Conference Session

Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Fuchs, Cornell University; Alexandra Werth, Cornell University; Jonathan T. Butcher, Cornell University

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Biomedical Engineering Division (BED)

Paper ID #42383Work in Progress: Evaluating the impact of student cognitive and emotionalresponses to real-time feedback on student engagement in engineering designstudiosDr. Stephanie Fuchs, Cornell University Dr. Stephanie Fuchs is an Active Learning Initiative (ALI) Postdoctoral Associate in the Department of Biomedical Engineering (BME) at Cornell University. She received her Ph.D. in Biological Engineering from Cornell University, where she focused on developing glucose-sensitive materials for electronics-free insulin delivery devices. As an ALI postdoc, her work focuses on developing and implementing engineering studio

Conference Session

Biomedical Engineering Division (BED) Technical Session 3: Technology in Biomedical Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julie Leonard-Duke, University of Virginia; Shayn Peirce-Cottler, California State University, Channel Islands; Timothy E. Allen, University of Virginia

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Biomedical Engineering Division (BED)

-person presentations, but only two presenter D) Understanding of module students had previous experience with pre- as an audience member. Statistics: t- test, ns = not significant, *p<0.05, recorded presentations. Students rated how **p<0.01 delivering presentations in each presentationstyle impacted a variety of learning outcomes, such as theability to be innovative and take risks, improvedteamwork skills, and improved communication skills, on ascale of 1 to 10—with 1 being no impact and 10 being great impact. Therewas no significant difference in student anxiety levelswhen completing in-person versus pre-recordedpresentations

Conference Session

Biomedical Engineering Division (BED) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacquelynn Ann Horsey, University of Arkansas; Thomas Hudnall McGehee, University of Arkansas; Mostafa Elsaadany, University of Arkansas; Timothy J. Muldoon, University of Arkansas

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Diversity

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Biomedical Engineering Division (BED)

Impact of a Clinical Observations and Needs Finding Course on Biomedical Engineering Education OutcomesAbstractIn the field of biomedical engineering, needs identification and solution development are animportant element of the design process. In our undergraduate curriculum, a course was designedto allow clinical observation and provide an opportunity for students to learn about engineeringdesign and engage with clinicians via completing rotations in medical facilities near our campus.While this type of course is not unique, evaluating its efficacy is not simple. Given the broadrange of institutional resources available- such as proximity to a medical school, or residencyprograms- reporting the quality of such courses within the

Conference Session

Biomedical Engineering Division (BED): Best of Works in Progress

Collection

2023 ASEE Annual Conference & Exposition

Authors

Charles Patrick Jr., Texas A&M University

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Biomedical Engineering Division (BED)

on enhancing undergradu- ate and graduate student learning, engagement, and workforce development by transforming biomedical engineering education through scholarship and research of innovative teaching and learning practices and technologies. He has worked in higher education for more than 35 years at state and private universities and an NCI comprehensive cancer hospital. ©American Society for Engineering Education, 2023 Work in Progress: Professional Development Through High- Impact ExperiencesIntroductionThe Department of Biomedical Engineering at Texas A&M University (TAMU)comprehensively redesigned its undergraduate curriculum in response to a host

Conference Session

Biomedical Engineering Division (BED) Technical Session 3: Technology in Biomedical Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christine E. King, University of California, Irvine; Yanfen Li, University of Massachusetts, Lowell; Roza Vaez Ghaemi, University of British Columbia, Vancouver; Alexis Ortiz-Rosario, The Ohio State University

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Biomedical Engineering Division (BED)

also sent to the community and is accessible on the website [22]. Lastly, theLearning from the BME Podcast was least attended. This event was led by undergraduatestudents who recently graduated from their biomedical engineering program and weredeveloping a podcast to engage students on industry positions and internships.The last section of the survey results include an evaluation of impact by asking the participantshow these events have added value to their professional development, teaching, and overallcareer. These results indicate some areas of improvement, with only 47% of participants showingvalue added to either their education or professional development, and 10% strongly disagreeing.This indicates that there needs to be better

