Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jennifer Vernengo, Rowan University

Tagged Divisions

Biomedical

  report results  interpret data  experimental design and analysis of  and  (ABET‐B)  data.  discussion;   An ability to design a  Pre and post‐ system, component,  Students will contrast roles of  test questions  or process to meet  component materials in composites;  3,6,7,8,9;  desired needs within  consider material constraints imposed  Laboratory  realistic constraints.  by the designer  report  (ABET‐C)  discussion  Cultivate student  The open‐ended nature of the

Conference Session

Innovative Laboratories in BME

Collection

2006 Annual Conference & Exposition

Authors

Miles Wernick, Illinois Institute of Technology; Ana Lukic, Illinois Institute of Technology

Tagged Divisions

Biomedical

stop Figure 2. A CCD camera Figure 3. Left: Operation of the conventional lens. Object closer to the (DMK 21F04 by lens appears larger in the image. Right: Operation of a telecentric lens. TheImagingSource) and a The aperture stop causes the chief ray of the optical system to travel telecentric lens (TEC-M55 by parallel to the optical axis Computar). Page 11.859.3 A B C D 3” total height

Conference Session

BME Course and Curriculum Development

Collection

2010 Annual Conference & Exposition

Authors

Richard Aston, East Tennessee State University; William H. Blanton, East Tennessee State University

Tagged Divisions

Biomedical

20 20 10 10 0 0 Students Teachers & Students Teachers & Reseachers Reseachers Figure 3. Figure 4.detailed in Appendix A and B below is: Answering Question 1, all

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Sara Koehler, Northwestern University; Wendy Murray, Northwestern University

Tagged Divisions

Biomedical

calculate the scalar projection of one vector in the direction of another vector andto select the correct answer among 6 possibilities. These possibilities incorporated commonmistakes, including sign errors, finding the vector’s magnitude instead of its projection, andinterpreting the vector projection to be in the wrong quadrant. In order to assess perceived skill,W08 students were also asked in a later class to indicate whether they knew how to calculate thecomponent of one vector in the direction of another vector (Fig. 2b).a) b) Page 15.604.5Figure 2: PRS questions presented during W08.2.2.2

Conference Session

Experiential Learning and Globalization in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jonathan Sanghoon Lee, University of Virginia; Shing Wai Yam, University of Virginia; William H. Guilford, University of Virginia

Tagged Divisions

Biomedical

lab – the principalinvestigator, graduate students, lab managers, or post-doctoral fellows.Miscellaneous factors include the likelihood of a student publishing their work, organization ofthe workspace environment, and the use of computer programming.SurveysTwo surveys were developed – one for labs (appendix A) and another for students (appendix B).The two surveys included matching questions for each predictive factor so that a correlate scorefor each student-lab pairing could be calculated. The student survey was anonymous, and bothsurveys were approved by the Social and Behavioral Sciences IRB at the University of Virginia.In addition to the predictive factors described in the previous section, students were asked torecount their history of

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tom Merrill, Rowan University

Tagged Divisions

Biomedical

, andfinally post-processing results. The following laboratory-specific learning objectives weredefined for this lab: “At the end of this lab students should be able to:1. Organize a basic biotransport problem on paper and translate it to be solved in Comsol Multiphysics (CMP) a. Open CMP and select the correct application mode b. Create a geometry and apply boundary conditions and subdomain values c. Create a mesh that leads to a solution d. Solve the problem by selecting the correct solver e. Perform parametric studies2. Post process information from the CMP model using surface and integration techniques that include: a. mesh quality and surface plots (descretization error) b. concentration behavior with time and space

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill; Robert Dennis, University of North Carolina; Charles Finley, University of North Carolina, Chapel Hill

Tagged Divisions

Biomedical

modeler) to create a solid 3-D model of that object made from polycarbonate. This gives the students an understanding of the trade-offs involved when designing a component for “printing” using a rapid prototyping device. It also provides students with experience in using rapid prototyping, a tool that they will use in subsequent classes, and likely in their future careers. B. BME Design and Manufacturing IIStudents typically take this course in the spring of junior year. Because this course is more labintensive than the above class, it is only offered in the spring. It is a two credit hour course withthe following objectives: ≠ To learn about modern design practices ≠ To learn about and use a variety of

