Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Weizhao Zhao, University of Miami; Xiping Li; Fabrice Manns, University of Miami

Tagged Divisions

Biomedical

James W. Gentry (Ed.), Guide to Business Gaming and Experiential Learning, East Brunswick, CN: Nichols/GP Publishing, 9-20, 1990.14. Grunewald M, Heckemann RA, Gebhard H, Lell M, and Bautz W: COMPARE radiology: creating an Interactive web-based training program for radiology with multimedia authoring software. Acad Radiol 2003; 10:543-553.15. Goldman K, Gross P, Heeren C, Herman G, Kaczmarczyk L, Loui MC, et al: Identifying Important and Difficult Concepts in Introductory Computing Courses using a Delphi Process, Proceedings of the 39th ACM Technical Symposium on Computer Science Education, Portland, Ore., 12-15, Mar. 2008.16. Kerry B, Isakson J, Abraham P, Arkatov A, Bailey G, Bingaman J, et al: Report of the Web

Conference Session

Innovations in Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

study have been reported by Carberry, et al.10 To assess reliability andvalidity of the BSS Survey, the data from the first administration (mid-semester data) were usedas pilot data. The Cronbach’s alpha for the BSS survey was 0.964 indicating excellent internalconsistency. A confirmatory factor analysis yielded coefficients greater than 0.7 indicating thatquestions intended to address the same latent variable (flipped classroom, muddiest points,design project, class activities, and pencasts) did so. Coefficients from the factor analysis usingpilot data may be found in Supplement B. Page 24.614.4Investigation of reliability and validity using

Conference Session

Freshman Design and Other Novel Programs

Collection

2007 Annual Conference & Exposition

Authors

Rebecca Willits, Saint Louis University

Tagged Divisions

Biomedical

additional information. At this stage of the project, this role was fairly easy since we’re really moving forward on our design. Everyone came to the meetings with a pretty clear idea of what we needed to do and the motivation to work on it making my job fairly easy. The only blotch on my record was failing to call when I was quite sick and couldn’t come to the meeting. Our attendance policy states that we need to notify the group, and I just forgot. I would grade myself a B- on my role as not quite a solid “good,” but more like a “not half bad.” Person 2: This portion of the semester I had the role of leader. I feel I did a good job for the most part. I am comfortable taking

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Larry Howard, Vanderbilt University; Robert Roselli, Purdue University

Tagged Divisions

Biomedical

. Roselli, RJ, Howard LP, Cinnamon, B, Brophy, SP, Norris, PR, Rothney, MP and Eggers, D. Integration of an Interactive Free Body Diagram Assistant with a Courseware Authoring Package and an Experimental Learning Management System. ASEE Annual Conference, (CD-ROM DEStech Publications) Session 2793: 10 pages, 2003. Page 11.630.9

Conference Session

Innovations in Upper-level Biomedical Engineering Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael G. Mauk, Drexel University; Richard Chiou, Drexel University

Tagged Divisions

Biomedical

), separations (e.g.,distillation, extraction, adsorption), and physical processes (mixers, heat exchangers,crystallizers). Historically, this methodology has been applied to the scale-up of benchtop andpilot operations to the chemical plant, but can also be applied to biotechnology and biomedicallaboratory work implemented in a microfluidic format in scaling down processes to fit on a chip.For medical diagnostics, the relevant unit operations are cell sorting, cell lysis, nucleic acidisolation, amplification, and detection. Each of these steps can be performed on a chip. Then,the unit operations are integrated into a single chip. The unit operations approach can serve as aneffective gateway to biotechnology for engineering students.References 1. B

Conference Session

BME Assessment and the VaNTH ERC

Collection

2007 Annual Conference & Exposition

Authors

David Gatchell, Northwestern University; Robert Linsenmeier, Northwestern University

