Conference Session

Novel BME Courses and Course Adaptations

Collection

2006 Annual Conference & Exposition

Authors

George Catalano, State University of New York-Binghamton

Tagged Divisions

Biomedical

2006-26: LIFE IN MOVING FLUIDS: INTRODUCING CLASSICAL FLUIDMECHANICS INTO BIOENGINEERINGGeorge Catalano, State University of New York-Binghamton Dr. Catalano is a Professor of Mechanical Engineering. He researches and teaches in the areas of engineering design, the fluid dynamics of the natural world and applied mathematics and is included in the Philosophers’ Index for his work in environmental ethics Page 11.896.1© American Society for Engineering Education, 2006Life in Moving Fluids: Integrating Classical Fluid Mechanics into an Undergraduate Bioengineering ProgramAbstractA new course that seeks to

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael Kormos, Rochester Institute of Technology; Alan J. Man, Pierce College; Cristian A. Linte, Rochester Institute of Technology

Tagged Divisions

Biomedical

Paper ID #16988Work in Progress: Development and Dissemination of Interactive DidacticModules for Biomedical Engineering: Bridging Fluid Mechanics and Sys-tems PhysiologyMr. Michael Kormos, Rochester Institute of Technology Michael A. Kormos is a fourth year undergraduate student in Biomedical Engineering at Rochester In- stitute of Technology. Michael has completed a significant portion of the BME curriculum, including courses in Fluid Mechanics, Biomechanics and Stress Analysis and Systems Physiology. The work de- scribed in this abstract was conducted by Michael during his Summer 2015 co-operative education term under

Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amy Clobes, University of Virginia; William H Guilford, University of Virginia

Tagged Divisions

Biomedical

the current Undergraduate program director. He received his B.S. in Biology and Chemistry from St. Francis College in Ft. Wayne, Ind. and his Ph.D. in Physiology from the University of Arizona. Dr. Guilford did his postdoctoral training in Molecular Biophysics at the University of Vermont under David Warshaw. His research interests include the molecular mechanisms of cell movement and muscle contraction, and effective and efficient means for education. Page 23.712.1 c American Society for Engineering Education, 2013 Improved retention and recall with a peer reviewed writing

Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva, University of Maryland, College Park; Rachel L. Manthe, Fischell Department of Bioengineering, University of Maryland, College Park; Kevin M Knapstein, Bioprocess Scale-Up Facility, Fischell Department of Bioengineering, University of Maryland, College Park

Tagged Divisions

Biomedical

online electronic portfolio system (www.innovationportal.org). The electronic portfoliosystem contained step-by-step elements that guided students in the design process: from thedevelopment of an idea to execution of a plan.Summative findings from the curricular material indicated that both freshmen and sophomoresdemonstrated enhanced confidence and performance in key areas (i.e., hypothesis design) andcompetencies (cognitive, intrapersonal, and interpersonal). Interestingly, while freshmendemonstrated improved confidence in the use of bioengineering analytical tools, sophomoresshowed increased self-efficacy in fundamental scientific topics. In the intrapersonal andinterpersonal domains (ethical awareness and teamwork, respectively), little

Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Megan F. Campanile, Illinois Institute of Technology; Frederick Doe, illinois institute of technology; Elana Rose Jacobs, Illinois Institute of Technology; Norman G Lederman, Illinois Institute of Technology; Eric M Brey, Illinois Institute of Technology

Tagged Divisions

Biomedical

. Page 23.626.3 Participating faculty are from a variety of departments, including Biomedical Engineering,Chemical Engineering, Mechanical Engineering, Biology, Chemistry, and the School ofMedicine. Diabetes is a complex pathologic condition and addressing the disease requires adiverse set of approaches from fundamental understanding of disease pathology, diseasemanagement and treatment either of the disease directly or one of its many complications. Thestudents’ research projects are developed from ongoing work in the laboratories. The researchprojects of the undergraduate students covered a diversity of topics related to diabetes, includingmetabolic engineering, biomaterials, biosensors, and tissue engineering. In addition to

Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anthony J McGoron, Florida International University; Hamid Shahrestani, Florida International University, BME; Michael Edward Brown, Florida International University; James Dennis Byrne, Florida International University

