Conference Session

BME Assessment and the VaNTH ERC

Collection

2007 Annual Conference & Exposition

Authors

Steven Schreiner, Western New England College; Judy Cezeaux, Western New England College; Diane Testa, Western New England College

Tagged Divisions

Biomedical

system design needs to ensure that: assessment data are collected consistentlyby the faculty, the faculty is involved in the analysis of these data, and any changes made inresponse to the data are implemented by the faculty.At Western New England College, a program outcome assessment system has been designed tomaximize faculty buy-in and participation by carefully defining the faculty interaction with thesystem. Most of the quantitative outcome data are delivered to the system from specific courseswithin the curriculum. The instructor of a course needs to be concerned with predefinedoutcome measures and deliver data to support that measure. This works well because instructorsare centered on the day-to-day activity within their courses. This

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

decrease in the population of students working in faculty labs may simplyreflect the timeline introducing new opportunities as well as variations in the makeup andcharacter of relatively small senior classes (18, 30, 14). There has been no negative impact on thestudent understanding of design topics between students that work in faculty labs and those thatdo not. Specifically, in the last two years, exams covering specific design concepts showequivalent or significantly better (t-test, p<0.05) scores for students that have completed thejunior level independent experience prior to their senior project.Students completing the combined junior level independent research and senior projects courseswere asked to provide self-assessment of the

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine E. Reuther, Columbia University; Andrea Nye, Columbia University; Lorna Helen Begg, Columbia University Mailman School of Public Health; John D. O'Neill, Columbia University, Department of Biomedical Engineering; Ahmet-Hamdi Cavusoglu, Columbia University

Tagged Divisions

Biomedical

Paper ID #18518Accelerating Biomedical Innovation in Academia: Leveraging Academic Dis-coveries to Meet the Needs of Both Faculty and StudentsDr. Katherine E. Reuther, Columbia University Katherine E. Reuther, Ph.D., is the Director of Master’s Studies and a Lecturer in Biomedical Engineering at Columbia University and the Co-Director of the Columbia-Coulter Translational Research Partnership. She is is working on developing new instructional tools and programs to enhance graduate education in the Department of Biomedical Engineering. She has spearheaded the development of a graduate-level Biomedical Design program that

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Robert Gettens, Western New England College; Michael Rust, Western New Engalnd College; Diane Testa, Western New England College; Judy Cezeaux, Western New England College

Tagged Divisions

Biomedical

train engineers directly in the procedures of the Quality System Regulation (QSR), thusbetter preparing graduates for careers in the biomedical device workplace. A pilot survey of faculty, students and industry sources concerning engineering design coursesacross disciplines demonstrated an emerging theme of learning and development of professionalskills in these courses.3 Indeed in recent years the importance of preparing biomedical engineersprofessionally through the use of the capstone design course has been stressed by a number ofprograms.4-6 Pedagogical techniques being used in biomedical engineering curricula to introducestudents to “real-world problem-solving”, which was presented by Ropella, Kelso and Enderle,include the use of computer

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

imagined they were a new xx BME student who haschosen a xxx-based faculty member for their advisor. Students identified concernsthat are listed below. Identify which concerns you share (check all that apply). How to ask questions during class Availability of instructor outside of class time Availability of TA outside of class time How to communicate with instructor (in class, via emails, etc) How to communicate and interact with peers How to do in-class group work How to manage my time so that I don't fall behind How to be more than a "number" How to handle technical problems/issues Page 12.553.13 OtherStudents last spring were asked

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

associated physicalinterpretations are critical and mandatory in order for a student to succeed. Furthermore,students are not required to maintain any sort of design log for their efforts although they arestrongly encouraged to do so in order to keep their efforts on track. In this project, we areattempting to begin to encourage a more independent and less faculty-guided project process byproviding faculty assistance and guidance in a less formalized manner. In designing this project,we anticipated and addressed a number of student concerns that could arise throughout theproject including: • How can I do this since I do not know the software package? • With no partner in the project, how can I be sure my model is correct

Conference Session

New Tools in Teaching and Learning Biomedical Engineering Concepts

Collection

2007 Annual Conference & Exposition

Authors

Vikki Hazelwood, Stevens Institute of Technology; Arthur Ritter, Stevens Institute of Technology