Tagged Divisions

Biomedical

Technology Education Teachers”. Journal ofTechnology Education, vol. 17(2), 2006.9. Danielson, S. “Knowledge Assessment in Statics: Concepts versus Skills”. In: Proceedings of the AnnualConference and Exposition of the American Society for Engineering Education, Session 1168, Salt Lake City, UT,June 2004.10. Streveler, R. A., B. M. Olds, R. L. Miller, and M. A. Nelson. “Using a Delphi study to identify the most difficultconcepts for students to master in thermal and transport science (conference paper)”. In: Proceedings of the AnnualConference and Exposition of the American Society for Engineering Education, Session 2430, Nashville, TN, June2003, pp. 1-8.11. Edgren, G. “Developing a competence-based core curriculum in biomedical laboratory science

Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anthony J McGoron, Florida International University; Hamid Shahrestani, Florida International University, BME; Michael Edward Brown, Florida International University; James Dennis Byrne, Florida International University

Tagged Divisions

Biomedical

. Major Topics: 1. Recognition of Need/Opportunity 2. Problem Formulation: Design Input a. Design in a Regulated Environment: Introduction to QSR and Design Controls b. Primary Biomedical Design Input: Biocompatibility 3. Solution Formulation: Creativity and Innovation 4. Feasibility Assessment 5. Project Management 6. Engineering Analysis and Decision Making 7. Detailed Design: Design Output 8. Construction: Prototyping 9. Testing: Verification and Validation 10. Evaluation No. BME 4800 Course Learning Outcome Corresponding BSBME Program Learning

Conference Session

Design in the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amit Janardhan Nimunkar, University of Wisconsin, Madison; John P. Puccinelli, University of Wisconsin, Madison; Matthew S. Bollom; Willis J. Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

the new BME 201 course. ,-%$./%&!012%30&410"#5%&,"67%-%5%30&89&:$.21.;3/&<=.>>&89&?%.$&@%A#$%&.32&,B%$&@CD&EF(& & %"#$ 23-$4,-56&7$ 23-$4(8956&7$ !"#$%&'()*+& %"&$ !"#$ '()*(+(,-$ ./01(,$ '-01(,$Figure 2: Assessment committee scores of ABET student outcome performance in the designcurriculum following each graduating class through the curriculum and normalizing sophomoreyear performance. (!) Class of 2010–2013 average performance of all student outcomes having atraditional client-based design course for BME

Conference Session

BME Laboratories and Skills-Based Projects

Collection

2008 Annual Conference & Exposition

Authors

Kristen Jevsevar, Vanderbilt University; Melanie Aston, Vanderbilt University; Shaun Price, Vanderbilt University; Cynthia Paschal, Vanderbilt University; Stacy Klein-Gardner

Tagged Divisions

Biomedical

) Amplitude (m) Amplitude (m) Page 13.379.6 Time (s) Frequency (Hz)This mathematical operation is later put into the context of MRI in the activity by havingstudents match k-space arrays and their Fourier transform images: 1 2 3 K-SPACE ARRAYS TRANSFORMED IMAGES A B CBy accurately matching k-space arrays to transformed images students demonstrate

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Howard P Davis, Washington State University

Tagged Divisions

Biomedical

. Consistent with the definition of Prevention through Design, theylearn to identify potential hazards and design to prevent the occurrences of accidents and injuriesfor the benefit of everyone involved. Factors affecting level of risk include: (a) likelihood of thedangerous event occurring, (b) severity of the potential impact on a person, (c) number of peoplewho might be impacted, and (d) extent to which the impacts are controllable.Two types of risk analysis are discussed in detail. The first examines risks of failure (a system orprocess or device failing to perform as intended)—important in design for reliability. MIL-STD-1629A Failure Mode, Effects, and Criticality Analysis (FMECA) is used to assess reliability.8Students apply the FMECA method to

Conference Session

Communication and Professional Skills in BME

Collection

2007 Annual Conference & Exposition

Authors

John D. Gassert, Milwaukee School of Engineering; Jeffrey Blessing, Milwaukee School of Engineering; Larry Schmedeman, Milwaukee School of Engineering; Larry Fennigkoh, Milwaukee School of Engineering

