Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anthony E. Felder, University of Illinois, Chicago; Miiri Kotche, University of Illinois, Chicago; Jennifer D. Olson, University of Illinois at Chicago; Janet Aderemi Omitoyin, University of Illinois at Chicago

Tagged Divisions

Biomedical Engineering

meet these standards. However, the development of suchcurricula can prove challenging to educators without experience in scientific research andengineering design. To address this gap in knowledge and facilitate the adoption of NGSS inChicago Public High Schools (CPS), the University of Illinois at Chicago (UIC) Colleges ofEngineering and Education developed the innovative Bioengineering Experience for ScienceTeachers (BEST) program. This program pairs selected BEST applicants (Fellows) with severalUIC Bioengineering faculty members and their laboratories. Here, Fellows spend six summerweeks immersed in the laboratory environment, participating in individualized research projectsunder UIC Bioengineering faculty mentorship. During these six

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Willis J. Tompkins, University of Wisconsin, Madison; Amit Janardhan Nimunkar, University of Wisconsin, Madison

Tagged Divisions

Biomedical Engineering

toimplement the filters on a powerful single-board microcontroller and process ECG signals inreal-time. They then analyze the results of their filter implementations using a real-time ECGsimulator as well as their own live ECG signals as inputs.IntroductionIn a typical biomedical engineering digital signal processing course, students have limited real-world design opportunity. Typically, they implement algorithms and analyze signals withpowerful software like MATLAB, but have limited chance to design and run signal processingalgorithms in real time on a microprocessor. This approach limits student understanding ofconstraints in designing and implementing digital filters and evaluating their actual performancecharacteristics.For a number of years, we

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Ilkhanipour Rooney, University of Delaware; Krystina Callahan; Kimberly L. Bothi, University of Delaware

Tagged Divisions

Biomedical Engineering

challenges? • Provide an example of engineering statics/mechanics concepts applied to a real-world scenario in a culture different from your own.After completion of each homework problem, students completed an anonymous survey on howeffective that specific problem was in addressing the goals: • Q4: The problem helped me understand how engineering statics/mechanics concepts apply globally to real-world scenarios [Likert 1-5]. Why do you say that? • Q5: The problem helped me understand how engineers contribute to solving global challenges [Likert 1-5]. Why do you say that? • Q6: The problem increased my interest in global applications of engineering [Likert 1-5]. Why do you say that?Results

Conference Session

Introduction to the Field of Biomedical Engineering - June 25th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christine E. King, University of California, Irvine; Beth A. Lopour, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

) really interesting, insightful and helpful. I enjoyed the talk with the panelof students as well. The lectures were also helpful in that they explained a lot of new concepts ina digestible way.”“I loved learning about the anatomy and the functions of our brain. I came into class lookingforward to all the lecture (I seriously mean it!). I also really enjoyed learning how to apply theknowledge we learned to real life situations.”These comments highlight the importance of linking real-world applications of BME to basicmath and biology principles. Students found that the laboratory modules and lecturescomplimented the basic neuroscience and computer engineering principles that they had learnedin their high school courses. Specifically, 66.67% (16

Conference Session

Laboratory Learning in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan P. Devine, University of Georgia; Dominik May, University of Georgia; Cheryl T. Gomillion, University of Georgia

Tagged Divisions

Biomedical Engineering

who cited their love of designing and building.[2, 3] The uniquemotivational differences of BE students warrants further study, as previous motivational studies ina traditional engineering setting may not be applicable to BE students.The best way to take advantage of the unique motivation of BE students is to engage them in real-world issues and application in the early years of university study.[4] Applying classroom conceptsin a laboratory setting could provide students with exposure to the real-world issues that BEstudents crave to engage with; however, taking advantage of the unique motivations of BEs majorshas proven difficult. This is because BE educators face a variety of logistical challenges towardsimplementing hands-on BE labs, such

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kiersten Lenz, University of New Mexico; Eva Chi, University of New Mexico; Vanessa Svihla, University of New Mexico; Linnea K. Ista, University of New Mexico; Heather Canavan, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

National Academy of Education / Spencer Postdoctoral Fellow. Dr. Svihla studies learning in authentic, real world conditions; this includes a two- strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Dr. Linnea K Ista, University of New MexicoDr. Heather Canavan, University of New Mexico c American Society for Engineering Education, 2018 Work in Progress: Biomedical prototype design in collaborative teams to increase students’ comprehension and