Tagged Divisions

Biomedical

Florida in 2001. He earned his B.S. in Electrical Engineering in 1984 and in 1982 Shahrestani earned the A.S. Electrical Engineering, both from the Wentworth Institute of Technology.Dr. Michael Edward Brown, Florida International UniversityDr. James Dennis Byrne, Florida International University James Byrne earned his Ph.D in Mechanical Engineering from the university of Miami (Coral Gables) in 1984. He designed optical systems and integrated optics and laseris into blow cytometers for Coulter Corporation, later Beckman Coulter from 1984 to 1999. He is the research coordinator for the Biomedical Engineering Department at Florida International University. He teaches undergraduate laboratory courses in Biomedical

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

/biologicconstraints. While statics and mechanics of materials is traditionally taught from an instructor-led, problem solving approach, a complete understanding of the material covered in abiomechanics course should also include a conceptual component which is constrained by thephysical world and human biology. In past course offerings, it has been noted that students excelat problem solving when the problem resembles an example they have encountered before, butoften struggle adapting their problem solving process when presented with a novel or morecomplex scenario. Additionally, students struggle to explain the physical meaning of themathematical derivations presented in class and in the textbook, which often leads to solutionswithout physical

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

balance. I was thinking about it in terms of a standard sort of heat transfer fluid mechanics problem, where you want to look at the heat trans- -- heat balance, mass balance on the entire system. And so, it gets down to analyzing it in the same way you do most problems like this for porous media heat transfer. 11Table 2. Analogous Problems Analogous Problems Expert 1 Here’s one that I can conceive of: possible problem, like, for example, of solidification of, uh, castings for crystallization of materials that are where there’s crystallization occurring from a continuous phase, because the--the rate of heat

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

assignment.Methods:In order to investigate the effects of MEAs on student motivation, a new model eliciting activitywas developed for implementation in an undergraduate biomechanics classroom. The MEA wasdesigned for an introductory biomechanics course targeted primarily at junior bioengineeringstudents, although the class also included sophomore and senior-level bioengineering students.The biomechanics course focused on teaching the basics of statics and continuum mechanics asapplied to the human body, and featured topics related to assessing strength of materials forengineering design. Overall, the class consisted of 94 bioengineering students split between twoclass sections.Considering the general goals and objectives of the biomechanics course, the MEA was

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

how well course design fit their preferred learning approaches was expected torepresent a barrier to achieving effective outcomes.Research MethodsCourse descriptionsA flipped classroom approach was implemented in a third-year required biotransport course thathad been taught the previous year in a traditional lecture style. The lecture course had 71students enrolled, and the flipped course had 94 students. Both the instructor and the contentwere the same for both courses. The courses met for 75 min twice each week during thesemester. Course content was drawn from two textbooks of transport phenomena in biologicalapplications (Fournier, 2012; Truskey et al, 2009). Topics were based on fundamentalengineering concepts in material, momentum, and

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

into two sections. Students were free to choose either section. Studentshad no a priori knowledge of whether or how the sections would differ, other than who was to bethe instructor.Both sections were divided into four units of 3-4 weeks’ duration, each with an associated exam.The final exam of the course was not “comprehensive,” but rather covered only the final unit ofthe course material.Course section 1 (control, with the testing effect presumably induced) Students in section 1 of the course took quizzes weekly that covered the previous two lectures (one week) of material. A typical quiz consisted of 10 multiple choice or short answer questions, and students were given 10 minutes at the beginning of class to complete it. The timing

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jean-michel I. Maarek, University of Southern California

Tagged Divisions

Biomedical

numbers of students in each session.The lecture part of the course is delivered using the flipped classroom instructional approachwhich promotes learning by collaborative problem-solving[5],[6]. In the classroom, the studentswork in groups of 4 to 6 to solve problems from an assignment sheet after having viewed athome short recorded video-lectures that present the course material. In-class discussions ofcircuit analysis and circuit design problems do not follow a pre-arranged order but ratheroccur at the request of students when they have difficulty understanding the solution to aproblem. The active learning student-centered format of the classroom experience contrastedwith the traditional “cookbook” format of the laboratories. In addition, the

