Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mikayle A. Holm, Arizona State University; Sarah E. Stabenfeldt, Arizona State University; Casey Jane Ankeny, Arizona State University

Tagged Divisions

Biomedical

Paper ID #15876Work in Progress: Evaluation of the Concept Mapping in a Student-CenteredBiomaterials CourseMikayle A. Holm, Arizona State University Mikayle Holm, BSE is a student in the Barrett Honors College and School of Biological and Health Systems Engineering at Arizona State University. Mikayle will receive her bachelor’s degree in Biomed- ical Engineering in May 2016. She has a variety of research experience including a National Science Foundation funded Research Experience for Undergraduates, a Lab Coordinator position for Dr. Michael Caplan’s Type Two Diabetes/Childhood Obesity Lab, and an Honors Thesis project

Conference Session

Unique Student Opportunities in BME

Collection

2008 Annual Conference & Exposition

Authors

Robert Linsenmeier, Northwestern University; Jean Alley, Vanderbilt University; Penny Hirsch, Northwestern University; Stacy Klein-Gardner; Julie Greenberg, Massachusetts Institute of Technology; Mark Bourgeois, Northwestern University

Tagged Divisions

Biomedical

today. At the same time, they began to develop their ownethical thinking skills; we wanted students to begin to be able to form, evaluate and defend theirown ethical responses, as well as understand and appreciate competing view points. These aredifficult things to measure accurately, but our concept-map assessments showed substantialimprovement in the sophistication of student conceptions of ethics 13. Moreover, survey dataconfirmed that students found this ethics exposure to be valuable, unique and relevant.2.5 Communications component The research projects, requiring reports at the end of the summer, and the ethicsassignments, which employed a “Write to Learn” approach (9) and required papers andpresentations, allowed the communications

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Arizona State University; Stephen J Krause, Arizona State University

Tagged Divisions

Biomedical

component. In lecture presently, the first 15 minutes are dedicated to the MIP activity. After which, students work in groups to create concept maps using CMap or MindMup, a web-based concept mapping program. During the last 30 minutes, new information is presented and students are asked to submit MIP through a Blackboard survey for participation credit.  The statistics course is a flipped classroom and meets weekly for 50 minutes. Lectures are short (~15 minutes), online lectures delivered using a pencast. After watching the lecture, students complete a short homework assignment and submit MIP through Blackboard. During class sessions, the first 15 minutes are spent covering the MIP after which

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

Glen Livesay, Rose-Hulman Institute of Technology; Renee Rogge, Rose-Hulman Institute of Technology

Tagged Divisions

Biomedical

Page 11.1427.6confidence, or just that the passage of time since the conclusion of a major design project makesthe full impact of the experience be felt. To assess the learning of the design students who willparticipate in the next iteration of the vertical mentoring scheme beyond their design projects,longitudinal concept mapping[3] (at the conclusion of each of the four quarters in the designsequence) is being implemented. Alternative assessments of students’ confidence in their designabilities could also be collected[1]. These might enable further determination of the impact ofmentoring not only on the ability guide a team and gain a new perspective, but also on the abilityof this experience to help students potentially synthesize and

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

,2008) discussed below.Use of Technology. Three main technologies were utilized in order to enhance interactions,organization, and creativity. This included video technology, project management technology,and a brainstorming and concept mapping tool. First, video technology (Camtasia, TechSmith,Okemos, Michigan, USA) was utilized to record short (~5 minutes) lectures and assess student’sinitial understanding. Second, project management technology (Basecamp, Chicago, IL, USA)was utilized to act as a central place for project team information including discussions,information dissemination, scheduling, task-assigning, and questions. Sharing of documents andregular feedback was also achieved utilizing the Basecamp tool. Third, a brainstorming

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Regina Nelson, University of Wisconsin, Madison; Naomi Chesler, University of Wisconsin, Madison

Tagged Divisions

Biomedical

includesome qualitative elements. Page 14.361.9Quantitative thinking revolves around relationships and measurements. Presentation tools thatshape this focus include models, simulations, graphs, diagrams, and concept maps. Whenappropriate, mathematical expressions, including integrals and derivatives, are used in contentpresentation. Given the breadth of the topics that must be covered in a BME physiology courseand the limited depth at which these topics can be explored, advanced mathematical expressionsare not always the best tools. It is important, though, to establish a framework on which amathematical expression can always be built. Understanding

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

, attitudinalsurveys, open-ended surveys and structured student interviews, focus groups, competencymeasurements via surveys, student journals, concept maps, verbal protocol analysis, intellectualdevelopment, and authentic assessment4. Many of these measures require additional resourcesfrom the program to implement surveys and assess portfolios that are beyond the scope of thestudent’s coursework. To simplify the process, we decided to utilize as many measures thatalready existed within our curriculum that provide a direct assessment of a particular outcome.These measures are therefore derived mainly from exams, quizzes, homework, and reports. Anadditional benefit to this approach is that the faculty is inherently directly involved in theassessment system

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amirhossein Arasteh, Washington State University; Casey M. Clark, Washington State University; Bernard J. Van Wie, Washington State University; Nehal I. Abu-lail, Washington State University; Olusola Adesope, Washington State University-Pullman; Shane A. Brown P.E., Washington State University

Tagged Divisions

Biomedical

- derpinnings of learning with computer-based multimedia resources; knowledge representation through interactive concept maps; meta-analysis of empirical research, and investigation of instructional princi- ples and assessments for engineering designs. Dr. Adesope holds a Ph.D. in Educational Psychology and a M.Sc. in Educational Technology from Simon Fraser University, Canada.Dr. Shane A. Brown P.E., Washington State University Dr. Shane Brown conducts research on cognition and conceptual change in engineering. He received his bachelor’s and Ph.D. degrees from Oregon State University, both in Civil Engineering. His Ph.D. degree includes a minor in science and mathematics education. His master’s degree from the University of

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

bioengineering educationcommunity with a methodology for analyzing team effectiveness and accomplishments.6.0 AcknowledgementThis research is funded by NSF CBET-0602592 Collaborative Research: The BME-IDEACompetition, Assessing Innovative Design in Biomedical Engineering Education with additionalsupport for the BME-Idea competition provided by The Lemelson Foundation.References1. Novak, Joseph D. and Gowin, Dixie B. (1984). Learning How to Learn. United Kingdom, Cambridge University Press.2. Besterfield-Sacre, M., J. Gerchak, M. Lyons, L.J. Shuman, and H. Wolfe, “Scoring Concept Maps: Development of an Integrated Rubric for Assessing Engineering Education,” Journal of Engineering Education, 93(2), April 2004, pp. 105 – 116.3. Golish, B