Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Gabriella R. Dupont, University of Illinois, Urbana-Champaign

Tagged Divisions

Biomedical Engineering

, but not limitedto, math, physics, mechanical engineering, and molecular and cellular engineering. Curriculumflexibility was calculated based on general education and BME electives. To normalize the data,percent of total credit hours or total number of courses was used to calculate the percentage ofthe curriculum that is flexible (elective) versus required over total hours. After this quantitativescore for flexibility was determined, a qualitative analysis of the tracks was performed looking atdiversity of track offerings. The same analyses were repeated for the Top 20 Mechanical [2] andElectrical Engineering [3] programs as a comparison.For the internal study of tracks in the local program, data on track membership over the past 10years was

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Patricia A. Meyers, American International College; Judy L. Cezeaux, Western New England University

Tagged Divisions

Biomedical Engineering

Paper ID #23838Work in Progress: Fostering Cross-Disciplinary Collaborations between Biomed-ical Engineering and Occupational Therapy Students - A Model for ClinicalExposure for BMEDr. Patricia A. Meyers, American International College Patricia A. Meyers OTD, OTR/L is an Assistant Professor of Occupational Therapy at American Inter- national College in Springfield, MA. Dr. Meyers received a BS in Occupational Therapy from Boston University and a Post-Professional Doctorate in Occupational Therapy from Rocky Mountain University of Health Professions. Her areas of instruction are in the subjects of kinesiology, introduction to

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martin Li, Duke University; Brianna Loomis, Duke University; Kevin Caves, Duke University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

take the session to any location. The whole purpose of the club is toraise awareness for the types of issues children with disabilities can face, help the parents and childrenenjoy the toys and even, make their own.EvaluationThrough Project Tadpole, we have begun to measure the impact of club involvement of students on theirengineering knowledge and skills as well as disability awareness. We have developed and are piloting asurvey that will be administered at 3 points during the year. As we have started the semester, we haveadministered the first retrospectively, the second two months in, and the third at the end of the year.Results will be used to gauge skills building and enable us to make modifications to our training program.The survey is

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Olga Imas, Milwaukee School of Engineering; Jeffrey A. Lamack, Milwaukee School of Engineering; Charles S. Tritt, Milwaukee School of Engineering; Larry Fennigkoh P.E., Milwaukee School of Engineering; Icaro Dos Santos, Milwaukee School of Engineering

Tagged Divisions

Biomedical Engineering

standards, user needs Course 2 (1 credit) – Fall Term, Year 3 • Outcome: feasibility analysis • Topics: market research, FDA regulation, codes and standards, intellectual property, IRB, design controls, CAD and solid modeling Course 3 (1 credit) – Winter Term, Year 3 • Outcome: specifications and system design • Topics: interface specifications, system design, funding, biomedical transducers, power budget, technical literature, initial bench design and prototype building Course 4 (1 credit) – Spring Term, Year 3 • Outcome: system design and testing • Topics: bench design and testing, electrical and mechanical safety, design for safety and reliability, electrical noise and interference Course 5 (3 credits) – Fall Term, Year 4 • Outcome

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeffrey A. LaMack, Milwaukee School of Engineering; Larry Fennigkoh P.E., Milwaukee School of Engineering; Paul Licato, Milwaukee School of Engineering

Tagged Divisions

Biomedical Engineering

] Criteria for Accrediting Engineering Programs. Accreditation Board for Engineering and Technology (ABET), November 24, 2018.[3] B. Harding and P. McPherson, “What do employers want in terms of employee knowledge of technical standards and the process of standardization?,” in Proceedings of the 2010 ASEE Annual Conference & Exposition, Louisville, KY, USA, 2010, pp. 15.1364.1 – 15.1364.10. [4] D. Purcell, “Report on a survey of schools of engineering in the United States concerning standards education,” The Center for Global Standards Analysis, Spring 2004.[5] H. de Vries and T. Egyedi, “Education about standardization: Recent findings,” International Journal of IT Standards and Standardization Research, vol. 5, no. 2, pp. 11

