Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Melissa Micou, University of California, San Diego

Tagged Divisions

Biomedical

.; Houghtalen, R.; Hanson, J., Engineering REU Sites: Designing for Appropriate and Valuable Summer Educational Experiences. In American Society for Engineering Education, 2005.2. Martin, C.; Bratton, B.; Dillard, D.; Ellis, M.; Bump, M., Incorporating a Learning Community Approach to Enhance a Fuel Cell Research Experience for Undergraduates (REU). In American Society for Engineering Education, 2008. Page 14.343.83. Hancock, M. P. a. R., Susan H., Research Experience for Undergraduates (REU) in the Directorate for Engineering (ENG):2003-2006 Participant Survey 2008.4. Russell, S. H.; Hancock, M. P.; McCullough, J

Conference Session

Innovations in Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mansoor Nasir, Lawrence Technological University; Joseph Seta, Lawrence Technological University; Eric G. Meyer, Lawrence Technological University

Tagged Divisions

Biomedical

relaxation. Faculty andstaff volunteers interacted with groups during the activity and emphasized the intersection of Page 24.809.9medicine and engineering as a recurring theme in BME.Fig. 4: Some of the commercially available EEG measuring devices and electrode setup. a IMECWireless EEG b. StatNet Disposable EEG c. Neurosky Mindwave d. MicroEEG e. Emotiv f.NeuroFocusMiniaturization, Microfluidics and Lateral Flow Assay ActivityAn important thrust in medical devices is miniaturization and personalization. Glucose sensorsare an excellent example of this trend where the diagnostics are taking place at the point-of-care.One area where this trend has

Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Megan F. Campanile, Illinois Institute of Technology; Frederick Doe, illinois institute of technology; Elana Rose Jacobs, Illinois Institute of Technology; Norman G Lederman, Illinois Institute of Technology; Eric M Brey, Illinois Institute of Technology

Tagged Divisions

Biomedical

, S., Kuh, G. D. & Gayles, J. G. Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job? Innovative Higher Education 32, 167-177, doi:10.1007/s10755-007-9043- y (2007).2 Kinkead, J. Learning Through Inquiry: An Overview of Undergraduate Research. New Directions for Teaching and Learning 2003, 5-18, doi:10.1002/tl.85 (2003).3 University, B. C. o. E. U. i. t. R. Reinventing undergraduate education: a blueprint for America’s research Page 23.626.11 universities., (State University of New York, Stony Brook, 1998).4 Hunter, A.-B., Laursen, S. L

Conference Session

Design in the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Felipe L. Carvalho, Florida Atlantic University; Ravi T. Shankar, Florida Atlantic University

Tagged Divisions

Biomedical

theoretical introduction to provide the students with all the information needed from circuit design, software development, or digital signal processing. In the lab guide introduction, we also offer the students with an overall motivation to conduct that particular experiment, as well as the challenges that will be tackled. B. Pre-lab: Before each experiment, the students should answer a series of 5 quick questions. The pre-lab’s role is to allow the students to recapitulate the key points of the theory that will be needed during each experiment. C. Procedures: This section of the laboratory guide contains the procedures that each student/group must take in order to complete the experiment. We provide a

Conference Session

BME Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steve Warren, Kansas State University

Tagged Divisions

Biomedical

, and programming, (b) stark variations in the core interests of thestudents, and (c) cultural disparities between engineering departments regarding reasonablelevels of assignment difficulty and commensurate time investments. To help address some ofthese issues in a junior-level Introduction to Biomedical Engineering course, the author haschosen (for four recent Spring course offerings) to set aside two to three weeks of each 16-weekcourse for discretionary topics chosen by the students. Each student or student pair then takes onthe role of the instructor and teaches that topic to the rest of the students in the format of a 25-minute seminar. Students must assign homework to their peers and grade the results; thesegrades are then entered into

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Stirling, UIC School of Design, University of Illinois at Chicago; Miiri Kotche, University of Illinois, Chicago

Tagged Divisions

Biomedical

. S., & Higginson, J. (2016, June), “Bridging Courses:Unmet Clinical Needs to Capstone Design (Work in Progress),” Paper presented at 2016 ASEE AnnualConference & Exposition, New Orleans, Louisiana. 10.18260/p.26393[7] Przestrzelski, B., & DesJardins, J. D., & Brewer, C. M. I. (2016, June), “Year Two - The DeFINEProgram: A Clinical and Technology Transfer Immersion Program for Biomedical Needs Identificationand Valuation,” Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans,Louisiana. 10.18260/p.27062[8] Kadlowec, J., & Merrill, T., & Hirsh, R. A., & Sood, S. (2015, June), “Work-In-Progress: ClinicalImmersion and Team-Based Engineering Design,” Paper presented at 2015 ASEE Annual Conference