Tagged Divisions

Biomedical

schools.Haidet et al. introduced and simulated randomized controlled trial in which students participateddirectly. They recognized that medical students often have trouble appreciating the relativemerits and limitations of clinical research design. After participating, students’ homeworkdemonstrated a greater depth of understanding, and students reported the experience wasenjoyable and stimulating1.Hitchcock and Murphy involved undergraduate students in three phases of research: as researchsubjects, data collectors, and analysts in a faculty study focusing on health perceptions ofbaccalaureate nursing students. The project enabled the students to master the research content,generated high student interest, increased student comfort level with the

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael J. Rust, Western New England University; Steven G. Northrup, Western New England University

Tagged Divisions

Biomedical

. Page 25.75.1 c American Society for Engineering Education, 2012 A Multidisciplinary Global Health Course with an Integrated International Field ExperienceAbstractA new global health course was recently developed and implemented at Western New EnglandUniversity. The course brought together students from a variety of disciplines and academiclevels to study issues related to healthcare from a global perspective. The centerpiece of thecourse was a faculty-led field experience in Guatemala that occurred at the end of the semester.During the field experience, the students visited clinical care facilities where they conducted aneeds assessment by interviewing and surveying administrators

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

M. Barbara Silver Thorn, Marquette University; Karla Bustamante, Itesm chihuahua

Tagged Divisions

Biomedical

, screeningand selection of exchange applicants, number of exchange students, student pre-departurepreparation, housing, and host institution orientation.Documentation related to human subject “testing” was also submitted to the various InstitutionalReview Boards or equivalents to support dissemination of program details and aggregate studentassessment data.Curriculum opportunities: Existing and potential new curriculum options at each partnerinstitution were reviewed by NARETI faculty in concert with the NARETI program objectives.Curriculum options for junior and senior biomedical engineering students, including possiblecapstone design projects, technical electives, engineering service projects, research experiences,internships and clinical rotations

Conference Session

Experiential Learning and Globalization in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eric M. Brey, Illinois Institute of Technology; David W. Gatchell, Illinois Institute of Technology

Tagged Divisions

Biomedical

is of concern due to the goal of targeting students with the mostto gain from a research experience. The number of students applying without research experiencehas decreased significantly over the 5 years of the program. We believe that either 1) studentsalready involved in undergraduate research are more likely to find out about new research Page 22.251.7opportunities or 2) that students without previous research experience may be hesitant to performtheir initial research experience off-campus. We have focused our advertising efforts on locatingstudents in this population, in part through our relationship with the I-LSAMP and by outreach tothe

Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eric M. Brey, Illinois Institute of Technology; Kelly Laas, Illinois Institute of Technology, Center for the Study of Ethics in the Professions; David W. Gatchell PhD, Northwestern University

Tagged Divisions

Biomedical

potential ethical issues in thisscenario and how the student may be able to resolve them. The ethical issues they identified werecategorized as shown in Table III. A comparison of the categories listed in Tables II and III with the topics addressed in thecourse (see the course syllabus in the appendix) shows the students using more specificterminology from the course on the posttest. In addition, the students on the posttest hone in onthe more important issues such as intellectual property and student/advisor relationships a greaterpercentage of the time than they do on the pretest. As shown in Table II, students often cited the“need to fit into the lab”, or “problems with publishing faculty data”, not recognizing that theseissues fall

Conference Session

BME Assessment and the VaNTH ERC

Collection

2007 Annual Conference & Exposition

Authors

Susan Blanchard, Florida Gulf Coast University; James Sweeney, Florida Gulf Coast University

Tagged Divisions

Biomedical

Bioengineering BS 2008-2009** Western New England College Biomedical Engineering BS 2011-2012 *Programs having second visits in fall 2005 or fall 2006. **Programs likely to have been visited as single programs.ABET Accreditation Results and Issues for All Engineering ProgramsEach year, ABET publishes the criteria for accrediting engineering programs and makes thisinformation available online.6 ABET also publishes a summary of accreditation statistics, whichrepresent the actions taken following due process, for the previous year’s accreditation cycle.7-9This means that these actions were still in place when the Engineering