Tagged Divisions

Biomedical

/Educating-Engineering-Students-in- Page 12.407.7 Entrepreneurship.pdf3. Ochs, John B., Watkins, Todd A., Boothe, Berrisford W., Creating a Truly Multidisciplinary Entrepreneurial Educational Environment, Journal of Engineering Education, October 2001, pp578- 83.4. Lewin David I., Teaching Techies to Become Entrepreneurs, Computing In Science & Engineering, May/June 2000, pp6-9.5. Criteria For Accrediting Engineering Programs, Effective for Evaluations During the 2006-2007 Accreditation Cycle, Engineering Accreditation Commission, ABET, Inc., www.abet.org6. Nunally, P. O., Saad, S. M., “Technical and

Conference Session

Using Technology and Research-based Instructional Practices in BME

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jean-michel I. Maarek, University of Southern California; Brittany Kay, University of Southern California

Tagged Divisions

Biomedical

Page 26.263.4a maximum score of 20. For the electronics course, the final exam included 20 multiple-choiceproblem-solving questions (out of a total of 32) that had been used on the final exams for twopreceding offerings of the course with the traditional lecture format. The marks on thesequestions were added resulting in a total score out of 20.For both courses, the exam scores were compared for the flipped classroom offering and thetraditional lecture offerings using an unpaired t-test to examine if there was a significantdifference in performance between the 2 instructional approaches. The exam scores wereregrouped in categories corresponding approximately to the A, B, C, D ratings (A: 18-20, B: 15-17, C: 12-14, D: < 12). Two-way

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Estefania Alvarez, Clemson University; Steven Saville, Clemson University; O. Thompson Mefford, Clemson University; John DesJardins, Clemson University

Tagged Divisions

Biomedical

15%  Team Final Poster Presentation 15% The grading scale was as follows: A: 90-100%, B: 80-89%, C: 70-79%, D: 60-69%, F: 0-59%. The course grading was designed to be highly dependent on individual work submitted(70%) where as the rest 30% was based on the team submitted material (which included theposter and oral presentation). Although the laboratories were conducted in teams, each studentsubmitted their own abstract for grading. The use of abstracts facilitated this grading formatbecause each student could reasonably produce a 1 page report each week, without dependenceon others in the team. The classical laboratory format of having a team submit a multi-pagereport is often criticized by students who cite

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Sonya Seif-Naraghi, University of California, San Diego

Tagged Divisions

Biomedical

AC 2009-1085: DESIGNING GLOBAL EXPERIENCES FOR ENGINEERINGSTUDENTSSonya Seif-Naraghi, University of California, San Diego Page 14.431.1© American Society for Engineering Education, 2009 Designing Global Experiences for Engineering StudentsAbstractParticipation in a foreign study program can teach students valuable skills outside theirtechnical skill set. It has been recognized in academia and industry alike that engineersrequire an ever-broadening skill set in order to function competitively. Considering theincreasingly globalized nature of the industry, an understanding of other cultures andstrong cross-cultural communication skills will prove invaluable. Understandably

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

, interactive activities and assignments.In summary, although there are universally favored resources, there are differencesdepending on course type and assignment category (learning concept vs.programming/software assignment). Therefore, it is important to determine and developthe most appropriate resource for the student need.AcknowledgementsThe authors acknowledge the support of this work from NSF Grant #1226325.References[1] Krause, S., Baker, D., Carberry, A., Alford, T., Ankeny, C., Brooks, B., Gibbons, B. (n.d.). The Impact of Two-way Formative Feedback and Web-enabled Resources on Student Resource Use and Performance in Materials Courses. 2015 ASEE Annual Conference and Exposition Proceedings.[2] Pego, J. (2013). Peer

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ruth Ochia P.E., Temple University

