came from both the lead home and partnering institutions. EachREU and RET was teamed with a research mentor (i.e., lead researcher) and an graduate student.REU and RET participants had primary research responsibilities which were carried out over afive-week period. In the remaining sixth week, participants rotated through each laboratory togain familiarity with all research areas. In addition to scientific research; weekly technicalprograms, enrichment activities, and trips were conducted, the goals of which were to fostercreativity and innovation, diversity in thinking, and entrepreneurship; and to broaden participantimagination

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill; Robert Dennis, University of North Carolina; Charles Finley, University of North Carolina, Chapel Hill

Tagged Divisions

Biomedical

Molding, FormingDetailed Design, Design Reviews Heat treatment & surface finishingα-β Prototype, Evaluation, Water-jet, EDM, DMFEngineering Change Notices (ECN) Materials Selection in Design Biomedical SterilizationThere are weekly assignments that help to reinforce the material covered in lecture. In addition,there are three major projects. These provide students with additional background, as well ashands-on experience, in the manufacturing processes covered by lectures. The projects are: ≠ Build a small rotating bioreactor vessel: Each student goes through the entire process of building a rotating bioreactor vessel, which is

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Martin T. Spang, Ohio State University; Aaron Strickland, Ohio State University; Deborah M. Grzybowski, Ohio State University

Tagged Divisions

Biomedical

to create an autonomous robot which students program to complete specific tasks ona competition course. Both course options have students participate in groups of three or four.Both options have recently switched to an inverted classroom pedagogical model in which thecontent remains the same, but each instructional day is divided into two parts: preparation andapplication6-8. The preparation is directed at the lower Bloom’s Taxonomy levels, and theapplication targets the upper Bloom’s Taxonomy levels9. Table 2 below shows the componentsand timing of a typical inverted class day schedule. Before class, students are first introduced tothe material and are evaluated. In class, this material is reviewed through a brief lecture andreinforced

Conference Session

Laboratories and Computer Simulation in BME

Collection

2007 Annual Conference & Exposition

Authors

Lanny Griffin, California Polytechnic State University; Robert Crockett, California Polytechnic State University

Tagged Divisions

Biomedical

commonlyencountered in biomedical engineering. (2) Translate pseudo code into a functioning code. (3)To routinely use Excel or Visual BASIC to solve problems encountered in biomedicalengineering. Our primary outcome was simply that the students become proficient enough to useExcel to solve problems in subsequent classes or at their work.III. Course Design The numerical analysis course for biomedical engineers covers nine topics withembedded case studies distributed over one quarter (Table 1). The use of Excel has evolvedover several years through experience with distance learning. The primary problem in teaching adistance learning course in numerical analysis has been accessibility to programming software. It is expected that students have

Conference Session

Freshman Design and Other Novel Programs

Collection

2007 Annual Conference & Exposition

Authors

Rebecca Willits, Saint Louis University

Tagged Divisions

Biomedical

. Kimmel, H. and R. Cano. K-12 and beyond: the extended engineering pipeline. in Fronteirs in Education Conference. 2001.4. Schreiner, S. and J. Burns. Disseminating Biomedical Engineering Concepts to 8th -12th Grade Teachers. in ASEE Annual Conference. 2001.5. Zachary, L.W., J.M. Sharp, and B.M. Adams. Engineering connections: Teaching engineering mechanics to K-12 teachers. in ASEE Annual Conference. 2000.6. Yasar, S., et al., Development of a survey to assess teachers’ perceptions of engineers and familiarity with teaching design, engineering, and technology. Journal of Engineering Education, 2006. 95(3): p. 205-16

Conference Session

Experiential Learning in BME

Collection

2010 Annual Conference & Exposition

Authors

Michele Wabler, Clemson University; Estefania Alvarez, Clemson University; John DesJardins, Clemson University