Conference Session

Clinical Learning Experiences in BME

Collection

2018 ASEE Annual Conference & Exposition

Authors

Barbara Jean Muller-Borer, East Carolina University; Stephanie M. George, East Carolina University

Tagged Divisions

Biomedical Engineering

clinical settings and of real life problems I should be expecting as an engineer.” “I expect to gain insight on what the real world applications of the biomedical engineering field are and what might really interest me as career/internship/research pathways after I graduate.” “Taking this course, I will develop greater insight into what I will be doing in the field when I graduate. Through the clinical observations and discussions, my problem-solving and leadership skills will improve while my experience and knowledge in biomedical engineering will increase.” “When I research biomedical engineering, what I find generally gives a narrow look and broad explanation at what exactly I can do with my degree. Although I am very interested in what I find

Conference Session

Educational Interventions and Pedagogy in Biomedical Engineering - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Qi Dunsworth, Pennsylvania State University, Erie; Ben Murphy, Pennsylvania State University, Erie; Yi Wu, Pennsylvania State University, Erie

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

problems as they enter the profession.The ability to analyze a complicated interdisciplinary problem and apply engineering knowledgeto practice is highly desired [23]. Nonetheless, traditional engineering education follows a two-step approach: imparting abstract concepts and assigning homework problems from the textbook.This approach does not help students make meaningful connections between their engineeringtraining and real applications. When encountered with a real-world problem, students havedifficulty seeing through the surface information and relate the problem back to their engineeringexpertise. Case-based instruction can bridge the gap between theory and application by bringingin authentic problems to the learning process. Cases and

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Biomedical Engineering

devote their time to progressing technically on their design projects. 3. Students struggled to remain attentive to lectures that focused on the background and theoretical application of these topics. 4. Many students exited the program lacking confidence in their ability to apply these topics to real applications despite a general requirement that students consider them all in their design documentation.Introducing the professional topics in a separate course prior to capstone design alleviated thefirst and second concerns above. In order to address the concerns related to the effectiveness ofinstruction, including the challenge of maintaining the attention of students while teaching theseinherently “dry” topics, two

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

design and apply the concepts learned in a lecture. The class wassuccessful in introducing the broad field of BME in a short summer course and motivatedstudents to consider pursuing STEM majors in college. Data on the alumni and their chosencollege are still being collected and will be presented in the final poster and conclusion.These results demonstrate that by the end of the course students were invested in the productthey had designed from scratch, had seen real world applications, and learned about the field ofBME. In the future, the course content can be adjusted to incorporate guest lecturers, visits tocompanies, and workshops that are more relevant to specific student projects.4. References[1] Zenios, S. A., Makower, J., & Yock, P. G

Conference Session

Intro to Biomedical Engineering and Vertically Integrated Curriculum (Works in Progress) - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabrina Jedlicka, Lehigh University; Eugene Thomas Pashuck, Lehigh University; Susan F. Perry, Lehigh University

Tagged Divisions

Biomedical Engineering

courses in Bioengineering and the relationship to “real-world” engineering areoften cited as areas for curriculum improvement, we elected to integrate content across two skill-building courses through a multi-semester project in the sophomore year. We hypothesize thathaving students directly apply knowledge to a physical project across multiple courses, where theproject grows in scope and complexity, will enforce the learning of key theoretical and technicalskills [8]. In addition, application of concepts and use of a problem-solving approach will aid inthe development of a mindset to solve problems that do not have a singular correct solution.Program, Curriculum, and Assignment Structure:Lehigh University offers a semi-traditional undergraduate

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

parametric changes and improve student learning.[7]This case formed our initial industrial-academia partnership for introducing real-world problemswith the application of simulations into undergraduate curricula. The student groups wereassessed on their approaches to the problem before and after exposure to the JN model.Materials and Methods: The participants were 20 sophomore- and junior-level Bioengineeringstudents in the second in a series of elective biomechanics courses, focused on mechanics ofmaterials and dynamics. The students in the class were familiar with analyzing open-endedproblems that required the teams to apply fundamental knowledge in a PBL setting.The PBL Problem Statement described plaster falling from the ceiling onto a seated

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeffrey Craig Powell, University of North Carolina, Charlotte; Johanna L. Okerlund; Richard Jue-Hsien Chi, University of North Carolina at Charlotte ; David Wilson

