Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tom Merrill, Rowan University

Tagged Divisions

Biomedical

Paper ID #7035Work in Progress: Computational Modeling of Biomedical Devices with Ac-tive Learning StrategiesDr. Tom Merrill, Rowan University Dr. Tom Merrill’s research interests include energy systems, biotransport modeling, and medical de- vices. Prior to Rowan University, Dr. Merrill worked for thirteen years at a number of places including United Technologies Carrier, Abiomed, Wyeth Research, MicroDose Technologies, and at a medical de- vice start-up company called FocalCool. He received his degrees in Mechanical Engineering from Penn State (Ph.D.), the University of Michigan (M.S.), and Bucknell University (B.S.). He

Conference Session

Laboratories and Projects in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Divisions

Biomedical

, splines, numericalmethods), with programming as a means to an end (14, 18-20, 29)? Or should the coursebe designed to learn a specific computer language, such as MATLAB, as an example ofan engineering tool (5, 6, 10, 22, 26, 28)? Alternatively, the course could be structured toteach algorithmic thought processes (10, 14, 20, 31-34). No one way is best and anycomputing course should address all three to some extent. The implementation of acomputing course, however, does need to be tailored to the objectives and backgroundsof the students. For example, the lecture-homework-test progression may be excellent ataddressing an applied math objective, while short programming assignments may addressthe learning of syntax. Here we present a semester-long

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Leann Dourte Segan, University of Pennsylvania; Emily R Elliott, Center for Teaching and Learning, University of Pennsylvania

Tagged Topics

Diversity

Tagged Divisions

Biomedical

Paper ID #16930Group Problem Solving Coupled with Hands-on Activities: Conceptual Gainsand Student Confidence in an Introductory Biomechanics CourseDr. LeAnn Dourte Segan, University of Pennsylvania Dr. LeAnn Dourte Segan is a senior lecturer at the University of Pennsylvania in Philadelphia, Pa. Her primary teaching focus is in the field of solid biomechanics at the undergraduate and graduate levels.Dr. Emily R Elliott, Center for Teaching and Learning, University of Pennsylvania Emily R. Elliott is an Associate Director of the Center for Teaching and Learning at the University of Pennsylvania. She received her PhD in Biomedical

Conference Session

Laboratories and Computer Simulation in BME

Collection

2007 Annual Conference & Exposition

Authors

Jennifer Kang-Mieler

Tagged Divisions

Biomedical

is to teach fundamentalconcepts of neural function with an emphasis on quantitative analysis. Originally, this class wascreated as a lecture only class based on a traditional neuroscience class. However, it has beenshown that students learn more effectively when the concepts are demonstrated through eitherhands-on or computer simulated laboratory modules. In order to enhance the learningexperience, several laboratory modules and computer simulations were incorporated into theBME 445 class. Students found the modules enjoyable and helpful to deepen theirunderstanding of the material. Overall, it was beneficial to introduce these hands-onexperimental modules into a traditional neural science class for the BME students.IntroductionWhat is hands

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bradley P. Sutton, University of Illinois, Urbana-Champaign; Jennifer R Amos, University of Illinois at Urbana-Champaign; Manuel Alejandro Ramirez Garcia, University of Illinois Urbana-Champaign; Jennifer Lynne DUPE Bailey

Tagged Divisions

Biomedical

Page 23.1399.1 c American Society for Engineering Education, 2013 Works in Progress: Development of Integrated Computer Simulations and Laboratory Exercises for Teaching Human PhysiologyStudents are typically taught human physiology by a combination of qualitative and quantitativedescriptions of basic functions. However, the resulting understanding of physiological functionresides in a system-specific framework that may hinder further explorations into other novelsystems outside the curriculum. Educational research supports that students, particularly youngadults, learn complex topics better through using simulations with instructional guidance.1,2Studies have also shown that simulations are best

Conference Session

BME Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kurt A. Thoroughman Ph.D., Washington University, St. Louis; Ranjan Patrick Khan, Washington University, St. Louis; Haoxin Sun, Washington University, St. Louis; Patricia L. Widder, Washington University, St. Louis