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Breanna Kilgore; Luis Carlos Estrada Petrocelli, Universidad Latina de Panamá, Facultad de Ingeniería; Jay Molino, Univesidad Especializada de las Américas; Ernesto Antonio Ibarra Ramirez P.E., Universidad Latina de Panama; ABHISHEK MAHESH APPAJI, B.M.S. College of Engineering; Rogelio Garcia Contreras, University of Arkansas; Raj R. Rao, University of Arkansas

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Diversity

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Biomedical Engineering Division (BED)

aligned with the high expectations that the students expressed for each question inthe post-course survey. The questions in the educational experience category gauged students'understanding of product development, implementation, viability and scalability. Many of thestudents commented on learning about the financial and business models for productdevelopment as an important component of the course, indicating the usefulness of thiscomponent in helping students better develop low-cost sustainable solutions with potential forbroad impact across diverse populations. In the future, we plan on engaging with non-governmental organizations like ‘Physicians for Peace’ to provide valuable insights andperspectives on real-world challenges that are

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jacquelynn Ann Horsey; Mostafa Elsaadany, University of Arkansas; Timothy J. Muldoon, University of Arkansas

Tagged Divisions

Biomedical Engineering Division (BED)

include engineering education, miniatur- ized optical imaging and spectroscopy approaches for endoscopy applications, and metabolic imaging of the tumor microenvironment. ©American Society for Engineering Education, 2023 Work in progress: Assessment and Impact of a Clinical Observations andNeeds Finding Service-learning Course on Biomedical Engineering OutcomesMs. Jacquelynn Ann Horsey, University of Arkansas Jacquelynn is an undergraduate student in the Department of Biomedical Engineering.Dr. Mostafa Elsaadany, University of Arkansas Dr. Mostafa Elsaadany is a Teaching Assistant Professor in the Department of Biomedical Engineering at the University of Arkansas. Dr. Elsaadany teaches

Conference Session

Biomedical Engineering Division (BED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Northwestern University; David P O'Neill, Northwestern University; Ken Gentry, Northwestern University; Philippa Eshun, Northwestern University

Tagged Divisions

Biomedical Engineering Division (BED)

ASEE Annual Conference Proceedings, 2017, pp. 1–9.[19] A. Heimdal, R. T. Thorstensen, and P. Svennevig, “Investigations on the use of Student Peer Review to Improve Supervision of Capstone Courses in the Civil Engineering Education,” in Proceedings of the 22nd International Conference on Engineering and Product Design Education, The Design Society, 2020. doi: 10.35199/EPDE.2020.54.[20] R. A. Flores and F. Rios, “Incorporating peer review techniques to enhance students’ communication skills and team performance in engineering capstone projects,” he International Journal of Engineering Education, vol. 35, no. 6, pp. 1969–1982, 2019.[21] M. Mandala et al., “Impact of collaborative team peer review on the

Conference Session

Biomedical Engineering Division (BED) Technical Session 2: Experiential Learning in Biomedical Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marla Hilderbrand-Chae, University of Massachusetts, Lowell ; Shalain Iqbal Siddiqui; Chiara E. Ghezzi; Bryan Black, University of Massachusetts, Lowell; Janna Jobel, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell

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Diversity

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Biomedical Engineering Division (BED)

highschool internships that engage students in authentic STEM environments [2], [3]. High schoolinternships are especially impactful for underrepresented minority (URM) female students inSTEM [1]. Prior research has shown that these internship opportunities can increase students’sense of self-efficacy in STEM fields, give students insight into career paths they might nototherwise be exposed to, and increase students’ interest in and pursuit of STEM-related majorsand careers.The home environment can also provide opportunity for students to increase and strengthenSTEM identity and the consideration of STEM careers. A model for STEM identity has beendeveloped as a framework building on disciplinary studies and includes the interplay of threeelements

Conference Session

Biomedical Engineering Division (BED) Technical Session 1: Sense of Self in Biomedical Engineering Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brian P. Helmke, University of Virginia

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Biomedical Engineering Division (BED)

equity-based and collaborative pedagogies and alternative grading strategies. ©American Society for Engineering Education, 2023 Improving Student Perceptions of Learning through Collaborative TestingResearch on college teaching and learning has proposed active learning is a good practice [1].Active learning could be defined as “an interactive and engaging process for students that maybe implemented through the employment of strategies that involve metacognition, discussion,group work, formative assessment, practicing core competencies, live-action visuals, conceptualclass design, worksheets, and/or games” [2]. Active learning approaches in science, technology