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer H. Choi, University of California, Davis

Tagged Divisions

Biomedical Engineering

clinicalobservations at both the medical center and school of veterinary medicine. Each internunderwent 3 weeks of clinical observations at each clinical site, with a minimum of seven daysin any one clinical department. Participating clinical departments are indicated in Figure 1.Interns were required to document their clinical observations in a physical notebook and provideweekly summaries of observations in a shared Google drive document. Virtual group meetingswere also held weekly for a discussion and debrief session. In addition to clinical observations,students participated in a Biomedical + Engineering Entrepreneurship Academy (BMEA) hostedby our institution’s institute for innovation and entrepreneurship, housed in the School ofManagement. The BMEA

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mark A. Chapman, University of San Diego; Gordon D Hoople, University of San Diego; G. Bryan Cornwall PhD P.E., Shiley-Marcos School of Engineering, University of San Diego

Tagged Divisions

Biomedical Engineering

concentration includes a certain number of math/science units (3) and upper divisionengineering units (6). Beyond these unit requirements, material from our concentration courseswill not be used as primary evidence to show ABET evaluators we are meeting the requiredlearning outcomes. However, an internal assessment will take place to ensure we are meetingBME specific learning outcomes and that our students find employment following graduation.We are in the process of developing these concentration-level BME outcomes and hope thispaper will facilitate a conversation at ASEE about appropriate outcomes for our concentration.Conclusions. Overall, our BME concentration area aims to produce engineers with the breadthof knowledge necessary for successful

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeffrey A. LaMack, Milwaukee School of Engineering; Olga Imas, Milwaukee School of Engineering; Larry Fennigkoh P.E., Milwaukee School of Engineering; Charles S. Tritt, Milwaukee School of Engineering; Icaro Dos Santos

Tagged Divisions

Biomedical Engineering

technical areas of exper- tise include signal and imaging processing, and statistical analysis. In her previous and current product development roles, Olga gained extensive experience in clinical product management involving market analysis for new and existing imaging products, and clinical product marketing. She has experience in managing product evaluations at multiple clinical sites, and has a comprehensive knowledge of neurology, oncology, and cardiology imaging markets. She has established a number of strong collaborations with clinical experts in recognized neuroimaging and oncology centers. Olga has earned her undergraduate degree in biomedical engineering from the Milwaukee School of Engi- neering in 1999

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Molly Y. Mollica, University of Washington; Heather A. Feldner, University of Washington; Shawn Israel PT, DPT, University of Washington; Anat Caspi P.E., University of Washington; Katherine M. Steele, University of Washington; Dianne Grayce Hendricks, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

universal design module.Group 3: Summer camp at UWThe UW Math Academy is a four-week UW College of Engineering residential summer camptargeting high-achieving underrepresented students, and aims to prepare students for college-level math and engineering through courses taught by UW faculty [24]. Toy adaptation wasconducted with 28 students on one day for a 90 minute period and the survey was administeredimmediately after the toy adaptation event.Toy adaptation session structureAt the beginning of each event, a short (~10 minute) introduction including an undergraduate orgraduate student explaining to the room of students: 1) why is play developmentally important?,2) what is an adapted toy?, and 3) what is the toy adaptation process? Additionally

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jorge E. Bohorquez, University of Miami

Tagged Divisions

Biomedical Engineering

BME’s shows that around 50%pursue BME master and doctoral levels; 25% went to BME industry; 17% went to medical school;5.6% MS in health-care related programs and the remaining 2.8% follow other paths. The studentbody, as the discipline itself, has diverse motivations and professional pathways. Therefore, thereis a need to deliver the course content in a way that promotes intrinsic motivation for this diversepopulation. The problem based methodology motivates the pre-medical students [1] becausethey see the usefulness of the theory in realistic medical problems while the students aiming togo to industry appreciate the technical aspects and the explicit connections with the regulatoryworld.Industry Expectations: In addition to the technical