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

James Warnock, Mississippi State University

Tagged Divisions

Biomedical

academicsuccess. At the end of each semester, students receive a grade for each course they complete,which is converted to a numerical value (A = 4, B = 3, C = 2, D = 1, F = 0) and multiplied by thenumber of credit hours to give the number of quality points. Quality points are divided by thenumber of credit hours to determine the GPA. Although this method allows courses withdifferent credit hours to be weighted differently, it does not allow for the relative difficulty ofcourses (i.e. lower level courses are treated as equal to upper level courses) and does not Page 26.589.3distinguish between subject areas so math, physics and engineering topics are

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Paul Denny, University of Auckland; Beth Simon, University of California, San Diego; Melissa Micou, University of California, San Diego

Tagged Divisions

Biomedical

to five alternative answers,an indication of the correct answer, and an explanation. As soon as a question is contributed it isavailable in the “Unanswered Questions” section for other users enrolled in the course. Page 15.540.3Figure 1: Examples of the PeerWise interface. A) The main menu is divided into 3 sections: the questions that thestudent has contributed, the questions contributed by others that the student has answered, and the questionscontributed by others that the student has not answered. B) A list of all the questions the student has not answered isprovided and can be sorted by multiple features.“Unanswered Questions” are

Conference Session

Communication and Professional Skills in BME

Collection

2007 Annual Conference & Exposition

Authors

Joe Tranquillo; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

information to different audiences in separate works or communicateinformation to a varied audience in one work. In BMEG 472, students were required toprepared four written works all centered around a particular topic in neuroscience. Thefirst three short works were targeted to a layperson, clinical scientists and engineerrespectively. These works included children’s books, science fictions stories, medicalpamphlets, and video tutorials. The fourth work was a reflective written statementcomparing and contrasting the approaches used to convey the same material to threedifferent audiences. In BMEG 401 weekly memos were addressed to fellow teammembers, the faculty advisor and external clinical mentors (Appendix B). For oralpresentations, the role of the

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

engineering educator and the separation of design from researchwill be contentious.References: Page 11.412.91. http://www.jssgallery.org/Paintings/Carnation_Lily_Lily_Rose.htm2. Criteria For Accrediting Engineering Programs, Effective for Evaluations During the 2006-2007 Accreditation Cycle, Engineering Accreditation Commission, ABET, Inc., www.abet.org3. Funk and Wagnalls New International Dictionary of the English Language.4. The American Heritage® Dictionary of the English Language, Fourth Edition Copyright © 2004, 2000 by Houghton Mifflin Company. Published by Houghton Mifflin Company5. Lerner, A. L., KenKnight, B. H., Rosenthal, A., Yock, P. G

Conference Session

BME Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steve R Marek, University of Texas, Austin; William Liechty, University of Texas, Austin; James W. Tunnell, University of Texas, Austin

Tagged Divisions

Biomedical

teaching responsibilities comprises the biomedical engineering laboratory courses. His previous research interests included small- molecule organic synthesis, intelligent hydrogels for controlled drug delivery, pulmonary drug delivery, and materials characterization.Mr. William Liechty, University of Texas, Austin William B. Liechty is a NSF Graduate Research Fellow in the Department of Chemical Engineering at the University of Texas, Austin, conducting research under the direction of Prof. Nicholas Peppas. He re- ceived a B.S.E. in chemical engineering from the University of Iowa in 2007 and studied at the University of Cambridge as a Gates Scholar until 2008. His research interests include responsive materials, RNA

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Deborah Won, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles; Jianyu Dong, California State University, Los Angeles

Tagged Divisions

Biomedical

identified them. Theinstructor also used the overlay feature to overview the operation of a deep brain stimulationdevice (Fig. 2b) and illustrate the different phases of the neural action potential (Fig. 2c).Figure 2) The ability to overlay digital ink on prepared slides with biomedical engineeringrelated images aids the explanation of (a) various types of bioelectrical signals, (b) the basicoperation of a deep brain stimulation system, and (c) the process of generating a neural actionpotential.Share ControlNormally, the students’ monitors display what ever appears on the instructor’s panels. However, Page 22.571.4the instructor can grant to any

Conference Session

Integrating Design into the BME Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Amit Nimunkar, University of Wisconsin, Madison; Silas Bernardoni, University of Wisconsin, Madison; Tyler Lark, University of Wisconsin, Madison; Willis Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

effectively across disciplines1. The students work on a variety of interesting and challenging projects. Some examples of Page 14.1083.2the projects are:1. A combined thermistor, pressure, and CO2 device for use in the sleep laboratory: Develop adesign for a single device that can be used on infants and that can measure all three signals ofinterest which are a) temperature difference between inhaled and exhaled air, b) pressure sensorsthat show a flattening pressure profile during upper airway narrowing, and c) carbon dioxidesampling tubes to detect the exhaled CO2 waveform.2. Design for a self-contained, maneuverable, endoscopic, video camera