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Seth K. Thompson, University of Minnesota, Twin Cities; Alyssa A Burger; Emily Goff, University of Minnesota - Twin Cities; Catherine Heremans; Christopher Hogan, University of Minnesota, Twin Cities; Gina Ristani, University of Minnesota, Twin Cities; Guadalupe Ruiz, University of California, Riverside; Basak E Uygun, Massachusetts General Hospital; Keisha Varma, University of Minnesota, Twin Cities

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Diversity

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Biomedical Engineering Division (BED)

participants together for a sharedonboarding experience and community building before they move to their respective institutionsfor the summer research experience. In this paper, we describe our approach to the design of thisshared experience and report early results from our programmatic evaluation.MethodsRationale for DevelopmentIn 2023 we introduced a novel expansion to the center’s summer program, the ERC REU BootCamp. The Boot Camp stemmed from student evaluations of the first two years of REUprogramming offered, which placed students at two different research institutions across thecountry, with opportunities for weekly virtual engagement. While these participants reported thattheir research experiences were highly impactful for their personal

Conference Session

Biomedical Engineering Division (BED) Technical Session 1: Sense of Self in Biomedical Engineering Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie Jill Lunn, Florida International University; Cristi L. Bell-Huff, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Divisions

Biomedical Engineering Division (BED)

. This framework guided the development of our RQs as well as the analysis andinterpretation of our findings.2.2 Cultivating EmpathyThere are a number of approaches educators have employed towards the goal of cultivatingempathy in students [3]. Engagement with community partners as part of an engineering designcourse has been described as a way to enhance empathy and students’ interpersonal interactions[25]. Moreover, application scenarios via role play have been shown to be valuable for improvingempathetic communication [26]. Role play can allow students to take on worldviews that may bedistinct from their own through consideration of alternative perspectives while craftingempathetic and non-empathetic responses.Other scholars have described

Conference Session

Biomedical Engineering Division (BED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mercedes Terry, University of North Dakota; Enrique Alvarez Vazquez, University of North Dakota; Dan Ewert, University of North Dakota; Ryan Striker, University of North Dakota

Tagged Divisions

Biomedical Engineering Division (BED)

UG students to foster growth moreeffectively.MethodsUG Student Survey A UG student survey was created to assess the impact of graduate students on the growthof UG students in these collaborative projects. This survey aimed to measure the perceivedgrowth in skills of UG students who were engaged in these projects. UG students assessed theirperceived growth in skills and their perception of how graduate students influenced that growththrough a twenty-question survey (see Appendix A). In this survey, the first question was amultiple-choice question that asked what class they were in: freshman, sophomore, junior, orsenior. The first section of the UG survey, ten questions using a Likert scale from 1 to 5, 1representing minimal growth and 5

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer R Amos, University of Illinois Urbana-Champaign; Yael Gertner, University of Illinois Urbana-Champaign; Juan Alvarez, University of Illinois Urbana-Champaign; Benjamin Cosman, University of Illinois Urbana-Champaign

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Biomedical Engineering Division (BED)

experiences, in order to have a positive impact of these factors onstudents' motivation and enjoyment of the course. It also underscores the value of efficient grading andfeedback in the learning process to motivate between assignments.IV. Conclusions and Future WorkOngoing research is being done to determine the changes in disposition using a pre/post survey thatcaptures the disposition in week 1 as well as disposition in weeks 8 and 16 rather than relying on student-perceived changes. Additionally, more reflections are being added to expand the understanding of theimpact of different course elements and the timing of any shifts in disposition during the course. This studywas further limited in terms of the response rate for the second survey, which

Conference Session

Biomedical Engineering Division (BED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

William D. Moscoso-Barrera, University of Texas at Austin; Huiliang Wang, University of Texas at Austin