Tagged Divisions

Biomedical

AC 2012-4464: INTEGRATION OF A COMPUTATIONAL LAB SEQUENCEINTO A JUNIOR-LEVEL QUANTITATIVE PHYSIOLOGY COURSEKurt A. Thoroughman Ph.D., Washington University, St. Louis Kurt A. Thoroughman, Ph.D., is the Associate Chair for Undergraduate Studies and an Associate Profes- sor in the Department of Biomedical Engineering at Washington University in St. Louis. Thoroughman has joint appointments in the departments of Anatomy & Neurophysiology and Physical Therapy.Mr. Ranjan Patrick Khan, Washington University, St. Louis Department of BMEMs. Haoxin Sun, Washington University, St. LouisPatricia L. Widder, Washington University, St. Louis Patricia Widder serves as Teaching Lab Coordinator in the Biomedical Engineering

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT); Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical

opportunities for undergraduates to engage in K-12 education and outreach. At both Duke University and the University of Washington, Dr. Hendricks has developed and taught summer camp curricula for middle school and high school students.Dr. Ken Yasuhara, Center for Engineering Learning & Teaching (CELT) Ken Yasuhara is a research scientist at the Center for Engineering Learning & Teaching (CELT), a campus lead for the Consortium to Promote Reflection in Engineering Education (CPREE), and an instructional consultant in the Office for the Advancement of Engineering Teaching & Learning (ET&L) at the Uni- versity of Washington. He completed an A.B. in computer science at Dartmouth College and a Ph.D. in computer

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert A. Linsenmeier, Northwestern University; Melvin Andrew McElrath, Marquette University; Wendy Murray, Northwestern University; Laura M. Haugh-Scheidt, Northwestern University

Tagged Divisions

Biomedical

studentsto recognize the features of eLMS that promote understanding (e.g. immediate formativefeedback of appropriate type and amount), and make more effort to design those features intoproblems, we would predict that more students would like the computer format. Of course,students may find all types of homework frustrating, and not see the connection to learning, so itis unlikely that we will ever make them all happy, but there are steps we can take. First, problems have to be very carefully worded so as not to cause confusion about whatis being asked. Another important aspect is to be able to diagnose errors better, and providemore targeted correction. In some cases it has been possible to provide very specific feedback,and it would also

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Renata Fortuna Ramos, Rice University

Tagged Divisions

Biomedical

Paper ID #9737Introduction of Active Learning Techniques Increases Student Learning in aSystems Physiology Laboratory CourseDr. Renata Fortuna Ramos, Rice University Renata Ramos is a lecturer in the Department of Bioengineering at Rice University, 6100 Main St., Hous- ton, TX 77005; rfr1@rice.edu Page 24.814.1 c American Society for Engineering Education, 2014 Introduction of Active Learning Techniques Increases Student Learning in a Systems Physiology Laboratory Course

Conference Session

Pedagogical Developments in BME

Collection

2009 Annual Conference & Exposition

Authors

Craig Somerton, Michigan State University

Tagged Divisions

Biomedical

AC 2009-457: LEARNING ABOUT BLOOD THROUGH A PROPERTY DATABASEPROJECTCraig Somerton, Michigan State University Craig W. Somerton is an Associate Professor and Associate Chair of the Undergraduate Program for Mechanical Engineering at Michigan State University. He teaches in the area of thermal engineering including thermodynamics, heat transfer, and thermal design. He also teaches the capstone design course for the department. Dr. Somerton has research interests in computer design of thermal systems, transport phenomena in porous media, and application of continuous quality improvement principles to engineering education. He received his B.S. in 1976, his M.S. in 1979, and his Ph.D. in

Conference Session

Hands-on Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill

Tagged Divisions

Biomedical

simulations of their analog circuitry.SummaryThe Invisible Handshake project incorporates Project Based Learning in an introductoryelectronics class. In this project, students design a circuit that detects a sequence of events,which could be body movement or a physiological signal that is measured from the body. Thegeneral criteria leave room for creativity. The project enables students to tie together all aspectsof the class, including analog and digital circuit design, and data acquisition to a computer, whilealso incorporating BME applications of electronic circuits. Because the project is personalized,students must work independently and they can be creative and choose a theme that intereststhem.Assessment results show that this project has been

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

acquired by instructor through theonline database.ImplementationWe have applied this teaching/tracking system in small size classes on selected imagingmodalities in last few years. The assessment results (pre/post in two different semesters) showimpressive learning gains. The learning gains are especially significant in concept understanding.The table below shows results of students learning X-ray and computed tomography (CT) from amedical imaging curse (course title: Medical Imaging Systems). All modules associated with theX-ray and CT modalities were issued to students as assignments during semester. Students whoenrolled the class were senior undergraduates (60-70%) or graduate students. Students’academic, and course performance records (meanSD