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

William H Guilford, University of Virginia; Meg Keeley M.D.; Brian P. Helmke, University of Virginia; Timothy E. Allen, University of Virginia

Tagged Divisions

Biomedical Engineering

of 12 unique clerkships, rangingfrom 1-3 weeks in duration. Urology, Preoperative Medicine, Internal Medicine (GI, ICU),Ophthalmology, OB/GYN, Pediatrics, Emergency Medicine, General Surgery, Neurology,Pediatrics, and Neurosurgery. None of the problems identified by the Scholars were ultimatelyadopted by Capstone teams, even by the Scholars themselves. We anticipate at least one casestudy being used by an instructor the semester of this writing.We surveyed the participants (5) to learn how the immersion experience changed their careeraspirations. At the beginning of the program, the Scholars were 88% ± 5 certain of becomingphysicians, and 65% ± 8 certain of becoming engineers. Thus, this particular cohort was stronglybiased at the beginning

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela Lai, Carnegie Mellon University; Elaine Soohoo, Carnegie Mellon University; Diane L. Nelson, Carnegie Mellon University; Conrad M. Zapanta, Carnegie Mellon University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

technical skill sets. This served to maximize interest and teamdynamics. Each team targeted a different project: (1) a below-the-elbow prosthetic hand to aidpatients missing a limb to grasp objects; (2) a drug delivery patch for the drug Naloxone to aidrecovering addicts; and (3) a pill dispensing device for patients that have multiple prescriptionsthat require different dosage schedules.2.2 Curriculum - Lecture and WorkshopTeams were guided through the BME design process as outlined in Biodesign by Yock et al. in aseries of lectures and interactive workshops [1]. The complete schedule is in Appendix 5.1.Lectures focused on the following topics: needs statement refinement and ideation, backgroundresearch, market analysis, and potential regulatory

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Olga Imas, Milwaukee School of Engineering; Jeffrey A. Lamack, Milwaukee School of Engineering; Larry Fennigkoh P.E., Milwaukee School of Engineering

Tagged Divisions

Biomedical Engineering

Health Organization, “Human Resources for Medical Devices. The Role ofBiomedical Engineers,” WHO Medical Device Technical Series, 2017. [Online]. Available:https://www.who.int/medical_devices/support/en/. [Accessed January 28, 2019].[3] G. Baura, “Educating for Industry. A Call to Auction for Bio-/Biomedical EngineeringProfessors and Students,” IEEE Pulse, March/April 2015. [Online]. Available:https://pulse.embs.org/march-2015/educating-industry/. [Accessed January 28, 2019].[4] O. Imas, J.A. LaMack, I. dos Santos, L. Fennigkoh, and C.S. Tritt, “Streamlining BiomedicalEngineering Capstone Design Process.,” ASEE 2018, Salt Lake City, UT, June, 2018.[5] J.A. LaMack, I. dos Santos, L. Fennigkoh, O. Imas and C.S. Tritt, “Spicing Up Instruction

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Steven Higbee, Indiana University Purdue University, Indianapolis; Sharon Miller, Indiana University Purdue University, Indianapolis

Tagged Divisions

Biomedical Engineering

whether intentional, verticalalignment of engineering experiences ultimately better prepares BME undergraduates for theirsenior design capstone projects and their professional pursuits.IntroductionInductive teaching methods have encouraged higher levels of student cognition [1]-[2], improvedstudent teamwork and communication [3], and allowed increased student confidence duringengineering design prototyping [4]. Paired with a resurgence of hands-on learning in theengineering community [5], inductive teaching methods allow instructors to incorporate realproblems that require physical prototype solutions. Our work aims to incorporate one specificinductive teaching method, project based learning (PBL), into sophomore and junior levelBiomedical