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Diversity

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Biomedical Engineering Division (BED)

analysis and improvement of a biomedical technology in terms of itsmaterials, methods, and manufacturing techniques. This study presents an analysis from theliterature and tools used, the proposed learning outcomes in the course, and a comparison with twoprevious courses. We aim to offer future instructors another application possibility for designprojects in their courses, using methodologies such as iterative design, enhancing students' interestin scientific literature and its utility.MethodsFor the development of this study, we propose some research questions related to the use of theproposed methodology: What impact on students can occur when using the iterative designmethodology, starting with an existing technology resulting from research in

Conference Session

Biomedical Engineering Division (BED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexandra Mary Jackson, Rowan University; Cheryl A Bodnar, Rowan University; Cassandra Sue Ellen Jamison, Rowan University; Kaitlin Mallouk, Rowan University; Mary Staehle, Rowan University

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Diversity

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Biomedical Engineering Division (BED)

integration within existing, traditional REU programsat three partnering institutions. This initiative aims to foster the development of an EM inundergraduate biomedical engineering students under the well-studied paradigm of REUs.As part of the program, seventeen students who participated in biomedical engineering REUprograms as traditional REU or eREU students at one of the three partnering institutions wereasked to engage in an activity where they defined EM through the creation of a concept map.Concept maps were selected as an assessment method due to their ability to directly assessstudents' perceptions of EM, as compared to indirect assessments such as self-reported surveys.These concept maps were assessed using categorical scoring with six

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Loay Al-Zube, University of Mount Union; Sara Dorris, University of Mount Union

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Biomedical Engineering Division (BED)

with observed challenges in healthcare institutionsand in the effectiveness of their communication skills with clinical engineers and nurses(Appendix VI).IV. Discussion & Conclusion:This pilot study was designed to assess the effects of the clinical immersion framework outlinedabove on biomedical engineering students confidence (certainty) in their career aspirations,technology-driven problem-solving skills engineering design self-efficacy, empathy, andcommunication skills. The study used two surveying models to collect biomedical engineeringstudents feedback pre- and post-immersion. The obtained feedback from this pilot study suggeststhat the implemented clinical immersion framework increased students certainty about theircareer

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joshua Robert Chan; Elizabeth Kathleen Bucholz, Duke University; Cameron Michael Kim, Duke University

Tagged Divisions

Biomedical Engineering Division (BED)

first-year gateway courses beforereaching technical proficiency in biomedical engineering. Another strategy toincorporate ethics into the curriculum focuses on senior capstone courses with anemphasis on designing for clients and diverse stakeholders, but this approach lacksthe appropriate scaffolding of ethical principles applied to engineering problemsthat mirrors scaffolded technical content. Accepting the broad nature of abiomedical engineering degree, we aim to engage undergraduate students ingaining proficiency and efficacy in incorporating ethical inquiry into technicalknowledge that improves student engagement with course content and allowscritical reflection on technical challenges for their future careers. We believe thatan iterative

Conference Session

Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer M Hatch, Indiana University-Purdue University Indianapolis; Steven Higbee, Indiana University-Purdue University Indianapolis; Danka Maric, Indiana University-Purdue University Indianapolis; Sharon Miller, Purdue University

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Diversity

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Biomedical Engineering Division (BED)

considercurricular revision, though this can also be limiting without detailed examples on how toimplement in the classroom. Alternatively, case studies may identify medical innovations, such aswearable devices in digital health, that introduce health inequities [5], but may not be enough forstudents to engage in broader integration of health equity consideration during the design process.Few have reported easily adopted curricular approaches for BME students to explore health equityin biomedical engineering solutions that have demonstrated efficacy through evidence-basedresearch.In our role as undergraduate BME educators, we aim to help students build cultural and socialcompetencies in tandem with integrative engineering skills. To initiate this work, we

Conference Session

Biomedical Engineering Division (BED): Best of Works in Progress

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grayson Rice, Duke University; Ann Saterbak, Duke University

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Biomedical Engineering Division (BED)

) apply mass and energyconservation laws; 2) perform kinetic analysis of reactions; 3) work collaboratively on a team todevelop and solve mathematical models; and 4) develop technical writing and oral presentationskills. The course uses a blend of lecture, in-class and homework problems, and open-endedPBL modules.PBL is based on a constructivist pedagogy, requiring students to work together to createsolutions to complex, open-ended challenges. Since BME 260 focuses on modeling, PBLchallenges were structured to engage teams to develop multi-compartment conceptual models.Teams also developed novel mass accounting and kinetic equations for important chemicalconstituents in their biological system, searched the peer-reviewed literature for