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Randolph, Randy Hutchison, Randy Hutchison, Clemson University; John DesJardins, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Biomedical

students were thenasked to interpret (I) what they learned from the experience and finally asked to decide (D) whatthey would do to become a better engineer because of the experience.Five students participated in the discussion group consisting of four bioengineers and onemechanical engineer. Three of the four bioengineers were female and the other two participantswere male. In this paper, the following will be used to reference the various students.Student Name Student attributesStudent A Female, Bioengineering, torn tendon in legStudent B Male, Mechanical Engnineering, IntershipStudent C

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Leann Dourte Segan, University of Pennsylvania; Sarah Ilkhanipour Rooney, University of Pennsylvania

Tagged Divisions

Biomedical

analyze the problem within the context of theinformation they had already learned. A problem-solving outline was also provided and beganwith an estimation of the expected answer and/or a question about simplifying the giveninformation into a solvable statics or mechanics problem to reinforce the course goals.Additional steps required groups to express their equations symbolically before plugging innumbers, identify assumptions and limitations of their methods, and evaluate the practicality oftheir final answer. Outlines contained more detailed guidance in the beginning of the semester(see Appendix B) and became less detailed as the semester progressed. Students wereencouraged to discuss and develop conclusions together and to ensure all members

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

Conference Session

Design in the BME Curriculum

Collection

2008 Annual Conference & Exposition

Authors

Judy Cezeaux, Western New England College; Thomas Keyser, Western New England College; Eric Haffner, Western New England College; Anne Kaboray, Goodwill Industries of the Springfield/Hartford Area, Inc.; Carol Hasenjager, Goodwill Industries of the Springfield/Hartford Area, Inc.

Tagged Divisions

Biomedical

visual and cognitive disabilities. Design of this deviceincorporated several of the universal design principles, most notably those of equitable use andlow physical effort. The use of markings to demonstrate proper use will incorporate the principleof simple and intuitive use. Page 13.806.5 (a) (b) (c) Figure 1: Prototype device for moving screws to work area. (a) loading position, (b) transport position, (c) delivery positionDesign for the expansion of flattened tabbed packaging boxesAnother step at the beginning of the packaging process is

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Won Joo, Robert Morris University

Tagged Topics

Diversity

Tagged Divisions

Biomedical

time in 2013-2014 academic year and two groups completed the project (distal fibular fracture and mandibularfracture). In 2014-2015 academic years, two groups completed the projects (ulna fracture andclavicle fracture), and some student works are shown below. (a) (b) (c)Figure 1. (a) Plate design before surgical instruction given, (b) Plate design after surgicalinstruction given and (c) Size and shape comparision of two 3D printed platesFigure 1 showed that the differences in the plate design before and after the introduction of thesurgical procedure. A group designed the plate for clavicle fracture based on anatomy, fracturesites of clavicle and the engineering mechanics

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Trevor R Ham, The University of Akron; Rouzbeh Amini, The University of Akron

Tagged Divisions

Biomedical

. Proceedings of the National Academy of Sciences of the United States of America 111, 8410-8415, doi:10.1073/pnas.1319030111 (2014).9 Handelsman, J. et al. Education. Scientific teaching. Science 304, 521-522, doi:10.1126/science.1096022 (2004).10 Clyne, A. M. & Billiar, K. L. Problem-Based Learning in Biomechanics: Advantages, Challenges, and Implementation Strategies. Journal of biomechanical engineering 138, doi:10.1115/1.4033671 (2016).11 Hotaling, N., Fasse, B. B., Bost, L. F., Hermann, C. D. & Forest, C. R. A Quantitative Analysis of the Effects of a Multidisciplinary Engineering Capstone Design Course. J Eng Educ 101, 630-656 (2012).12 Griessler, M. The Effects of Third Language

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Eric Diep, Minnesota State University, Mankato

Tagged Divisions

Biomedical

, sinceprogramming would be the medium for solving the engineering design problem. The studentswere able to learn the big ideas for developing applications first, and then cover the small detailsto improve their work (reverse of traditional teaching). The synergy between the design projectand the technical learning was felt in other courses as well, e.g. image processing. Table 1 showsproject-related competencies which each team member enrolled in.Table 1. Project related competencies enrolled by each team member Student A Student B Student C Signal Processing Image Processing Signal Processing Image Processing Advanced Instrumentation Image

Conference Session

Design in BME Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Judy Cezeaux, Western New England College; Eric Haffner, Western New England College; Anne Kaboray, Goodwill Industries of the Springfield/Hartford Area, Inc.; Carol Hasenjager, Goodwill Industries of the Springfield/Hartford Area, Inc.