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

Balance Board) to allow human-computer interaction like immersive sports-based video games. By adopting QS as a running theme tomotivate a variety of academic topics, students are given an opportunity to develop a mindset that fosterscreativity and collaboration (Meyer and Nasir, 2015). This paper describes the activity details, implementation, and assessment of student learning of amulti-week student project to design a sensor-based system for the measurement and interpretation ofthree dimensional angular velocities during a specific human movement. The PBL module was organizedas a combination of in class, Active Collaborative Learning (ACL) and partner based design projecthomework. The module was implemented in different BME courses by

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aldin Malkoc, Arizona State University ; Stephen J Krause, Arizona State University; Casey Jane Ankeny, Arizona State University

Tagged Divisions

Biomedical

engineering students feel addresses difficult concept areas, prepares them forexaminations, and helps in computer-aided design (CAD) and programming the most andwith what frequency?” The resources considered include teaching assistants, classroomnotes, prior exams, homework problems, Muddiest Points, office hours, tutoring centers,group study, and the course textbook. Results varied across the four topical areas: examstudy, difficult concept areas, CAD software, and math-based programming. Whenpreparing for exams and struggling with a learning concept, the most used and usefulresources were: 1) homework problems, 2) class notes and 3) group studying. Whenworking on math-based programming (Matlab and Mathcad) as well as computer-aideddesign, the most

Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jorge E. Bohorquez, University of Miami; Ozcan Ozdamar, University of Miami; Jonathon Anthony Toft-Nielsen, University of Miami

Tagged Divisions

Biomedical

device industry and is the director of Neurosensory Engineering Laboratory at the College of Engineering. His research interests include biomedical signal processing of brain waves and evoked potentials, neural networks, automated neuromonitoring and electrophysiological hearing and vision testing.Jonathon Anthony Toft-Nielsen, University of Miami Jonathon Toft-Nielsen received his bachelor’s degree in electrical engineering from the University of Mi- ami in 2004. In 2007, he completed his MS in Electrical and Computer Engineering, at the University of Miami. Currently, he is working on a PhD in Biomedical Engineering at the University of Miami, where he is a part of the Neurosensory Laboratory. His research centers

Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Charles J. Robinson, Clarkson University

Tagged Divisions

Biomedical

AC 2011-1544: A FIRST COURSE TO EXPOSE DISPARATE STUDENTSTO THE BME FIELDCharles J. Robinson, Clarkson University Director, Center for Rehabilitation Engineering, Science and Technology (CREST) and Shulman Prof of Electrical and Computer Engineering, Clarkson Univ, Potsdam, NY; and Senior Rehab Research Career Scientist, VA Medical Center, Syracuse, NY; and Adjunct Prof, Dept of Physical Medicine and Rehabili- tation, SUNY Upstate Medical Univ, Syracuse, NY Page 22.41.1 c American Society for Engineering Education, 2011 A First Course to Expose Disparate Students to the BmE

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

participant identified his/her goals, the participant was then asked to self-assesscurrent proficiency levels using a Goal Attainment Scaling. Goal Attainment Scaling is a methodfor quantifying an individual's assessment of his or her proficiency level 9. Using a five-pointscale (-2 to +2, where 0 is average), participants were asked to score their proficiency level foreach individual learning goal during both entrance and exit interviews. A composite score wassubsequently computed for each participant, and then standardized as t-scores (M = 50; SD =10). Using SPSS 17.0, a paired t-test was computed (critical t(.05, 6) = 1.9431; two-tailed) tocompare pre-/post- GAS scores. A t-value of 2.9(.05,6) was obtained. Page

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

encourages student success, monitors the CreativeInquiry undergraduate teams. This interactive environment engages students, faculty, andcommunity in discovery, enriching the lives of each constituency, and provoking higher-orderthinking, reflection on learning, and connection experiences to traditional engineeringcoursework as well as the successful publication of abstracts, posters, and papers based onCreative Inquiry research2-6. Page 15.561.2The Clemson University Retrieval of Explants Program in Orthopaedics (CU-REPO) is one suchCreative Inquiry group that was developed by Dr. John D. DesJardins in the Department ofBioengineering. Now entering

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Rivale, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Biomedical