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

methodsdescribed in this paper identified recurring issues not readily addressed by course-level changes.Hence, consideration of the results from these approaches led to an entire revision of theundergraduate BIOEN curriculum by UW faculty and staff. Subsequent feedback from industry,non-UW academic colleagues, student alumni, and current students serves as a method to assessthe levels of satisfaction regarding our new curriculum plan from the perspectives of ourconstituents, as well as to identify any potential refinements needed.Student AlumniWe considered obtaining feedback from student alumni to be extremely important in the effort tomake informed decisions about changes needed in the undergraduate curriculum. Alumni havehad a chance to reflect upon

Conference Session

Design in the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

John P. Puccinelli, University of Wisconsin, Madison; Amit Janardhan Nimunkar, University of Wisconsin, Madison

Tagged Divisions

Biomedical

, the department provided students with physical design notebooks, whichfacilitated uniformity, met the standards for design work, and were convenient for the students tocarry and quickly present design ideas and to take notes. Unfortunately, the students were all toooften more concerned about the course notebook grade than its true purpose. Thus, many did notcomplete their notebook in real-time, but rather kept notes and sketches separately and thencopied them neatly into the notebook just before the due dates. Additionally, during thesegrading times, the students would be without their notebooks while the faculty reviewed them,thus hindering their ability to keep them up-to-date. They were also unable to ‘share’ commonnotebook entries easily

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh; Chris Yoder, University of Pittsburgh; Phil Weilerstein, National Collegiate Inventors and Innovators Alliance; Angela Shartrand, National Collegiate Inventors and Innovators Alliance

Tagged Divisions

Biomedical

AC 2009-1294: BIOENGINEERING PROCESS MAPS: ELEMENTS USED TOPRODUCE INNOVATIVE DESIGNSMary Besterfield-Sacre, University of Pittsburgh Mary Besterfield-Sacre is an Associate Professor of Industrial Engineering and the Fulton C. Noss Faculty Fellow at the University of Pittsburgh. Her research interests are in engineering education evaluation, in empirical mod-eling applications, and K12 district system improvements. In the area of assessment, Dr. Sacre has written numerous conference and journal papers and has given many workshops and pres-entations. Her research in this area has been funded by the NSF,DOE, Sloan Foundation, EiF, and the NCIIA.Larry Shuman, University of Pittsburgh Larry J

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

Research Center inBioengineering Educational Technologies has conducted research and development on methodsto improve bioengineering education for the last 6 years. This project has sought to synthesizelearning science, learning technology, assessment and evaluation and the domain knowledge ofbioengineering so that new approaches to bioengineering education could be developed andtested. This project has resulted in a number of innovations that have been shown to improve theeducational process in bioengineering. We are currently developing methods to disseminatethese findings and make then available to the bioengineering educational community.I. IntroductionRecently, there has been a significant concern expressed by academic, scientific, business

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Richard L. Goldberg, University of North Carolina, Chapel Hill; Kevin Caves, Duke University

Tagged Divisions

Biomedical

outside experts throughthis mechanism.We have addressed this issue by creating an advisory board for each project to provide studentswith independent feedback on their designs. These advisory boards supplement the ongoingfeedback that students already receive from faculty and their clinical advisors. The goal was tomake it as easy as possible for these outside experts to review the students design ideas andprovide them with comments. We accomplished this by having each individual serve on anadvisory board for only one or two projects, so that they could focus their efforts and minimizetheir time commitment. In addition, while board members could interact directly with thestudents when feasible, they could also use an online system to interact

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

. During each lecture two faculty members from the department will present their interests Page 12.1347.4and research areas. In addition to scientific research topics, lectures are included that deal withethics, entrepreneurship, industrial relationships and socioeconomic issues. Listed below is thetopics list for the 2007 class:• Blood Substitutes and the Design of Oxygen Non-carrying and Carrying fluids.• Medical Devices: Saving and Improving Lives.• Introduction to Stem Cells.• The Nanoscale Nervous System and Engineering Approaches for Interfacing with it.• Network Biology.• Finding the Origin of Inflammation: The Key to Disease

Conference Session

Design and Research in BME

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lily Hsu Laiho, California Polytechnic State University; Kristen O'Halloran Cardinal, California Polytechnic State University; Trevor R. Cardinal, California Polytechnic State University