Tagged Divisions

Biomedical

. Teaching Design Skills in the Freshman Engineering Curriculum, Proceedings of the 1996 Annual ASEE Conference, June 1996, Washington, DC.3. S. Chattopadhyay. Freshman Design Course at IPFW, Proceedings of the 2004 Annual ASEE Conference, June 2004, Salt Lake City, UT.4. R. E. Musiak, E. W. Haffner, S. Schreiner, A. K. Karplus, M. B. Vollaro, and R. A. Grabiec. Forging New Links: Integrating the Freshman Engineering Curriculum, Proceedings of the 2001 Annual ASEE Conference, June 2001, Albuquerque, NM.5. L. S. Baczkowski, J. D. Enderle, D. J. Krause, and J. L. Rawson. NDSU Undergraduate Design Projects for the Disabled, Biomedical Sciences Instrumentation, volume 26, pp. 95-99, 1990.6. S. M. Blanchard and R. P. Rohrbach

Conference Session

Experiential Learning in BME

Collection

2010 Annual Conference & Exposition

Authors

Michele Wabler, Clemson University; Estefania Alvarez, Clemson University; John DesJardins, Clemson University

Tagged Divisions

Biomedical

this Creative Inquiry course, I feel more confident handling and touching implants and 4.8 0.455 orthopaedic biomaterials?1 As a result of this Creative Inquiry course, I Results (%) Less Same More6 understand less, the same, or more about the a. Sterilization 0 60 40 following topics related to Orthopaedics, Implants, b. Polymers in Implants 0 40 60 and Biomaterials c. Metals in Implants 0 0 100

Conference Session

Innovative Laboratories in BME

Collection

2006 Annual Conference & Exposition

Authors

Judy Cezeaux, Western New England College; Steven Schreiner, Western New England College; Diane Testa, Western New England College

Tagged Divisions

Biomedical

: Implementing and Assessing a New First Year Experience at the University of Tennessee, Journal of Engineering Education, vol. 91, October 2002, pp. 441-446.5. Steven Schreiner and Judy L. Cezeaux. A Biomedical Engineering Laboratory Experience Adaptable Across Educational Levels. Proceedings of the Biomedical Engineering Society Fall Annual Meeting, October 2003, Nashville, TN. Page 11.799.96. Ronald E. Musiak, Eric W. Haffner, Steve Schreiner, Alan K. Karplus, Mary B. Vollaro and Richard A. Grabiec. Forging New Links: Integrating the Freshman Engineering Curriculum, Proceedings of the 2001 American Society for

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael R. Caplan, Arizona State University; Jerry Coursen, School of Biological and Human Systems Engineering, Arizona State University

Tagged Divisions

Biomedical

how theprototype will be constructed.Students were also assessed for their application of the design process on a 5-point scale. Facultyassessors looked for effective development of (a) specifications, (b) explanation about themanufacturing process, (c) testing methods, (d) needs, (e) comparison to state-of-the-art, and (f)how the prototype would be validated or verified. The assessment awarded points as follows: (1point) Less than 2 of the above components are present in a meaningful way, (2 points) 2-4 ofthe above components are present in a meaningful way, (3 points) 2-4 of the above componentsare present in a meaningful way and 2 are explained in adequate detail, (4 points) 3-4 of theabove components are present in a meaningful way and 3

Conference Session

BME Assessment and the VaNTH ERC

Collection

2007 Annual Conference & Exposition

Authors

Mary Verstraete, University of Akron

Tagged Divisions

Biomedical

askfor input from the program faculty. A visual chart or “map” helps considerably in this processand may be completed initially for each course then for the entire curriculum. An example ispresented in Figure 3 for the course presented in Figure 1. The Program Outcomes a-k closelymatch the prescribed a-k in the ABET requirements with minor variations that make them more Page 12.1483.3specific to the Biomedical Engineering Program. It may be noted that this course only maps toProgram Outcomes a, b, c, f, and k. It is obvious that not every course will address or assessevery Program Outcome. The “Measured Score” column reflects the information