Tagged Divisions

Biomedical

effectively J) Knowledge of contemporary issuesFeedback and Assessment:Several assignments were used throughout the semester to assess students’ attainment of thenewly developed course learning goals. 1) Final group project, which included a written report and group presentation. Note: The final group project was the only part unchanged in the course both before and after the redesign. This assignment was used to assess Course Goals I and II. a. For the final project, students selected topics on global health issues or other problems in bioengineering. The students were asked to brainstorm and design solutions to these bioengineering issues. b. The project was scaffolded, where parts were

Conference Session

BME Courses & Curricular Content

Collection

2008 Annual Conference & Exposition

Authors

Robert Linsenmeier, Northwestern University; David Gatchell, Northwestern University

Tagged Divisions

Biomedical

AC 2008-1467: PHYSIOLOGY CONCEPTS AND PHYSIOLOGY PROBLEMS FORBIOMEDICAL ENGINEERING STUDENTSRobert Linsenmeier, Northwestern University Robert A. Linsenmeier has a joint appointment in Biomedical Engineering in the Robert R. McCormick School of Engineering and Applied Science, and in Neurobiology and Physiology in the Weinberg College of Arts and Sciences. His primary teaching is in human and animal physiology. He is the Associate Director of the VaNTH Engineering Research Center in Bioengineering Educational Technologies, former chair of the Biomedical Engineering Department at Northwestern, and a fellow of the American Institute of Medical and Biological Engineering and the

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

John D. DesJardins, Clemson University; Ellen Breazel, Clemson University; Marilyn Reba, Clemson University; Irina Viktorova, Clemson University; Jonathan Bradford Matheny, Clemson University; Taufiquar R. Khan

Tagged Divisions

Biomedical

the worst and should be deleted? Explain. 4. Do you have general suggestions for improvement of the module? Explain. 5. Please select the answer that best describes the amount of times you attended tutoring or used an online help tool. A. Never B. A few times C. Frequently D. Very FrequentlyResults from the long-term follow-up data will be available until the end of the Spring 2012semester. The first offering of Module 2 and Module 3 are currently underway. Module 2 isentitled: Math Applications in Disease Epidemiology – Modeling the spread of contagiousdiseases, with 31 students, and Module 4 is entitled: Math Applications in Health Hazards fromElectric Current

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Miiri Kotche, University of Illinois, Chicago

Tagged Divisions

Biomedical

Paper ID #15593Clinical Immersion Internship Introduces Students to Needs AssessmentDr. Miiri Kotche, University of Illinois, Chicago Miiri Kotche is a Clinical Associate Professor of Bioengineering at the University of Illinois at Chicago, and currently serves as Director of the Medical Accelerator for Devices Laboratory (MAD Lab) at the UIC Innovation Center. Prior to joining the faculty at UIC, she worked in new product development for medical devices, telecommunications and consumer products. She co-teaches bioengineering capstone design courses, including the core senior design sequence and the recently launched

Conference Session

BME Course and Curriculum Development

Collection

2010 Annual Conference & Exposition

Authors

Lily Laiho, California Polytechnic State University; Nikki Adams, California Polytechnic State University; Kristen Cardinal, Cal Poly, San Luis Obispo; Matthew Burd, California Polytechnic State University; Daniel Walsh, California Polytechnic State University; Trevor Cardinal, California Polytechnic State University

Tagged Divisions

Biomedical

programsupports the success of the program and the effective preparation of our trainees for careers instem cell research. [1] http://www.cirm.ca.govs[2] Baker, L., & Deal, B. CIRM - Interim economic impact review. Menlo Park: Analysis Group. (2008)[3] http://stemcells.nih.gov/research/training/defaultpage.asp[4] Saterbak, A. “Laboratory courses focused on tissue engineering applications,” Proceedings of the 2002 AmericanSociety for Engineering Education Annual Conference & Exposition, 2002.[5] Phillips BW, Crook JM. “Pluripotent human stem cells: a novel tool in drug discovery,” BioDrugs, 24(2): 99-108, April 1, 2010.[6] http://rsbweb.nih.gov/ij/[7] http://www.nhnscr.org/stem-cell-culture-course