, UTeachEngineering, and the TEAMS Program at the University of Boulder. Dr. Rivale’s research uses recent advances in our understanding of how people learn to evaluate and im- prove student learning in college and K-12 engineering classrooms. Her work also focuses on improving access and equity for women and students of color in STEM fields. c American Society for Engineering Education, 2016 How Engineering Experts Solve Complex Problems: Findings to Influence Engineering Education and Student InnovationAbstractThis study compares engineering expert problem-solving on a highly constrained routineproblem and an ill-defined complex problem. The participants (n=7) were recruited from twolarge public

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Larry Howard, Vanderbilt University; Robert Roselli, Purdue University

Tagged Divisions

Biomedical

2006-1199: FACILITATING THE DESIGN OF DIAGNOSTIC LEARNINGMODULES WITH CAPELarry Howard, Vanderbilt University Larry P. Howard is a Senior Research Scientist with the Institute for Software Integrated Systems at Vanderbilt University. He is the developer of the Courseware Authoring and Packaging Environment (CAPE) and the VaNTH experimental Learning Management System (eLMS).Robert Roselli, Purdue University Robert J. Roselli is a Professor of Biomedical Engineering and Chemical Engineering at Vanderbilt University. He has served as Director of Graduate Studies for the Department of Biomedical Engineering, Education Director for the VaNTH Engineering Research Center in Bioengineering Learning

Conference Session

BME Laboratories and Skills-Based Projects

Collection

2008 Annual Conference & Exposition

Authors

Donna Ebenstein, Bucknell University; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

several engineering tools through open-ended, student-selected projects.This project sequence is based on investigation of physiological fluid flow phenomena using 2Dcomputational modeling and 3D flow chamber fabrication and testing. The engineering toolsthat students learn to use to complete their fluid flow projects are computational modelingsoftware (COMSOL), computer-aided design software (SolidWorks), and manufacturing tools(rapid prototype machine, mill, saw, and drill). However, a similar two-project sequence couldbe developed in a variety of biomedical emphases and to include a variety of engineering tools.In this paper we will provide an overview of each of the courses and projects involved in thesequence, including project objectives

Conference Session

Instructional Methods and Tools in BME

Collection

2008 Annual Conference & Exposition

Authors

Mia Markey, University of Texas at Austin; Kathy Schmidt, University of Texas at Austin

Tagged Divisions

Biomedical

AC 2008-194: RELATIONSHIP BETWEEN LEARNING STYLE PREFERENCESAND INSTRUCTIONAL TECHNOLOGY USAGEMia Markey, University of Texas at Austin MIA K. MARKEY is an Assistant Professor in The University of Texas Department of Biomedical Engineering, an inter-institutional department spanning UT Austin, UT M. D. Anderson Cancer Center, and UT Health Science Houston. The mission of her Biomedical Informatics Lab is to design cost-effective, computational decision aids for diagnosis, treatment, and management of disease. The BMIL develops decision support systems for clinical decision making and scientific discovery using artificial intelligence and signal processing technologies. Her interests in

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Christopher L. Brace, University of Wisconsin; Willis J. Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

AC 2011-117: LEARNING ASSESSMENT IN A DESIGN-THROUGHOUT-THE-CURRICULUM PROGRAMNaomi C. Chesler, University of Wisconsin, Madison Naomi C. Chesler is an Associate Professor of Biomedical Engineering with an affiliate appointment in Educational Psychology. Her research interests include vascular biomechanics, hemodynamics and cardiac function as well as the factors that motivate students to pursue and persist in engineering careers, with a focus on women and under-represented minorities.Christopher L Brace, University of WisconsinWillis J. Tompkins, University of Wisconsin, Madison Willis J. Tompkins received the B.S. and M.S. degrees in electrical engineering from the University of Maine at Orono in 1963 and 1965

Conference Session

Innovations in Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amit Janardhan Nimunkar, University of Wisconsin Madison; Xuan Zhang, University of Wisconsin - madison; Mehdi Shokoueinejad, University of Wisconsin Madison; John G. Webster PhD, University of Wisconsin-Madison, Department of Biomedical Engineering

Tagged Divisions

Biomedical

, instructor/lecturer and students communicate more than in thetraditional style and students can understand material better based on use of "computer-basedqualitative and quantitative assessment modules".16 The motivation and engagement of studentsis a significant factor for the academic success of blended-learning.17 Also the students’satisfactions come from the support from the instructor and technologies used in the coursesystem.5  Blended Teaching for BME 310 at University of Wisconsin-Madison  In spring 2013 we implemented the blended teaching style for BME 310 for the first time. Eachchapter in the textbook was explained through a list of Learning Objectives (LOs), whichcontains a summary of the concepts, relationships, and skills presented in