Tagged Divisions

Biomedical Engineering

making and 3D printing, using the challengeproblem so that students can engage with a real world application and feel empowered to pursue itfurther. The third intervention is to instrument entities who are already engaging with thischallenge problem. Specifically, we aim to study our own Makerspace and their partnership witha campus student organization that provides 3D printed prosthetic hands for children. By studyingthese contexts, we can begin to answer maker-related research questions such as: In what ways isthis challenge problem (when introduced formally or informally) an effective entry point intoMakerspaces, engineering, applying skills for social good, or other related activities? How dosub-communities who are engaging with this

Conference Session

Teaching Interventions in Biomedical Engineering (Works in Progress) - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mark A. Chapman, University of San Diego; G. Bryan Cornwall, University of San Diego

Tagged Divisions

Biomedical Engineering

]. Contextualizing course topics is a strategy to combat studentdisengagement by providing real-world examples related to course topics allowing students tosee the applications of abstract theoretical concepts [3]. Providing real-world context fortechnical topics covered in engineering courses is typically accomplished through case studies[4], [5]. While case studies can be useful in practice as an intellectual exercise, the skills ofanalyzing a case study are not necessarily drawn upon during an engineer’s career followinggraduation. More commonly, engineers working in industry, government or academia useprimary research literature to inform the engineering decisions made in their work. As such,learning how to read and interpret scientific articles is

Conference Session

Educational Interventions and Pedagogy in Biomedical Engineering - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Pearson, North Dakota State University; Lauren Singelmann, North Dakota State University; Ryan Striker P.E., North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Ellen M. Swartz, North Dakota State University

Tagged Divisions

Biomedical Engineering

access.Researchers and industry have also called for graduating biomedical engineers to haveexperience working in multidisciplinary teams that meet virtually to develop innovative solutions[1], [3], [4]. An initiative for industry-academia teaming together for student development is thePartners for the Advancement of Collaborative Engineering Education (PACE) program wherecompanies such as Siemens PLM, Hewlett Packard, and General Motors collaborate with ABET-accredited academic institutions to provide state-of-the-art technology access and opportunitiesfor students to work on real-world problems during their undergraduate education [5]. The PACEprogram has a portfolio of teams that include students located in various countries, from multipleacademic

Conference Session

BME Laboratories and Projects

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel C. Childers, University of Oklahoma; Stefan Wilhelm, University of Oklahoma

Tagged Divisions

Biomedical Engineering

, 2019 A Gold Nanoparticle Based Lab Experiment Sequence to Enhance Learning in Biomedical Nanotechnology at the Undergraduate LevelAbstract:Introduction: The development of affordable, practical, and real-life hands-on nanotechnologylabs for biomedical engineering students is challenging. Here, we present a three-part series oflab experiments that comprise synthesis, characterization, and biomedical application of goldnanoparticles in a logical and sequential order. These experiences were designed as part of a 1credit hour lab course to complement a traditional style upper-level 3 credit hour “lecture” coursetitled “Biomedical Micro- Nanotechnology”. Synchronization of lecture and lab

Conference Session

Intro to Biomedical Engineering and Vertically Integrated Curriculum (Works in Progress) - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amber L. Doiron, University of Vermont; Jason H.T. Bates, University of Vermont; Ryan S. McGinnis, University of Vermont; Juan Jose Uriarte, University of Vermont; Niccolo M. Fiorentino, University of Vermont; Jeff Frolik, University of Vermont; Rachael A Oldinski

Tagged Divisions

Biomedical Engineering

demonstrations, flipped content,laboratory exercises, computer simulations, case studies, and project-based learning. We arecurrently exploring joining the CDIO Initiative, a system for educating engineers by focusing onconceiving, designing, implementing and operating real-world scenarios. We hypothesize thatstudents who explore biomedical phenomena in a hands-on manner will be more likely tounderstand those concepts and remain engaged in their course of study. Experiential and activelearning materials are being developed by the BME faculty with an eye towards heavilyinvolving colleagues in other colleges, particularly the College of Medicine, which has recentlytransitioned to a curriculum based exclusively on active learning. Finally, we aim to

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

relevantprofessional design topics [2, 3]. This approach aims to provide educational experiences thatsimulate the real-world industrial design process and encourages creativity, innovation andteamwork among students [4, 5].For over thirty years, our Biomedical Engineering (BME) program has been successfullyteaching design as part of our BME curriculum. Over its lifetime, our design curriculum hasseen several significant revisions to address changing industrial practices and to improve thestudents’ educational experience and learning outcomes. In line with the modern industrialdesign practice, our current curriculum focuses on the systems engineering approach andincludes key phases such as project definition, system-level design, prototype development