Conference Session

Using Technology and Research-based Instructional Practices in BME

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

portions: Part A investigating scientificliteracy and Part B investigating student value of the inquiry-guided pedagogy. Both parts wereassessed for validity using factor analysis and reliability using Cronbach’s alpha. Data wereanalyzed with Mann-Whitney U tests for non-parametric statistics.The SLIGS had excellent internal consistency (Cronbach’s alpha >0.8). All statements factoredas anticipated with three exceptions. These exceptions will be revised and re-piloted. Thescientific literacy portion showed high levels of confidence both pre- and post-intervention (76%and 91% respectively, npre = 155 and npost=165). Further, there was a statistically significantincrease in confidence in all ten categories including explanation of scientific

Conference Session

Bioengineering laboratories: Bringing research into the classroom

Collection

2007 Annual Conference & Exposition

Authors

David Barnett, Saint Louis University; Rebecca Willits, Saint Louis University

Tagged Divisions

Biomedical

AC 2007-2296: BIOMEDICAL ENGINEERING PROJECTS: INTEGRATING THEUNDERGRADUATE INTO THE FACULTY LABORATORYDavid Barnett, Saint Louis UniversityRebecca Willits, Saint Louis University Page 12.313.1© American Society for Engineering Education, 2007 Biomedical Engineering Projects: Integrating the Undergraduate into the Faculty LaboratoryAbstractOpportunities for undergraduate students to become involved in faculty research and designprojects can vary widely by institution. We have developed a senior projects sequence thatenables students to complete a yearlong faculty sponsored project that immerses the student inthe laboratory. While a majority of

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Raquel Perez Castillejos, New Jersey Institute of Technology

Tagged Divisions

Biomedical

students for productive careers in research—either in academia orindustry—by means of (a) introducing students to the research process; (b) mentoring students tobecome independent, intellectual thinkers; and (c) teaching the art of technical communication.With their application form, students select two of the 4 tracks, which helps matching selectedapplicants with research projects in their favorite topics within neural engineering.Each student research team has a research project and receives the support of one main facultyadvisor, one graduate coach, and two or more supporting faculty advisors who work in a similararea of research as the main faculty advisor. The main faculty advisor defines the generalhypothesis/ goal of the research project

Conference Session

Laboratories and Projects in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Vladimir Genis, Drexel University; Donald L. McEachron, Drexel University; Fran Cornelius, Drexel University

Tagged Divisions

Biomedical

, communication, and theassessment of skills. A fully customizable training tool assists in the training of standardizedpatient actors. In addition, the software allows for 1) controlled access, 2) live & archivedviewing with blinded “grading” & “scoring” of items and the ability to generate more than 50reports.Types of standardized patient (SP) encounters include a) clinical skills, b) ethical dilemmas, and c)communication (such as communicating bad news). Participants who utilize the SP labs forformative and summative experiences include 1) multidiscipline academic programs(undergraduate/graduate nursing, physician assistant, physical therapy, women’s health, radiologytechnology, couples and family therapy, creative arts therapy, and behavioral

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Margo Cousins, The University of Texas at Austin; Mia K. Markey, The University of Texas at Austin; Henry Grady Rylander III P.E.

Tagged Divisions

Biomedical

/externship(summer after 1st year, 2nd year, etc.). Other factors reviewed include: (a) overall goals for theinternship/externship; (b) type of internship/externship host institution (e.g., company,government lab, academic medical center); (c) source of housing and travel financial support forthe internship/externship; (d) policies for ownership of intellectual property generated during theinternship/externship; and (e) assessment methods used to evaluate the effectiveness of theinternship/externship.Introduction The investigators lead a biomedical engineering graduate training program in ImagingScience and Informatics, funded by a training grant (T32) from the National Institute ofBiomedical Imaging and Bioengineering (NIBIB). This

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

William H. Guilford, University of Virginia; Timothy E. Allen, University of Virginia; Shayn M. Peirce, University of Virginia