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yah-el Har-El, Temple University; Thomas V. Edwards Jr., Temple University; Ruth Ochia P.E., Temple University

Tagged Divisions

Biomedical Engineering

develop within engineering students. Traditional engineering courses focus ontechnical problem-solving skills with many programs adding design thinking concepts to these classes.This work falls within the ‘inventor’ identity. A previous study supports this idea and showed that ourjunior-level engineering students mainly identify with being “inventors.” [3] We hypothesize that first-year students exposed to all three entrepreneurial engineering identities will foster an understanding in thebehaviors needed to take products to market and enhance an interest in other available identities inaddition to ‘inventor’.Methods:The knowledge of how to take a potential idea and move it further than technical design is not in anyrequired coursework for our

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicholas J. Caccese, CBE Consultants, Inc.; Robert S. Cargill II P.E., CBE Consultants, Inc.; Ruth Ochia P.E., Temple University

Tagged Divisions

Biomedical Engineering

Publishing: Players, Agentsand Agendas, ed. Fernando Loizides and Birgit Schmidt (20th International Conference onElectronic Publishing, Göttingen: IOS Press, 2016), 87–90,https://doi.org/10.3233/978-1-61499-649-1-87.[3] Alberto Cardoso, Joaquim Leitão, and César Teixeira, “Using the Jupyter Notebook as a Toolto Support the Teaching and Learning Processes in Engineering Courses,” in The Challenges ofthe Digital Transformation in Education, ed. Michael E. Auer and Thrasyvoulos Tsiatsos,Advances in Intelligent Systems and Computing (Cham: Springer International Publishing,2019), 227–36, https://doi.org/10.1007/978-3-030-11935-5_22; “Jupyter Notebooks in Higher Education,” Generation Research, February 15, 2019,https://genr.eu/wp/jupyter/.[4] Sahin, M

Conference Session

Design in the BME curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hannah Yssels; Marina Crowder; Ozcan Gulacar, University of California, Davis; Jennifer H. Choi, University of California, Davis

Tagged Divisions

Biomedical Engineering

guest lectures, andteam-based hands-on design challenges. This two-unit course consists of one 50-minute lectureand a 3-hour discussion session focused on engineering design each week of a 10-week quarter.There were 142 students enrolled in this introductory course.Based on scores from the week five quiz, ten low scoring and ten high scoring students wereasked to participate in TAInts. Participants received a small stipend for their participation in thisInstitutional Review Board (IRB) approved study. Study participants were 70% first year, 25%second year, and 5% third year students.Incoming design knowledgeStudents in the introductory BME class completed the CADEK in the first week of class.CADEK is a validated open-ended assessment that

Conference Session

Innovative Course Structures and Learning Environments

Collection

2019 ASEE Annual Conference & Exposition

Authors

Christa M. Wille, University of Wisconsin, Madison; Naomi C. Chesler, University of Wisconsin, Madison

Tagged Divisions

Biomedical Engineering

Traditional Classroom in an Upper-Division Engineering Course.” IEEE Trans on Education, 2013, pp 1-6. [3] Kerr B. “The flipped classroom in engineering education: A survey of the research.” Interactive Collaborative Learning (ICL), International Conference. 2015 Sep 20 (pp. 815-818). IEEE. [4] Bishop JL, Verleger MA. “The flipped classroom: A survey of the research.” Proceedings from ASEE national conference. Atlanta, GA 2013 Jun 23 (Vol. 30, No. 9, pp. 1-18). [5] Shatto B, L'ecuyer K, Quinn J. “Retention of content utilizing a flipped classroom approach.” Nursing education perspectives. 2017 Jul 1;38(4):206-8. [6] Taglieri C, Schnee D, Camiel LD, Zaiken K, Mistry A, Nigro S, Tataronis G, Patel D, Jacobson S, Goldman J