Conference Session

Novel BME Courses and Course Adaptations

Collection

2006 Annual Conference & Exposition

Authors

Laura Sullivan, Kettering University; Patrick Atkinson, Kettering University; Stacy Seeley, Kettering University

Tagged Divisions

Biomedical

Page 11.814.3better assesses learning in students who do poorly on tests that require them to memorize a set ofvocabulary words.Each team of students created a Lymphatic System Comic Book that explained a list of topicssimilar to the following: Lymph, interstitial fluid, and blood Arterial capillaries, venous capillaries, and lymphatic capillaries Lymph nodes and lymphatic nodules Spleen, Red bone marrow, and Thymus Helper T-cells, Killer T-cells, and Memory T-cells B-cells Macrophages Antigen presenting cells Skeletal and Respiratory pumps MHC proteinsOur students appreciated not having to memorize the lymphatic system vocabulary, and theywere pleasantly surprised by their own

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

Jason Bazil, Purdue University; Aaron Kyle, Purdue University; Suneera Bhatia, Purdue University; Brain Moerdyk, Purdue University; Thomas Talavage, Purdue University; Andrew Brightman, Purdue University; Allison Sieving, Purdue University; George Graber, Purdue University; Ann Rundell, Purdue University

Tagged Divisions

Biomedical

with different sized acrylic blocks placed between theelectrodes. The block sizes represent breaths of varying depth, thus producing differentimpedances between the electrodes. Following this activity, the students design and conduct anexperiment to explore the measurement of respiration using impedance pneumography with theTA serving as the living subject and utilizing a commercial impedance pneumograph (UFI modelRESP 1/EKG). A. B. C.Figure 1. Ready the Resistor Man circuit model. (A) Right arm and foot are connected to thevoltage source while other “limbs” float, (B) right arm connected to the positive terminal andboth feet are connected to ground, while the other “limbs” float, and

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Barbara Burks Fasse Ph.D., Georgia Institute of Technology; Essy Behravesh, Georgia Institute of Technology

Tagged Divisions

Biomedical

completed the final student perception survey, used as the main metric for this study.Questions resulting in a statistical difference compared to either control or experimental sectionsin 2007 are shown in figures 1 and 2. Fig   1.   Final   survey   examining   student   perception   of   course   structure   in   (i)   allowing   students   to   conduct  self-­‐directed  inquiry  and  (ii)  facilitator’s  ability  to  allow  team  to  make  their  own  decision,   where   A,   B,   and   C,   and   the   control,   experimental,   and   revised   groups,   respectively.   The   frequency   of   responses   is   shown   as   grayscale   bars   on   a   5   point   Likert   scale,   where   ‘‘strongly   agree

Conference Session

Laboratories and Computer Simulation in BME

Collection

2007 Annual Conference & Exposition

Authors

Lanny Griffin, California Polytechnic State University; Robert Crockett, California Polytechnic State University

Tagged Divisions

Biomedical

considerations given that: CA = concentration of trimeric receptors CB = concentration of dimeric receptors CC = concentration of monomeric receptors CL = concentration of the ligand CD = concentration of all receptor-bound ligands CD A - 3L D K eq ,1 ? C AC L3 CD B - 2L D K eq , 2 ? (2) C B C L2 CD

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel P. Cavanagh, Bucknell University; Joe Tranquillo, Bucknell University

Tagged Divisions

Biomedical

2007 and received ABET accreditation in 2009 and 2014. He also holds the William C. and Gertrude B. Emmitt Memorial Chair in Biomedical Engineering. Nationally, Professor Cavanagh has dedicated himself to the advancement of undergraduate biomedical engineering education through a range of activities including serving five consecutive terms as Treasurer on the executive board of the national Council of Chairs in Biomedical Engineering, serving as the Chair of the Biomedical Engineering Division of the American Society for Engineering Education, and serving as an ABET evaluator. In 2006, he was awarded the Lindback Award for Distinguished Teaching at Bucknell, and in 2010 earned the Pilkington Outstanding Educator