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

Educational Effectiveness. Dr. Pulford’s professional background in engineering includes a Ph.D. in Mechanical Engineering, an M.S. in Engineering Mechanics, and a B.S. in Aerospace Engineering as well as industry experience as an aircraft engineer. Her research and professional interests include faculty development, innovations in engineering communication education, engineering student learning motivation, narrative structure in technical communication, and the improvisatory skills of educators. c American Society for Engineering Education, 2017 Implementation of Peer Review to Enhance Written and Visual Communication Learning in

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Trevor R Ham, The University of Akron; Rouzbeh Amini, The University of Akron

Tagged Divisions

Biomedical

Akron Dr. Amini completed a Ph.D. in Biomedical Engineering at the University of Minnesota in the field of ocular biomechanics and biotransport in 2010. He then continued his research work on the mechanics of soft tissue as a postdoctoral trainee at the University of Pittsburgh’s Department of Bioengineering, where he held the Ruth L. Kirschstein National Research Service Award (NIH F32). He conducted his post- doctoral research on the biomechanics of cardiac valves. Dr. Amini has served as an assistant professor in the Department of Biomedical Engineering at The University of Akron since August 2013. The over- all goal of his research laboratory is to improve human health by studying the multi-scale biomechanics

Conference Session

Innovations in Upper-level Biomedical Engineering Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anton E. Bowden, Brigham Young University; Ruth Ochia P.E., Temple University; Dennis Lee Eggett, Brigham Young University

Tagged Divisions

Biomedical

wascomprised exclusively of doctoral level students, thus our statistical analysis lumped all graduatecourses together. Similarly, we lumped lower division undergraduates (Freshmen, Sophomores)together and upper division undergraduates together (Juniors, Seniors) to increase the resolvingpower of our statistical analysis. The p-values in Table 1 demonstrate the statistically significantresults from our analysis. For example, Soft Tissue Mechanics course materials were common ingraduate classes, but rarely presented to lower division undergraduate students.There was a significant correlation between the current research of the respondents and theincluded topics in their engineering biomechanics courses (Kendall’s Tau Rank Correlation test,p=0.0088

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gail Baura, Keck Graduate Institute of Applied Life Sciences; Tiffany Berry, Ph.D., Claremont Graduate University

Tagged Divisions

Biomedical

”, “physiology”, and “interactionbetween living and non-living materials and systems”.10Twenty-one concept knowledge categories were chosen for the survey. These categories were:artificial pancreas, cardiac catheterization system, (coronary) bare metal stent, blood pressuremonitor, cochlear implant, deep brain stimulator, drug-eluting stent, electrocardiograph,electroencephalograph, external defibrillator, functional electrical stimulator, heart valve,hemodialysis delivery system, hip prosthesis, implantable cardioverter defibrillator, intraocularlens implant, mechanical ventilator, pacemaker, pulse oximeter, thermometer, vascular graft.The survey began with general questions, such as number of years worked in the medical deviceindustry, if engineering

Conference Session

BME Courses & Curricular Content

Collection

2008 Annual Conference & Exposition

Authors

John Patzer, University of Pittsburgh

Tagged Divisions

Biomedical

AC 2008-1191: EVOLUTION OF A COURSE IN BIOTHERMODYNAMICSJohn Patzer, University of Pittsburgh Page 13.583.1© American Society for Engineering Education, 2008 Evolution of a Course in BiothermodynamicsAbstractAn integral part of engineering education that crosses most disciplinary boundaries is a course inthermodynamics. While all thermodynamics courses generically involve learning about andapplying the first, second, and third laws, the actual applications of the laws vary among thedisciplines. Bioengineers have little need for thermodynamics directed toward design of powerplants (mechanical) or distillation columns (chemical). More pertinent topics include media

Conference Session

Novel BME Courses and Course Adaptations

Collection

2006 Annual Conference & Exposition

Authors

Karen Coyne, U.S. Army ECBC; Arthur Johnson, University of Maryland-College Park

Tagged Divisions

Biomedical

natural stresses of exertion: whatenergy sources are used; how cardiovascular, respiratory, and thermoregulatory systems adjust;and what mechanical stabilities and instabilities are necessary?Learning exercise physiology from an engineering perspective is different from learning thesame subject from physiologists. The emphasis in engineering instruction is on quantitativeanalysis and prediction: being able to calculate expected responses before they occur. Also,engineers are taught to conceptualize process mechanics and control: to appreciate energystorage and dissipative components and to learn how they interact and change when controlled.So, it was the intent of this course to introduce bioengineers to the concepts important toergonomics