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maysam Nezafati, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology; Kelvin D'wayne Pierre II, Georgia Institute of Technology; Katherine Tsai Shook, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

, developedby our department in 2008, which is a highly interactive apprenticeship learning environment inwhich students work in a stable team of four for the entire semester. In this intervention, studentsare challenged to consider bias in engineering design and its impacts on others through a semester-long project composed of a series of individual and team exercises. This intervention is designedto raise students’ awareness of bias in biomedical engineering designs and processes and theimpacts they have on them and on others.Demand for inclusive design and responsible innovationEngineers’ works significantly affect the world, so they should be aware of assumptions they makewhen they create a new product. It means that consideration of inclusive

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

– 16, 2007.[6] A. Karim and J. McClain, “Standard education in technology programs”, in Proceedings of the 2009 ASEE Annual Conference & Exposition, Austin, TX, 2009, pp. 14.1070.1 – 14.1070.6.[7] J. Goldberg, Capstone Design Courses Part II: Preparing Biomedical Engineers for the Real World. Morgan and Claypool Publishers, 2012.[8] A. Khan, A. Karim, and J. McClain, “The state of the use of standards in engineering and technology education”, in Proceedings of the 2013 ASEE Annual Conference & Exposition, Atlanta, GA, USA, 2013, pp. 22.1233.1 – 23.1233.33.[9] Risk of Electric Shock from Patient Monitoring Cables and Electrode Lead Wires. ECRI Institute Medical Device Safety Reports (MDSR), 1993. [Online]. Available

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mary Staehle, Rowan University; Erik Brewer

Tagged Divisions

Biomedical Engineering

one thing in our project just because We have done at least one thing in our project just because 4.50 3.75another team did it and we felt as though we had to. another team did it and we felt as though we had to.Works Cited[1] J. P. Terpenny, W. G. Sullivan, H. Singh, and K. Sward, “Utilizing the Internet to Improve Student Learning in a First Course in Engineering Economy with Real-World Unsolved Problems in Collaboration with Industry,” 2002.[2] M. R. Goldberg and J. L. Pearlman, “Best practices for team-based assistive technology design courses,” Ann

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

this course are determined by an open-ended design project.The goal of this project is to teach students how to design a medical device that addresses anunmet user need. Unmet user needs were sourced from a 2018 FDA/NIH report entitled, ‘UnmetMedical Device Needs for Patients with Rare Diseases’, that highlights the overwhelming needfor new or improved medical devices that diagnose/treat individuals with rare diseases [7]. Thisextensive report provides students with real world context for their projects and allows them thefreedom to define how they would solve their chosen need. Over the semester, students work inteams of three to choose an unmet need and design a solution to this need. A final report andpresentation are due at the end of the

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

John R Clegg, University of Texas, Austin; K. R. Diller, University of Texas, Austin

Tagged Divisions

Biomedical Engineering

improved over time, concurrent with agreater frequency of students applying suitable GIM analyses to novel biomechanics problems ininterview settings.Students find open-ended challenge problems engaging, motivating, and interesting. The real-world applicability and the collaborative and creative nature of their solution also suits students’class structure preferences. With deliberate practice in problem solving and a framework withinwhich to operate (GIM model), challenge-based instruction became the students’ preferred classstructure When asked, in open-ended format, to offer advice to another professor who will teachBiotransport in the future, students specifically commented to keep both the challenges and theGIM.5.2 Relevant Observations and

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Neda Melanie Bassir Kazeruni, Columbia University; Henry Hess, Columbia University

Tagged Divisions

Biomedical Engineering

were perceived as technical, dense, and provided definitive answers to problems. On theother hand, business school courses increased students’ knowledge by confronting them with real-world casesand by encouraging both in-class and out-of-the-classroom teamwork and problem solving. The teaching wasdirected towards the thought process rather than the final answer itself. These two approaches to learning arevaluable and give the opportunity to develop complementary skills. Even though many efforts have beenmade to introduce active elements in traditional engineering courses1-3, combining both approaches in a singlecourse is still challenging. We tackled this challenge by designing the semester-long “Introduction toNanobiotechnology and

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Karen R. Thickman, University of Washington