Conference Session

Design in BME Poster Session

Collection

2007 Annual Conference & Exposition

Authors

David McStravick, Rice University; Marcia O'Mallley, Rice University

Tagged Divisions

Biomedical

AC 2007-1674: IMPROVING INTERDISCIPLINARY CAPSTONE DESIGNPROJECTS WITH COOPERATIVE LEARNING IN THE MEDI-FRIDGEPROJECTDavid McStravick, Rice University DAVID MCSTRAVICK received his B. S. and Ph. D. degrees in mechanical engineering from Rice University. He worked in industry for many years in various engineering research positions. He joined Rice University in 1996 and is currently a Professor in the Practice of Mechanical Engineering in the MEMS Department. He teaches in the area of engineering design and his current research interests are in medical product design and in engineering education.Marcia O'Mallley, Rice University MARCIA O’MALLEY received the B.S. degree in mechanical engineering from

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Kathy Schmidt, University of Texas-Austin; Mia Markey, University of Texas-Austin

Tagged Divisions

Biomedical

N/A 1 2 3 4 5Reviewing course material outside of class N/A 1 2 3 4 5Understanding of “real-world” value of course material N/A 1 2 3 4 5Problem-solving practice N/A 1 2 3 4 5Knowledge of course deadlines and requirements N/A 1 2 3 4 5Comments: Page 11.233.136. Appendix B: Survey on

Conference Session

Design in the BME Curriculum

Collection

2008 Annual Conference & Exposition

Authors

Jeffrey Johnson, University of Cincinnati / Engineering; Mary Beth Privitera, University of Cincinnati; Daria Narmoneva, University of Cincinnati; Balakrishna Haridas, University of Cincinnati

Tagged Divisions

Biomedical

andswcnkvcvkxg"cuuguuogpvu"xgtuwu"vjqug"uvwfgpvu"yjq"ygtg"rctv"qh"Ðvyq-teams, two-rtqlgevuÑ0"Yg"found that data generated from the experimental capstone sequence would improve the productdesign process by a) providing a basis for comparison between different prototypes or aprototype and control devices, and b) providing quantitative data for thespecifications/requirements stage of device design.Phase III: A Single, Integrated of Capstone ExperienceWe have now moved to Phase III: each team spans both capstone experiences and each team hasa single project in both capstone experiences. Although only one quarter of the two-quarterintegrated capstone experience has been completed, there is already quantifiable improvement inoutcomes. For example, five of six

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Rae Papich; Christian James Kennett, Gannon University; Davide Piovesan, Gannon University

Tagged Divisions

Biomedical

walls. External markers of differentcolors are placed on bony landmarks to track their movement. In this experiment fluorescentmarkers are positioned of the styloid process of the radius, the epicondyle of the humerus, thehead of the humerus, the acromion process and the scapular spine to track the position of wrist,elbow, shoulder, and scapular motion associated with eating (Figure 1-2). Depending on themodel complexity chosen to analyze the data, not all of the markers will be used in the dataprocessing phase. Figure 1: View from Camera A (Right) and Camera B (Left) – Starting Position Page 24.956.3 Figure 2: View

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yan Wu, University of Wisconsin, Platteville; Theodorus Evan de Groot, University of Wisconsin, Madison; Jorge Camacho; Patrick McMinn, University of Wisconsin, Madison

Tagged Divisions

Biomedical

. (A) Operation of the KOALA is as simple as pressing a cartridge onto a micro-chip.(B) Each kit consists of several cartridges prefilled with reagents, and one micro-chip containingthe microchannels. Each step of the assay is completed by “clicking” one cartridge onto themicro-chip. The cells are cultured and imaged in the micro-chip. (C) An assay performed inKOALA demonstrating immunostaining capabilities (Stain 1 – Anti-tubulin (tubulin stain) /Stain 2 – DAPI (nuclear stain) / Stain 3 – Phalloidin (actin stain)) 100% 4500 Percentageofcellsremaininga9erTE 90

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

William Guilford, University of Virginia

Tagged Divisions

Biomedical

their answers, selecting the “Finished” entry on their remote displayed theirscore on their individual clicker screen. At the end of the quiz, the instructor saved their scores,along with their individual answers to each question, in a spreadsheet. This was followed by aA B C DFigure 1: SMART Response software as projected on the classroom screen (A), and hand-held Page 15.1303.3remotes (B-D). B: Remote screen before entering answers. C: During entry. D: After submittinganswers, their individual scores are displayed.very brief review session, where thebuilt-in graphing

Conference Session

Design in BME Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Karen May-Newman, San Diego State University; Peter Newman, San Diego State University; Urban Miyares, Interwork Institute - Disabled Businessperson's Association