Conference Session

Freshman Design and Other Novel Programs

Collection

2007 Annual Conference & Exposition

Authors

Michele Temple, University of California-San Diego; Peter Chen, University of California-San Diego; Robert Sah, University of California-San Diego

Tagged Divisions

Biomedical

& FeasibilityDiscuss the feasibility of your design or research. What are the unknown factors? What maycause your design to fail? What are its strengths? What are its weaknesses? Are animal orhuman experiments required? Are governmental and university regulations involved? Budget?Maximum 2 pages.Assignment No. 6Final ReportPrepare a final report based on all you have written up to this point. Use the following format forthe cover page: a) At top: Final report on BENG1, Introduction to Bioenginering, Instructors’ names. b) At center: Title of your project. c) The names of all the authors in alphabetical order with corresponding signatures. d) At bottom: Date submitted.Beginning on page 2, writ Sections in the

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael J Rust, Western New England University; Steven G Northrup, Western New England University

Tagged Divisions

Biomedical

1.5 1.0 0.5 0.0 Post 1 Yr Post 1 Yr Post 1 Yr Post 1 Yr 1 (a) (b) (c) (d)Figure 1. Results from student surveys (Likert scale 0-4) comparing responses on post-courseand one year survey: (a) student level of knowledge regarding global health issues; (b) studentconfidence in their ability to develop solutions to global health issues; (c) student level of interest

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Leann Dourte Segan, University of Pennsylvania; Emily R Elliott, Center for Teaching and Learning, University of Pennsylvania

Tagged Topics

Diversity

Tagged Divisions

Biomedical

the semester (see Appendix A) and became less detailed as the semesterprogressed (see Appendix B).Hands-on activities introduced concepts that the students had not previously studied. Rather thanpresenting the mathematical derivation as the introduction to a topic, students were again dividedinto groups and given materials and actions to impose on these materials. A hands-on activity foreach major course topic was created (reactions, stress/strain axial loading, torsion, and bending)to introduce the basic concepts. A provided outline for these “discovery labs” aimed to help thestudents to first observe and describe a physical phenomenon and then represent itmathematically. For example, students were asked to build models of different joints

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, University of California, Davis

Tagged Divisions

Biomedical

Peer Review with Extra Credit and Leaderboards. Am. Soc. Eng. Educ. 2010 Annu. Conf. paper #2010-1154 (2010).17. Nelson, S. & D, P. Engineering Student Writing Shortcomings and Remediation Strategies. Eng. Educ. (2004).18. Sharp, J. E., Olds, B. M., Miller, R. L. & Dyrud, M. A. Four effective writing strategies for engineering classes. J. Eng. Educ. 53–57 (1999).19. Ford, J. D. Knowledge Transfer Across Disciplines: Tracking RhetoricalStrategies From a Technical Communication Classroomto an Engineering Classroom. IEEE Trans. Prof. Commun. 47, 301–315 (2004).20. Larkin, T. Peer Review from a Student Perspective. in American Society for Engineering Education 2009 Annual Conference 1–13 (2009).21. Wise

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jean-michel I. Maarek, University of Southern California

Tagged Divisions

Biomedical

human and material resources.References 1. Kanter, D.E., Smith, H.D., McKenna, A., Rieger, C., & Linsenmeier, R.A. (2003). Inquiry-based Laboratory Instruction Throws Out the “Cookbook” and Improves Learning. Pages 8.712.1-12. Proceedings 110th ASEE Annual Conference2. Gupta, T. (2012). Guided-inquiry based laboratory instruction: investigation of critical thinking skills, problem solving skills, and implementing student roles in chemistry. Graduate Thesis, paper 12336, Iowa State University.3. Newstetter, W. C., Behravesh, E., Nersessian, N. J., & Fasse, B. B. (2010). Design principles for Problem-driven learning laboratories in biomedical engineering education. Annals of Biomedical Engineering, 38(10), 3257-3267.4