Tagged Divisions

Biomedical Engineering

, to some extent, liked the in-class discussions. They were both challenging, collaborative and nerve-wracking at the same time." "I think the most beneficial aspect of the course was the discussion. Whether it was about content or a paper, gaining the perspective of peers and the professor was enhanced my comprehension greatly." "The videos worked best for my base knowledge, but I feel that the class discussion problem sets were the best for my overall understanding." "The discussions made me think more about what I learned and the papers allowed me to gain knowledge on how what I learned may be applied in the real world in the context of pharmaceutical bioengineering." "The classes were always good. I was never once bored

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

situations beyond fixing and modifying toys and developing an ability to engagewith others regarding engineering, disabilities and communication.Discussion and Future PlansUpon oral feedback from the students being surveyed, many expressed that the event was largelyrewarding in that they took their background and fluency in electronics for granted, and reshaping theirview to a layman’s was beneficial in connecting with their engineering work both in and outside ofProject Tadpole. Explaining electronic components and leading tutorials for those unfamiliar led to alearning about the common user and the necessity of simple, but effective communication, as well aslearning to see engineering projects to the world of application. While not a directly

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kelsey Nicole Warren, Kansas State University; Charles Carlson, Kansas State University; Steve Warren, Kansas State University

Tagged Divisions

Biomedical Engineering

Biomedical Engineering CurriculumAbstractHands-on design projects are widely used in engineering curricula to improve hardware/softwareskills, develop design mindsets, and tie real-world problems to engineering curricula with an eyetoward increased student engagement and retention. In Fall 2018, Kansas State University (KSU)accepted its first cadre of incoming freshmen into a new Biomedical Engineering (BME) degreeprogram. In an effort to increase the effectiveness of the program’s design courses, which will beoffered annually to students of various ages beginning in Fall 2020, the authors performed asearch of recent engineering education literature related to the inclusion of design projects inundergraduate BME curricula, focusing on (a) projects

Conference Session

Intro to Biomedical Engineering and Vertically Integrated Curriculum (Works in Progress) - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ross Aaron Petrella, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering; Lianne Cartee, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering; Devin K. Hubbard, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering; Kenneth Donnelly, University of North Carolina at Chapel Hill; David A. Zaharoff, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering; George T. Ligler, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering

Tagged Divisions

Biomedical Engineering

-basedvertical integration is perceived by students to be ‘real-world’ experience and has been shown toincrease participation and learning outcomes [9, 10]. Research-based vertical integration couldbe similarly valuable. Participation in faculty research has the benefit of giving students exposureto graduate school, ensuring project continuity, providing technical expertise, and acceleratingfaculty research output [11, 12]. The drawbacks to utilizing either of these approaches aretwofold. First, students do not participate in the problem identification process, as this istypically done by a non-student stakeholder. Second, students have limited access to thestakeholders who are not necessarily able to participate in problem identification or

Conference Session

Active Learning in BME, Session I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole L Ramo, Colorado State University; Jasmine Erin Nejad, Colorado State University; Ketul C. Popat, Colorado State University; Kimberly Catton P.E., Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

restructuring ofpreviously used lecture presentations and reduced disruptions from student groups forming anddisbanding in the tiered auditorium where the class is held. For the Fall 2016 and 2017 BIOM-101 class, 1 of every 4-5 class periods were allocatedentirely to active group learning in consistent student teams with an approximate two-weekfrequency. The remaining class periods were taught the same way as in Fall 2015 with a slightdecrease in level of detail to free up time for the active learning classes. On the dates dedicatedto active learning, the students sat with their team the entire time and worked through activitiesthat were meant to explore important concepts from the lecture in more detail, apply the contentto a real-world

Conference Session

Innovative Course Structures and Learning Environments

Collection

2019 ASEE Annual Conference & Exposition

Authors

Neda Melanie Bassir Kazeruni, Columbia University; Henry Hess, Columbia University

Tagged Divisions

Biomedical Engineering

fundamentally different.Engineering courses provide the students with dense technical knowledge that helps them give adefinitive answer to a problem, while business school classes focus more on collaborative learningby confronting the students with real-world cases and by encouraging teamwork in order to findviable solutions to a question, the question not necessarily having a single black and white answer.We combined both of these approaches in a single course by designing the semester-long course“Fundamentals of Nanobiotechnology and Nanobioscience” directed towards seniorundergraduate and graduate students. It incorporated key elements of the business school casestudy approach to learning, without altering the class time or the elements drawn from