Tagged Divisions

Biomedical

either StronglyAgree or Agree that the students had sufficient preparation for their internship in most of theareas. One area that included more Neutral responses from the Internship Mentors was with thediscussion of non-technical aspects of regenerative medicine. Based on the comments associatedwith the statement, the larger number of Neutral responses was because the occasion did notarise to discuss such issues. By the end of the internships, the Internship Mentors continued tofeel that the students performed well in all criteria evaluated. Based on discussion of theassessments, the Advisory Committee and faculty were pleased with the results and felt ourstudents had strong preparation for their internships and future careers.ConclusionsBy

Conference Session

Design in the BME Curriculum

Collection

2008 Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; Donna Ebenstein, Bucknell University; James Baish, Bucknell University; William King, Bucknell University; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

meeting with the design team before the second week of classes. (This is mandatory for all participants in the project) • Communicate any concerns about interacting with the team to the advisor. • Provide prompt feedback to student questions in order to avoid long pauses in the process. • At a minimum, meet in person with the teams at least three times in the fall semester and three times in the spring semester. • Participate in periodic project evaluation as requested by the instructor. Input from the external mentor will be extremely valuable in assessing student projects. • Commit to a final project meeting at the conclusion of the project. • Provide feedback to the faculty at the end of the project with regards to

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill; Kevin Caves, Duke University; Julie A. Reynolds, Duke University

Tagged Divisions

Biomedical

reports, we used the EngineCAP rubric (table 2). The rubric contains 9questions, assessing writing and critical thinking skills. EngineCAP questions 1-5 are higher-order writing and critical thinking skills, dealing with issues such as audience, evidence, andargumentation. Questions 6-9 are mid- to lower-order writing concerns, dealing with issues suchas writing errors, formatting, citations, and design.Each question was scored on a scale from 1-5. A score of “1” indicated that the report did notmeet the course’s minimum acceptable standards for that question. A score of “3” indicated thatthe minimum standards were met, and a score of “5” indicated that the standards were mastered.A score of “2” or “4” was assigned if a report contained sections

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Howard P Davis, Washington State University

Tagged Divisions

Biomedical

requiresthat the new instructional resources align with Diffusion of Innovations theory.5 To be readilyadoptable, new instructional materials must demonstrate relative advantage and observableimprovements in student learning. They must be easily tried by faculty, fit with currentinstructional practices, and be usable without much training. The authors chose to develop threePrevention through Design lessons, in PowerPoint format, designed to be easily incorporated intoexisting biomedical engineering courses and structures—minimizing faculty investment requiredto adopt the resources. These lessons highlight the severity of safety issues, provide tools forassessing risk, and enable students to achieve significant risk reduction in their existingprojects

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine E Reuther, Columbia University; Michael John Cennamo, Columbia University; Tiffany Wen-an Guo, Columbia University

Tagged Topics

Diversity

Tagged Divisions

Biomedical

, concept generation, and commercialization. Dr. Reuther received her BS in Biomedical Engineering from The College of New Jersey and her Ph.D. in Bioengineering, specializing in Orthopaedic Biomechanics, from the University of Pennsylvania.Mr. Michael John Cennamo, Columbia University Michael Cennamo is a Senior Educational Technologist at Columbia’s Center for Teaching and Learning (CTL). He is also an instructor and doctoral student at Teachers College, Columbia. Michael is currently designing both online and blended learning environments for Columbia faculty; his interest and passion lie in helping teachers to effectively use technology in their classrooms, both large and small. Michael lives in NYC.Ms. Tiffany

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

John D. Gassert, Milwaukee School of Engineering; John Denis Enderle, University of Connecticut; Amy Lerner, University of Rochester; Samantha Jacques; Peter Katona, The Whitaker Foundation

Tagged Divisions

Biomedical

a hypothesis is generated concerning the phenomena.Ideally, the hypothesis is written in terms of a quantitative description that can be used topredict the existence of new observations. Finally, experimentation is carried out todemonstrate the truth or falseness of the hypothesis, and a conclusion that validates ormodifies the hypothesis.4 An essential aspect of research is there is typically no certaintyabout the outcome -- the hypothesis is either proved or not proved.The Gray between Design and Research“Design is NOT research, which may be defined as “a careful investigation or study,especially of a scholarly or scientific nature.” A design task may require research toaccomplish a task, but it typically involves the integration of

Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Charles J. Robinson, Clarkson University

Tagged Divisions

Biomedical

, New York, 336 pp, 1988.14. Jerry Collins, Bioengineering Ethics Course, VaNTH NSF Engineering Research Center for Bioengineering Educational Technologies, https://repo.vanth.org/portal/Members/jcollins/ethical-concerns-and-bioengineering, 200415. Robinson, C.J., Rehabilitation Engineering and Ethics. World Congress on Med Physics and Biomed Engr, Kyoto, Japan, 1991.16. Robinson, C.J., Rehabilitation Engineering and Ethics. IEEE Engr in Medicine and Biol. Soc. Ann. International Conf. 15: , 199317. Mowry, E., Collins, J., Brophy, S. Creation of a bioethics course for the undergraduate biomedical engineering curriculum. Proceedings , ASEE Annual Conference, Nashville , June 2003.18. Taylor Martin, Karen Rayne, Nate J. Kemp, Jack Hart and

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

. Students in all three coursesrepeatedly comment that having clinicians in class gave them a better understanding of theclinical issues. In addition, the field trips to clinical sites and in class hands-on activities (such asthe use of real data for genetic analysis in Precision Medicine for Engineers and assessing ICUpatient results in Engineering for Medicine) gave the students a better perspective on theproblems and concerns that both clinicians and patients face in different fields of medicine.ConclusionsWe have successfully introduced three courses that provide a solution to the challenges ofplacing large numbers of students in clinical immersion experiences. The key to the success ofeach of these classes is the leadership of the clinicians in

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

in the area of Biomaterials.RETs also participated in professional development sessions centered on classroom instructionand designed to help them translate their new scientific knowledge into a one-weekinquiry-based teaching module. Modules were aligned with the state's K-12 Science Curriculumintroducing K-12 students to the basic concepts of bioengineering. Additional module goalsincluded increasing K-12 student 1) knowledge of math and science; 2) awareness of andappreciation for the field of engineering; 3) ability to link this knowledge to real-lifeexperiences; and 4) capacity for scientific engagement in the classroom. RETs were able toimplement a portion of the module with high school students at the end of the summer.Entrance and

Conference Session

K-12 and Graduate Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Biomedical

Director of the BME Design Studio - a facility that supports design efforts in many bioengineering courses at the University and within the Center for Bioengineering Innovation and Design. c American Society for Engineering Education, 2017 The best of both worlds: an integrated online/on-site Master’s program in biomedical engineeringAbstractA high quality graduate education should combine the development of advanced analytical skillstogether with the practical application gained through collaboration between faculty and otherstudents in a practical hands-on environment. We recently developed a new online Master’sprogram in biomedical engineering at the Johns Hopkins University

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aura Gimm, Duke University; Richard Goldberg, University of North Carolina, Chapel Hill; Kevin Caves, Duke University; Robert Malkin, Duke University

Tagged Divisions

Biomedical

Tennessee, Dr. Malkin was a professor of Electrical Engineering at The City College of New York and a member of the graduate faculty at The City University of New York and a research associate at Columbia University. Dr. Malkin received his MS and PhD in Electrical En- gineering from Duke University in 1991 and 1993, respectively. Prior to attending graduate school, Dr. Malkin taught English in Thailand, worked at EM Microelectronics in Switzerland designing integrated circuits, worked for Cordis Corporation designing pacemakers and worked for Sarns Incorporated design- ing heart lung machines. Dr Malkin received the BS degree in Electrical Engineering from The University of Michigan in 1984. Dr. Malkin is a Fellow of

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

®, students have the flexibility to find an approachthat meets their preferences. For example, reflective students like the discussion board and anactivity such as writing short summaries is a useful approach. Announcements are well receivedby sensors. Currently BlackBoard® includes a feature that sends out an email when anannouncement is posted. Students have the option to subscribe or not to subscribe to thesenotices. Our study was done before this was an option. Professors can share critical informationin multiple formats (i.e., the discussion board, announcements, emails).The issue of student beliefs with regards to programming, professors should keep in mind thatsensor students might be more concerned about their ability to program. Provide