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

the course who hadconsented to participate in the study. Five focus groups were conducted; 18 students participatedin a focus group. Focus group data were encoded using Dedoose and were scored for mention ofcommon themes that students perceived as barriers to learning in the course.ResultsFinal exam outcomes in flipped vs. lecture courseThe final exams of both the lecture and the flipped course included five common questionsfocused on core concepts related to conservation laws and fundamental transport principles. Eachquestion was scored out of 10 points; the total scores were computed out of 50 points. In thelecture class, the mean score was 41.3±4.5 (mean±SD, N=71). In the flipped class, the meanscore was 44.3±4.5 (mean±SD, N=94). Thus, the

Conference Session

Innovative Laboratories in BME

Collection

2006 Annual Conference & Exposition

Authors

Joe Tranquillo

Tagged Divisions

Biomedical

2006-1192: QUALITATIVE, QUANTITATIVE, OPEN-ENDED: A PROGRESSIONIN LABORATORY/LECTURE LEARNINGJoseph Tranquillo, Bucknell University JOSEPH V TRANQUILLO is an assistant professor of biomedical and electrical engineering at Bucknell University. Dr. Tranquillo teaches courses primarily in bioinstrumentation. His research focuses on theoretical and computational models of electrical activity in the heart. Page 11.1056.1© American Society for Engineering Education, 2006 Qualitative, Quantitative, Open-Ended A Progression in Laboratory/Lecture LearningPurpose:This paper describes the

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naiquan (Nigel) Zheng, University of North Carolina, Charlotte

Tagged Divisions

Biomedical

.” Students worked as a group of 4 on the PBL problem, but were required to workindependently on the DBL project. A list of URLs was provided to assist students’ WWW-basede-Learning. Three-dimensional computer graphics and animations of human shoulder, elbow andknee joint were also available to meet students’ needs in order to tackle both the PBL problemand the DBL project. For the DBL project students were required to present their design criteriafor the knee brace in the classroom and answer questions raised by fellow students. Self-reportedquestionnaires were used to evaluate objective attainment, tools used to study anatomy, hoursspent through PBL problem and DBL project. Both the PBL problem and the DBL project wereassigned after the first three

Conference Session

New Tools in Teaching and Learning Biomedical Engineering Concepts

Collection

2007 Annual Conference & Exposition

Authors

Kathy Schmidt, University of Texas-Austin; Mia Markey, University of Texas-Austin; Thomas Milner, University of Texas-Austin

Tagged Divisions

Biomedical

design cost-effective computational medical decision aids that will help physicians better diagnose, treat, and manage cancer. Her primary interest in improving engineering education is the identification of effective strategies for coordinating instructional technologies to reinforce learning.Thomas Milner, University of Texas-Austin Page 12.553.1© American Society for Engineering Education, 2007 Distance Learning in Support of an Inter-InstitutionalBME Department: Assessing Faculty and Student NeedsAbstractThe University of Texas at Austin recently established an inter-institutionalDepartment of Biomedical

Conference Session

BME Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steve R Marek, University of Texas, Austin; William Liechty, University of Texas, Austin; James W. Tunnell, University of Texas, Austin

Tagged Divisions

Biomedical

AC 2012-5008: CONTROLLED DRUG DELIVERY FROM ALGINATE SPHERESIN DESIGN-BASED LEARNING COURSEDr. Steve R Marek, University of Texas, Austin Steve R. Marek is a lecturer in the Department of Biomedical Engineering at the University of Texas, Austin. He received a B.S. in chemical and biomolecular engineering with a minor in biomedical engi- neering at the Georgia Institute of Technology in 2005. He earned a Ph.D. in chemical engineering at the University of Texas, Austin, in 2009 and transitioned to the College of Pharmacy, Division of Phar- maceutics, for his postdoctoral research in pulmonary drug delivery. He began his career as a teaching faculty member at the University of Texas, Austin, in 2011. Marek’s primary

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

difference solutions. Educationally, distance learning classes offer unique challenges to teaching of numericalanalysis for engineers. While it is very common to use programs such as MATLAB for teachingnumerical analysis, licensing this type of program is expensive and therefore not alwaysavailable at the distance learning site. Using more conventional programming languages such asC or FORTRAN are also not as useful for distance learning for the same reason that compliersare expensive and not generally accessible to industrial distance learning sites and freewarecompilers are not always robust enough for class work where time is limited. The need for arobust programming platform for industrial partners at distance learning sites is critical