Tagged Divisions

Biomedical

these projects, as well as Dr. Caren Sax for her assistance in designing the survey,A.J. de Ruyter for his efforts to help advise some of the student teams, and Michael Rondelli forhis guidance through the technology transfer process.Bibliography1. Marin, J. A., Armstrong Jr., J. E., and Kays, J. L., "Elements of an optimal capstone designexperience," Journal of Engineering Education, vol. 88, no. 1, pp. 19-22, 1999.2. Todd, R. H., Magleby, S. P., Sorensen, C. D., Swan, B. R., and Anthony, D. K., "A survey ofcapstone engineering courses in North America," Journal of Engineering Education, vol. 84, no. Page 12.1269.54, pp. 165-174, 1995.3

Conference Session

BME Laboratories and Skills-Based Projects

Collection

2008 Annual Conference & Exposition

Authors

Shahin Sirouspour, McMaster University; Pawel Malysz, McMaster University; Ali Shahdi, McMaster University; Ryan Leslie, Quanser Inc; Mahyar Fotoohi, Quanser Inc; Paul Karam, Quanser Inc

Tagged Divisions

Biomedical

starting point A outsidethe environment to a finishing point B inside the environment. This is to demonstrate that using aposition control strategy in this case may result in excessive contact force due to contact with theenvironment. In the second part of the experiment, a contact force controller shown in Fig. 13 isimplemented to control the contact force between the robot and the spring-damper environment.Fig. 14 illustrates the results obtained from one of the experiments where the use of the forcecontroller given in Fig. 13 allows for tracking of a desired force profile specified by the user. Page 13.881.12Fig. 12: Schematic of the

Conference Session

First- and Second-year Design and Professional Development in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emma K. Frow, Arizona State University; Michael R. Caplan, Arizona State University

Tagged Divisions

Biomedical

years aftergraduating.” Based on key themes from the Fall 2015 dataset, these responses were tabulatedaccording to the presence or absence of the following words: (a) “research”, (b) “design, (c)“solve” or “solving” (as in solving medical problems), (d) “help” (as in helping the world orhelping patients), (e) “don’t know”, “do not know”, or “no idea”, (f) “quality” (as in qualityassurance) or “product testing”, (g) “regulatory” or “FDA”, or (h) “sales”. Individual students’pre- and post-course survey were compared to track similarities or changes in their responses. Forced-choice survey questions included asking students whether they planned to conductresearch in their career (answers: yes, no, not sure) and whether they planned to pursue a

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chris Geiger, Florida Gulf Coast University; James D. Sweeney, Oregon State University

Tagged Divisions

Biomedical

of the School of Chemical, Biological and Environmental Engineering at Oregon State University. He received his Ph.D. and M.S. degrees in Biomedical Engi- neering from Case Western Reserve University in 1988 and 1983, respectively, and his Sc.B. Engineering degree (Biomedical Engineering) from Brown University in 1979. He is a Fellow of the American In- stitute for Medical and Biological Engineering, and a Senior Member of the Institute of Electrical and Electronics Engineers. Page 26.1755.1 c American Society for Engineering Education, 2015Work in Progress: “Mini Projects” - Using

Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Conrad Zapanta, Carnegie Mellon University; Warren Ruder, Carnegie Mellon University; Justin Newberg, Carnegie Mellon University; Paul Glass, Carnegie Mellon University; Davneet Minhas; Elvira Garcia Osuna, Carnegie Mellon University; Liang Tso Sun, Carnegie Mellon University; Alyssa Siefert, Carnegie Mellon University; Judy Shum, Carnegie Mellon University; Portia Taylor, Carnegie Mellon University; Arielle Drummond, Carnegie Mellon University; Bur Chu, Carnegie Mellon University

Tagged Divisions

Biomedical

. Page 14.200.61. Introduction a. Syllabus and course outline b. Lab reports c. Lab notebooks2. Good Laboratory Practices a. Health and safety b. Recording data c. Data handling d. Analyzing data (including MATLAB)3. Cellular and Molecular Biotechnology a. Introduction to the Biological Lab i. Pipetting exercise ii. Sterile technique b. GFP Transformation into Bacteria (E. coli)4. Bioinstrumentation a. Data acquisition basics b. Measure and analyze EKG (Electrocardiography) signals5. Bioimaging a. Collection of biological images b. Techniques for image analysis c. Biomedical and clinical applications6. Biomaterials a. Use photopolymerizable monomers