Conference Session

Unique Student Opportunities in BME

Collection

2008 Annual Conference & Exposition

Authors

Steven Abramowitch, University of Pittsburgh; Mark Redfern, University of Pittsburgh; Richard Debski, University of Pittsburgh; Alejandro Almarza, University of Pittsburgh; Harvey Borovetz, University of Pittsburgh; Savio Woo, University of Pittsburgh

Tagged Divisions

Biomedical

Biomechanical Properties after itric Oxide and MuscarinicAntagonism”Faculty Mentor: David Vorp Ph.D. - The student must apply fundamentals of mechanics of materials to determine elastic modulus, circumferential stress, and beta stiffness of blood vessels utilizing a modified perfusion system.“Photohaptic Edge Detection with Regenerative Feedback to Assist in Object Detection forthe Visual Impaired”Faculty Mentor: George Stetten M.D., Ph.D. - The student must apply fundamentals of design as well as signal processing and analysis to develop, build, test, and debug such a system. Page 13.797.6Course OverviewThe didactic

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

component (cobalt-chromium-molybdenum, titanium, or stainless steel) or a ceramic component (alumina orzirconia) and a plastic component (typically ultra-high molecular weight polyethylene)9. Totaljoint replacements are meant to be permanent, either until the lifetime of the implant is exhaustedor revision surgery resulting from infection, aseptic loosening, dislocation, nerve injury, or otherfailure occurs. In the case of failure, explantation of these devices can lend valuable informationon in-vivo functional performance, long term structural, mechanical, and material properties, as Page 15.561.3well as failure modes1. In 2000, the National

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Samantha Jacques, Milwaukee School of Engineeirng; John D. Gassert, Milwaukee School of Engineering; Thomas Swiontek, Milwaukee School of Engineering; Jeffrey LaMack, Milwaukee School of Engineering; Charles Tritt, Milwaukee School of Engineering; Larry Fennigkoh, Milwaukee School of Engineering; Ron Gerrits, Milwaukee School of Engineering; Vincent Canino, Milwaukee School of Engineering; Nancy Schlick, Milwaukee School of Engineering

Tagged Divisions

Biomedical

Bio- thermodynamics and Biofluids Strength of Materials BiomaterialsFigure 1: Diagram showing pre-requisite engineering knowledge needed for all biomedicalengineering sub-disciplines included in the new curriculum. Note that courses in computer,electrical and mechanical engineering all form a foundation for future biomedical courses. Thisdiagram does not show math, science and physiology pre-requisite knowledge that also exists inthe curriculum.Other InnovationsSeveral other innovations were placed throughout the curriculum to meet recommendations

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

on student activities that are being held weekly.AcknowledgementsThe authors would like to acknowledge the National Science Foundation which funded this studyunder EEC #1560064. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References 1. National Academy of Engineering. 2004. The Engineer of 2020: Visions of Engineering in the New Century. Washington, D.C.: National Academies Press. 2. Kazerounian, K. & Foley, S. 2007. Barriers to Creativity in Engineering Education: A Study of Instructors and Students Perceptions. Journal of Mechanical Design, 129, 761- 768.3. Zappe, S., Reeves, P

Conference Session

Novel BME Courses and Course Adaptations

Collection

2006 Annual Conference & Exposition

Authors

Conrad Zapanta, Pennsylvania State University; Keefe Manning, Pennsylvania State University

Tagged Divisions

Biomedical

Organs a. Biomaterials and Biocompatibility i. Mechanical Properties and Testing ii. Types of Materials iii. Structure/Function Relationships in Biomaterials iv. Failure Mechanisms in Biomaterials v. Surface Properties and Host Response (Biocompatibility) b. Design Principles for Tissue and Blood Contact c. Power Systems for Implanted Systems d. Control of Artificial Organs 4. Obtaining Regulatory Approval a. Codes and Regulations b. Reliability and Device Testing c. Medical Device Industry 5. Examples of Artificial Organs a. Circulatory Support Devices b. Drug Delivery c. Artificial Lungs and