Conference Session

Biomedical Engineering Division (BED): Best of Works in Progress

Collection

2023 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Northwestern University; Ken Gentry, Northwestern University; David P. O'Neill, Northwestern University; Philippa Eshun

Tagged Divisions

Biomedical Engineering Division (BED)

penalties for those with insufficient background [3].Previously, we identified weaknesses in the “problem identification” and “interpretation”components of problem solving [4]. As a result, we implemented reflective practices [5] andnoticed a trend suggesting that increased reflective practices, namely the addition of reflectiveengineering notebooks, may have improved student perception of standards-based grading andincreased student engagement with fulfilling course standards [6]. To address limitations of ourprevious study and build upon encouraging results, we are implementing the equitable, reflectivestrategy of peer review on individually written assignments. We hypothesize that theimplementation of peer review for individually written two

Conference Session

Biomedical Engineering Division (BED): Best of Works in Progress

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christine E. King, University of California, Irvine; Kit Roy Feeney; Quangminh Tang; Milan Das; Dalton Salvo

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Diversity

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Biomedical Engineering Division (BED)

procedure [11-12]. Theplatform was piloted in Spring of 2022 as part of a junior-level unmet needs finding course forundergraduate BME students [8]. Initial assessment of this program revealed that the VR clinicalimmersion experiences greatly amplified the students' phenomenological sensations of immersion andpresence [8]. In this work, we further examine the phenomenological framework of educational VRplatforms [13-15] by focusing on the felt sensations of boredom and psychological engagement whilevirtually immersed in clinical procedures.Methods:We adopted the boredom definition of Fahlman et al. as “the aversive experience of having an unfulfilleddesire to be engaged in satisfying activity” due to their comprehensive list of how boredom

Conference Session

Biomedical Engineering Division (BED) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Uri Feldman, Wentworth Institute of Technology; George D. Ricco, Miami University; Catlin Wells

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Diversity

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Biomedical Engineering Division (BED)

PrioritiesThe self-reflection activity seems to have been effective, and enlightening, in prompting studentsto identify and prioritize values. Major themes in articulated priorities mirrored values andconcepts explored by students through their participation in the workplace inventory. Forexample, the theme of “connection and communication” as a priority is consistent withinventoried values of open communication, trust, friendships, and teamwork. Similarly, thetheme of “work-life balance” is rooted in the values of “balance” and “flexibility.” The theme of“learning opportunities,” reflects enumerated values like “learning,” “research,” “innovation,”and achievement.”Sub-Themes: Influence of Identities on PrioritiesWritten responses to the reflection

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Callan E. Monette, Stanford University; Alexis Seymour, Stanford University; William T Yu, Stanford University; Leighton Terrance Wan, Stanford University; Andrew Sho Perley, Stanford University, Department of Bioengineering; Ross Daniel Venook, Stanford University

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Diversity

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Biomedical Engineering Division (BED)

encouraged to choose a communication-related situation or role that: (1) is reliant upon or improved by effective communication and (2) will be meaningful and useful to you. See the “Example Project Topics” section below for ideas! The project is broken into weekly modules, allowing BIOE 296 participants to make progress on the project each week to reduce the burden on students during weeks 8-10 without reducing the impact of the exercise. For more information on project deliverables and deadlines, please refer to the “Weekly Building Blocks” table at the end of this document. Lastly, the scope of the project and means of presentation are personalizable, guided by the following learning goals. Project Learning Goals Through

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexis Ortiz-Rosario, The Ohio State University; Ali Kaveh Rahimi

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Diversity

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Biomedical Engineering Division (BED)

positive feedback for the experience.The students have found the experience valuable and rewarding. They have expressedsatisfaction in learning how to work in an industry environment and with open-endedprojects. They are also surprised how their work can quickly impact the outcomes of clientsof Ohio at Home. On the other hand, students gave feedback on how the course could bebetter organized, and expectations could be better communicated. An area of opportunityfor the course is identifying the projects before the students engage with the course. Thiswould give the students a better sense on what they will be working on.The industry partner has expressed how outstanding the students have been to work withand have impacted the development of new