Tagged Divisions

Biomedical

design solutions twice to emphasizethe importance of iteration.We found that an immersive design-build-iterate experience in the 2nd year is associated withnarrowly focused improvements in 4th year capstone design outcomes. Specifically, the builtquality of the final prototype was improved in projects that focused on mechanical design, butthese improvements did not extend to other types of projects or to other late steps in theengineering design process. We discuss our findings in terms of the spacing effect, and othermeans by which engineering design behavior might be reinforced.Control yearThe control year of this design course was based around (a) a semester-long project thatculminated in an alpha prototype, and (b) a series of 1 to 3-week

Conference Session

BME Assessment and the VaNTH ERC

Collection

2007 Annual Conference & Exposition

Authors

Susan Blanchard, Florida Gulf Coast University; James Sweeney, Florida Gulf Coast University

Tagged Divisions

Biomedical

WSOE Curriculum Committee, 11/1/06. POs: Graduates of the program will attain: a. an ability to apply knowledge of advanced mathematics (including differential equations and statistics), science (including biology and physiology), and engineering to solve problems, especially those at the interface of engineering and biology; b. an ability to design and conduct experiments, as well as to make measurements on and to analyze and interpret data from living systems, addressing the problems associated with the interaction between living and non-living materials and systems; c. an ability to design a system, component, or processes to meet desired bioengineering needs within realistic

Conference Session

Careers and Professional Development in BME

Collection

2008 Annual Conference & Exposition

Authors

William Guilford, University of Virginia; Katherine Bishop, University of Virginia; William Walker, University of Virginia; J. Milton Adams, University of Virginia

Tagged Divisions

Biomedical

science requirements for admission to medical school, with a particular emphasis on our internal biology curriculum. 119 domestic medical schools were surveyed. Overall, 90% of responding medical schools responded favorably to our BME undergraduate biology curriculum. Data from MCAT scores and admissions rates support the conclusion that our program of study, and by implication that of many other BME programs, meets the requirements for medical school admissions without compromising the rigor of the engineering curriculum or requiring additional coursework beyond organic chemistry. Advanced physiology and cell biology lectures and labs are of key importance.IntroductionAcademic advising for

Conference Session

Pedagogical Developments in BME

Collection

2009 Annual Conference & Exposition

Authors

James Cawthorne, Purdue University; Osman Cekic, Purdue University; Monica Cox, Purdue University; Melissa Stacer, Purdue University

Tagged Divisions

Biomedical

, G., Liu, S. Q., Smith, H. D., & Hirsch, P. (2006). Educational Modules in Tissue Engineering Based on the “How People Learn” Framework. BEE-j , 7.4. Birol, G., McKenna, A. F., Smith, H. D., Giorgio, T. D., & Brophy, S. P. (2002). Integration of the "How People Learn" Framework into Educational Module Development and Implementation in Biotechnology. Second Joint EMBS/BMES Conference (pp. 2640-2641). Houston: IEEE.5. Barr, R, Pandy, M, Petrosino, A, Austin, B and Goldberg, E. (2004). Classroom Testing of VaNTH Biomechanics Learning Modules. Proceedings of the American Society for Engineering Education Session 1109: 20 pages (2004).6. Greenberg, J.E., Smith, N.T. and Newman, J.H. Instructional Module

Conference Session

Laboratories and Projects in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yakov Cherner, ATEL, LLC; Sonia Sparks Wallman; Margaret Bryans, Montgomery County Community College; Marina Taranova, Southern Federal University, Russia

Tagged Divisions

Biomedical

Biological Engineering EducationAbstractThe paper presents a blended educational environment which comprises a traditional hands-onlaboratory using a low pressure liquid chromatography system and a virtual version of the lowpressure liquid chromatography system and processes, as well as a variety of printed and onlinelearning resources. The blended learning environment for biopharmaceutical production ofproteins has been jointly developed by the Northeast Biomanufacturing Center and Collaborative(NBC2) and the Massachusetts based company ATeL, LLC to address not only the education andtraining needs of biomanufacturing, but chemical and biological engineering disciplines willbenefit as well.IntroductionTo support the development of the infrastructure