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; Barbara S. Smith, Arizona State University; Casey Jane Ankeny, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Biomedical

team. End-of-semester writtenreflections in response to a set of open-ended questions have helped us to capture the key pointsstudents are taking away from the course, as well as their self-identification of how well they aremastering different aspects of the design process.2 We have obtained IRB approval to usehomework submissions and end-of-semester reflections from consenting students as part of ourassessment data for the class (Spring 2016: 104 students; Fall 2016: 78 students).Overall, the course has thus far been well-received by students, with very strong final courseevaluations. We analyzed the end-of-semester student reflections to determine, among otherthings, which aspects of the course they most liked and disliked (Table 2a, b), as

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Martin T. Spang, Ohio State University; Aaron Strickland, Ohio State University; Deborah M. Grzybowski, Ohio State University

Tagged Divisions

Biomedical

, 2000.[9] L. W. Anderson, D. R. Krathwohl, and B. S. Bloom, “A taxonomy for learning, teaching, and assessing.”Longman, 2005. Page 24.1389.10[10] M. Mercier-Bonin, K. Ouazzani, P. Schmitz, and S. Lorthois, “Study of bioadhesion on a flat plate with ayeast/glass model system.” Journal of Colloid and Interface Science 271 (2004) 342-350.

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mansoor Nasir, Lawrence Technological University; Eric G Meyer, Lawrence Technological University; Yawen Li, Lawrence Technological University

Tagged Divisions

Biomedical

then choosing one that is most appropriate. Students areencouraged to develop design and research ideas which may stem from the need to: a. Improve existing technology and methods b. Find new methods and processes c. Repurpose existing non-medical technology for a biomedical applications d. Modify a biomedical technology for use in environments with fewer resources e. Modify a biomedical technology for use by a different customer baseFigure 1: The general layout of the senior project course with the type of assessment tools used.The rationale behind repeatedly requiring the students to find/create many options and thenchoosing one/few, is to give them practice in developing and using a selection criterion based onreal-world

Conference Session

Design in the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

John P. Puccinelli, University of Wisconsin, Madison; Amit Janardhan Nimunkar, University of Wisconsin, Madison

Tagged Divisions

Biomedical

using theirlaptops during meetings with their clients or other professionals and preferred paper notebook inthese situations. Many then transposed these paper notes into the ELN. Also a few commentedthat their laptops were heavy to carry around or had poor battery life resulting in them usingpaper and transposing into the ELN later. (a) Utilize mathematics (b.1) Design experiments (experimental plan) (b.2) Conduct experiments (carry out the experimental plan

Conference Session

Novel BME Courses and Course Adaptations

Collection

2006 Annual Conference & Exposition

Authors

Conrad Zapanta, Pennsylvania State University; Keefe Manning, Pennsylvania State University

Tagged Divisions

Biomedical

Austin, TX, in the research and development of prosthetic heart valves. Dr. Zapanta’s research interests include circulatory support devices, prosthetic heart valves, cardiovascular fluid dynamics, and medical device design and education.Keefe Manning, Pennsylvania State University Keefe B. Manning is an Assistant Professor of Bioengineering at The Pennsylvania State University in University Park, PA. Dr. Manning received his Ph.D. in Biomedical Engineering at the Virginia Commonwealth University in Richmond, VA and his M.S. and B.S. in Biomedical Engineering at Texas A&M University in College Station, TX. He was a post doctoral scholar in Bioengineering at The Pennsylvania State University

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

Kay C Dee, Rose-Hulman Institute of Technology

Tagged Divisions

Biomedical

, Version 2 Rubric, Version 2The submission should: The submission should: The submission should:‚ show knowledge of a current and/or advanced ‚ show knowledge of a current and advanced topic ‚ show knowledge of a current and advanced topic topic in the relevant subfield, in the relevant subfield, in the relevant subfield,‚ demonstrate understanding of both a) ‚ demonstrate understanding of both a) ‚ demonstrate the ability to solve problems at the biology/physiology and b) engineering

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Rivale, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Biomedical

based on key principles in the domain.8 Novicestypically start by trying to find the correct equation based on surface features.8Although there have been numerous studies characterizing experts and comparing experts tonovices, there has been less longitudinal research to explain how these important aspects of AEdevelop.10 Schwartz, Bransford, and Sears (2005) have proposed a theoretical model of AEdevelopment (See Figure 1). 7 This model assumes that AE development is a continuous processthat includes axes for growth along two dimensions: (a) innovation and (b) efficiency. Schwartz,Bransford, and Sears (2005) have hypothesized that these two dimensions co-evolve in what theyhave called the “optimal adaptability corridor” (OAC). 7 The OAC