Conference Session

Biomedical Engineering Division (BED) Technical Session 2: Experiential Learning in Biomedical Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Alcock; John P. Puccinelli, University of Wisconsin, Madison

Tagged Divisions

Biomedical Engineering Division (BED)

Association for Research in Science Teaching, 39(7), 606-632.5. Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom‐based practices. Journal of engineering education, 94(1), 87-101.6. Mandala, M., Schunn, C., Dow, S., Goldberg, M., Pearlman, J., Clark, W., & Mena, I. (2018). Impact of collaborative team peer review on the quality of feedback in engineering design projects. International Journal of Engineering Education, 34(4), 1299-1313.7. McAlpine, I., & Reidsema, C. (2007, January). The role of student peer review and assessment in an introductory project-based engineering design course. In ConnectEd, International Conference of Design Education.8. Carlson, P. A., Berry

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Zhinan Wang, University of Illinois at Chicago

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Diversity

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Biomedical Engineering Division (BED)

apply those principles in the bioengineering area aftertraining under the proposed learning methods. When necessary, we are also interested in seeinghow purposefully paring specific team players (e.g., strong to strong, strong to weak) can providetailored support among groups based on group dynamics and individual skills.The development of students’ active learning skills depends on layers of contributions from theentire neighborhood, which involves careful guidance from the instructor, intentional self-improvement, and inter-team engagement in the community. Following the proposed activelearning approach, the students are expected to feel a more substantial personal impact from theinstructor and peers, so more engaged in learning and be more

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon Barker, University of Virginia; Brian P. Helmke, University of Virginia; Lynn Mandeltort, University of Virginia; Jessica Taggart, University of Virginia; Timothy E. Allen, University of Virginia

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Biomedical Engineering Division (BED)

for the Course Design Institute and faculty development workshops on Equity in Collaborative Learning, Universal Design for Learning (UDL), and Specifications Grading. As former Director of Undergraduate Research for the UVA School of Engineering and Applied Science, Brian created Starting an Undergraduate Research Experience (SURE), a student-led program to lower barriers to entry in research experiences for 1st-year engineering students. Brian has received the Harold S. Morton Teaching Prize for excellence in 1st- and 2nd-year teaching in engineering, and he is a BMES Fellow. Brian is co-founder and Deputy Editor in Chief of the journal Biomedical Engineering Education. Brian’s science and engineering research

Conference Session

Biomedical Engineering Division (BED) Technical Session 2: Experiential Learning in Biomedical Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Holly M. Golecki, University of Illinois, Urbana-Champaign; Jennifer R. Amos, University of Illinois, Urbana-Champaign; Joe Bradley, University of Illinois, Urbana-Champaign

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Biomedical Engineering Division (BED)

students. Some of the feedback from the MEng is highlight as follows: ● For some of the project teams, the Senior design students had known each other since freshman or sophomore year. The challenge for the MEng student was building rapport with the team and gaining their trust. ● Many of the team members expressed lots of pride in working on a project that can impact people's lives. ● The project provided an opportunity to overcome fears of leading a team and gaining confidence in public speaking. ● Gained valuable lessons in conflict management and resolution. ● Better understood the importance of open and collaborative communication. ● Better understood the impact of clear project goals on self- and team

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ishita Tandon; Vitali Victorovitch Maldonado, University of Arkansas; Megan Wilkerson, University of Arkansas; Amanda Walls; Raj R. Rao, University of Arkansas; Mostafa Elsaadany, University of Arkansas

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Biomedical Engineering Division (BED)

of incorporating VR technology as acomplementary mode of teaching in biomedical engineering labs. It also aims to assess the utilityof VR-based labs in terms of student engagement, potential for future use, understanding andretention of material and tasks, and usability. Thus far, student scores on quizzes and lab reportssuggested that VR might be helpful in visual demonstration, understanding, and retention of thelab procedures while the traditional teaching methods may be more suitable for explaining labconcepts. A comparison of the two cohorts suggests that the advanced equipment reduces thediscomfort associated with watching VR videos. Apart from equipment quality, content quality,and teaching styles may also impact the experience of