Tagged Divisions

Biomedical

its third semester, the program investigates explanted (orretrieved) medical implant devices, specifically total joint replacements, which commonlyinclude total knee and total hip joint replacement components. While 8-10% of Americans(roughly 20-25 million people) currently have these types of implants, rare complications canlead to device failure ultimately resulting in revision surgery and removal of the implants.Unfortunately, very few retrieved implant databases exist to study implant performance andfailure modes. Therefore, CU-REPO, through the means of a Creative Inquiry team, sought toestablish a retrieved implant database whereby undergraduate students could interact in a hands-on manner with retrieved implants from patients of local

Conference Session

Freshman Design and Other Novel Programs

Collection

2007 Annual Conference & Exposition

Authors

Michele Temple, University of California-San Diego; Peter Chen, University of California-San Diego; Robert Sah, University of California-San Diego

Tagged Divisions

Biomedical

. Enrollment is limited tofifteen to twenty students, with preference given to entering freshmen; of the nineteen BENG 87seminar courses offered since the Fall of 2003, the average starting enrollment has been 15±1(mean±stdev). The small number of students allows close interaction between the students andfaculty, and because of this, the course is generally run as a discussion between faculty andstudents. Usually faculty encourage discussion and student interaction, whether by askingquestions directly to the students or by having students contribute information or questions theyhave found through their own independent research or through their assignments. The overall expected course outcome from these intimate seminar discussions is

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Regina Nelson, University of Wisconsin, Madison; Naomi Chesler, University of Wisconsin, Madison

Tagged Divisions

Biomedical

mathematical approach to teaching physiology can be assessed. Themathematical approach used in physiology courses can fall at many different points along thecontinuum.In the extreme, a purely qualitative course in physiology probably does not exist at the collegiatelevel. Most courses have an accompanying lab section where students are guided throughsimulations and other quantitative activities. Typically, the mathematical skills required for theselab activities do not extend beyond simple algebra. Simulations are often “canned applications”and students are guided through the lab exercises with limited opportunity for free exploration.This type of course forms the basis of the qualitative model for the physiology training modulesin this study

Conference Session

Bioengineering laboratories: Bringing research into the classroom

Collection

2007 Annual Conference & Exposition

Authors

David Barnett, Saint Louis University; Rebecca Willits, Saint Louis University

Tagged Divisions

Biomedical

achievement, namely award recognition and graduateschool enrollment, are presented.Senior Projects Course DescriptionAs defined in the course syllabus, the senior projects course objectives are as follows. • The primary objective is for students to integrate their knowledge through the completion of the capstone design project. In addition to the basic principles of design, students will develop team skills, communication skills, and an understanding of the overall design process. Students will also review case histories and issues related to biomedical ethics.The first semester of the sequence involves the fundamentals of design based to a large degree onone of the few texts covering the topic from a

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Leann Dourte Segan, University of Pennsylvania; Sarah Ilkhanipour Rooney, University of Pennsylvania

Tagged Divisions

Biomedical

. Morgantown, West Virginia: C.E. Wales; 1990.5. National Research Council. Educating the Engineer of 2020: Adapting Engineering Education to the New Century. Washington, DC: The National Academies Press; 2005.6. Duderstadt JJ. Engineering for a Changing World: A Roadmap to the Future of American Engineering Practice, Research, and Education. In: Domenico G, Burkins MB, eds. Holistic Engineering Education: Beyond Technology. New York: Springer; 2010: 17-35.7. Johnson D, Johnson R, Smith K. Cooperative Leraning Returns to College: What Evidence is there that it Works? Change. 1998; 30(4):26-35.8. Bowen CW. A Quantitative Literature Review of Cooperative Learning Effects on High School and College Chemistry

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, University of California, Davis

Tagged Divisions

Biomedical

University of Washington include introductory and honors courses in bioengineering, tissue and protein engineering lab courses, bioengineering ethics, leadership, and bio- engineering capstone writing and research/design courses. She is committed to enhancing diversity and inclusivity in engineering, and creating opportunities for undergraduate students to engage in K-12 educa- tional outreach. Dr. Hendricks has over a decade of experience leading educational outreach and summer camp programs at both Duke University and the University of Washington.Dr. Alyssa Catherine Taylor, University of Washington Alyssa C. Taylor is a lecturer in the Department of Bioengineering at the University of Washington. She received a B.S. in