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

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

Paper ID #19633Canine hip forces: The ups and downs of project-based learning of staticequilibriumProf. Kristen Billiar, Worcester Polytechnic Institute Kris Billiar is Professor and Head of Biomedical Engineering at Worcester Polytechnic Institute. He earned a B.S. in Mechanical Engineering at Cornell and an M.S.E. and Ph.D. in Bioengineering at the University of Pennsylvania. His current research interests are soft tissue mechanics and mechanobiology. Dr. Billiar is a Fellow of both ASME and AIMBE and a member of ASEE.Kaitlyn A Marengo, Worcester Polytechnic Institute Kaitlyn Marengo is a graduate student pursuing

Conference Session

Innovative Laboratories in BME

Collection

2006 Annual Conference & Exposition

Authors

Markus Billeter, Swiss Federal Institute of Technology (ETH) Zurich, Institute for Biomedical; Grace M. Nijm, Northwestern University; Bugrahan Yalvac, Northwestern University; Alan Sahakian, Northwestern University

Tagged Divisions

Biomedical

the received weak signal from the coil to an appropriatelevel for further signal processing. This is done by using an Avantek preamplifier(50 dB gain, 3.5 dB noise figure). Since the same antenna, the RF coil, is usedboth for transmitting and receiving, a mechanism is needed to prevent the TXsignal from reaching the RX electronics. The measures to do so are two pairs ofcrossed diodes, a λ/4 line and a switch in the RX filter network. The characteristicof the crossed diodes in figure 5 is shown in figure 6 [2]. According to equation 1the λ/4 line yields a high input impedance in the case of transmitting since Zout ,the crossed diodes, is small. Page 11.58.7

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Thomas Harris, Vanderbilt University; Sean Brophy, Purdue University; Robert Linsenmeier, Northwestern University; Alene Harris, Purdue University

Tagged Divisions

Biomedical

detailedcourse materials that are available for review. Page 11.928.4BiomechanicsThe applications of engineering mechanicsto human and animal movementat the system and cellular levels.A New Biomechanics Undergraduate CourseIntroduction to modeling and simulation of the humanmusculoskeletal system. Topics covered include kinematics anddynamics of movement, muscle and joint mechanics,coordination of multi-joint movement.Challenge-based Approach to Teaching BiomechanicsThis course consists of a sequence of challenge-based modules,developed over a period of several years by systematicallyreflecting on the traditional course objectives and content

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

also reinforcing physical concepts suchas force and system stability.Tibial fracture fixationThis activity introduced the concepts of engineering design, biomaterials, biomechanics andphysiology. Prior to the initiation of this activity a short lecture was provided on the engineeringdesign process. A worksheet was also provided guiding students through the design process.Students were then split into design teams of 3-4 members. Foam tibia bones (Sawbones) were Page 22.807.6then fractured using a mechanical testing device (Instron). The task given was to design a tibialfracture fixation device with a limited number of materials. Design

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Melissa Kurtis Micou, University of California, San Diego; Dawn M. Kilkenny Ph.D., University of Toronto

Tagged Divisions

Biomedical

Device Flow Ch 17: Examining Single Cell 4 Custom Fabricated Microfluidic Mechanics Using a Microfluidic Device Micropipette Aspiration System Ch 18: Contribution of 2; varies Dremel Tool, Material Testing Microarchitecture to Bone Strength MachineTable 2. Overview of individual experiments, schedules, and specialized equipment required.Session durations that appear with a slash (e.g., 2/2) may be combined. Unless indicated inparenthesis, time between consecutive sessions is flexible. Italics indicate that the instructor may

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington; Kelli Jayn Nichols, University of Washington, Seattle, Department of Bioengineering; Laura Wright, University of Washington; Christopher Neils, University of Washington

Tagged Divisions

Biomedical

deserves discussion is the removal of the thirdphysics course (Waves) requirement. A solid foundation in physics principles is provided by thetwo required physics courses, Mechanics and Electromagnetism, so students have all thenecessary material to proceed through the BIOEN core. Instead of requiring all students to takea third physics course which is more relevant to an imaging specialization, students interested inpursuing an instrumentation or imaging focus are advised to take Waves.One key aspect of the curriculum revision is that the undergraduate BIOEN program is nowmore aligned with the strengths and expertise of the faculty, which is a recommended principlewhen building a new BIOEN curriculum3. In particular, the general shift from