Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Purvis Bedenbaugh, East Carolina University

Tagged Divisions

Biomedical

AC 2010-1661: A TEAM-BASED NERVE CUFF SIMULATION PROJECT IN ATHIRD YEAR FOUNDATIONS OF BIOMEDICAL ENGINEERING COURSEPurvis Bedenbaugh, East Carolina University Purvis Bedenbaugh is the director of the biomedical engineering concentration within the newly ABET-accredited general engineering program at East Carolina University. He obtained the B. S. E. degree in biomedical engineering from Duke University, the M. S. degree in bioengineering from Clemson University, the Ph. D. degree in bioengineering from the University of Pennsylvania, and was a postdoctoral fellow at the Keck Center for Integrative Neuroscience and Department of Otolaryngology of the University of California, San Francisco

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Vargis, Vanderbilt University; Anita Mahadevan-Jansen, Vanderbilt University

Tagged Divisions

Biomedical

15.680.7Figure 4 shows that there was a slight increase in the scores on the spectroscopy question in Fall2009. However, it is hard to tell what is occurring, since the scores vary so much from year toyear. For this reason, we “normalized” the scores by dividing the score from the spectroscopyquestion by the score from the calculation question (Table 1). If, for example, class A did poorlyon both questions (i.e. 10 on both, out of 25) and class B did well on both (20), we may unfairlysay that class B was the better class and the teaching practices implemented within that classwere more desirable and well suited to the students. By normalizing, we would see that class Aand B were equal (1) and no conclusions about who had the better teaching practices

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Sarah Pierce, Cumberland University; Amanda Lowery, Vanderbilt University; Charleson Bell, Vanderbilt University; Todd Giorgio, Vanderbilt University

Tagged Divisions

Biomedical

construct. The concentration of the purified constructwas determined by UV-VIS spectroscopy. The absorbance of theconstruct was obtained at 519 nm and the concentration wascalculated by the students using Beer’s Law (A=bc). In thisequation, A is absorbance,  is molar absorptivity, b is pathlength andc is concentration. The molar absorptivity of 585nm QDs is 450,000L mol-1 cm-1.The concentration of the QD construct is important because whenrunning a gel electrophoresis all concentrations of the samples need tobe approximately the same. Otherwise, saturation of the sample willoccur, which makes discerning the individual bands on the geldifficult for the students. The conjugation was confirmed by gelelectrophoresis (Figure 3). Unmodified QDs (lane 1

Conference Session

BME Laboratory and Project Experiences

Collection

2010 Annual Conference & Exposition

Authors

Pamela Bhatti, Georgia Institute of Technology; Jessica Falcone, Georgia Institute of Technology; James McClellan, Georgia Institute of Technology

Tagged Divisions

Biomedical

signalprocessing course that have also focused on filter banks. Examples are touch-tone telephonedecoding and music decoding. One advantage of using the hearing application for a lab project isthat it motivates further study of advanced digital signal processing courses where labs related tospeech processing and the auditory system are enthusiastically pursued by the students. a) b) Figure 2: a) A cochlear implant signal processor serves to separate the sound content in an acoustic signal into distinct frequency bands. Similar to chiming the keys on a xylophone, a cochlear implant activates distinct frequencies in the cochlea through electrical stimulation of auditory nerve

Conference Session

Women in Biomedical Engineering

Collection

2010 Annual Conference & Exposition

Authors

Naomi Chesler, University of Wisconsin, Madison; Rebecca Richards-Kortum, Rice University; Sangeeta Bhatia, MIT; Gilda Barabino, Georgia Institute of Technology

Tagged Divisions

Biomedical

Science Resources Statistics, Women, Minorities, and Persons with Disabilities in Science and Engineering: 2009, NSF 09-305 (Arlington, VA; January 2009). Available at http://www.nsf.gov/statistics/wmpd/.13 A National Analysis of Diversity in Science and Engineering Faculties at Research Universities," Dr. Donna J. Nelson, Norman, OK. January, 2005. Available at http://chem.ou.edu/~djn/diversity/briefings/Diversity%20Report%20Final.pdf14 Handelsman, J., N. Cantor, M. Carnes, D. Denton, E. Fine, B. Grosz, V. Hinshaw, C. Marrett, S. Rosser, D. Shalala, and J. Sheridan, Careers in science. More women in science. Science, 2005. 309(5738): p. 1190-1.15 Svarovsky, G.N. and D.W. Shaffer, Engineering girls gone

Conference Session

BME Course and Curriculum Development

Collection

2010 Annual Conference & Exposition

Authors

James Sweeney, Florida Gulf Coast University

Tagged Divisions

Biomedical

AC 2010-598: A CONSUMER AND LABORATORY DEVICES APPROACH TOTEACHING PRINCIPLES AND APPLICATIONS OF BIOELECTRICITYJames Sweeney, Florida Gulf Coast University JAMES D. SWEENEY is Professor and Chair of the Department of Bioengineering at Florida Gulf Coast University. He received his Ph.D. and M.S. degrees in Biomedical Engineering 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 Institute for Medical and Biological Engineering, and a Senior Member of the Institute of Electrical and Electronics Engineers

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Alyssa Taylor, University of Virginia; Katelyn Mason, University of Virginia; A. Leyf Peirce Starling, The Fletcher School; Timothy Allen, University of Virginia; Shayn Peirce, University of Virginia

Tagged Divisions

Biomedical

majority of students received final grades of an A+ to an A- (Figure 10). Of the studentsreceiving B grades, 66% worked on teams of 2 or more and these students usually had at leastone teammate who received a higher grade. This variability of grading within a team reflects theefforts of the instructors and advisors to assign grades as fairly as possible, using advisor andpeer feedback to help assess individual contributions to the Capstone project. Of the studentsreceiving C grades, 60% worked as individuals. In addition, their advisors were single-affiliationadvisors, mostly from BME (60%) and some from nursing (20%). This supports the findingsfrom the previous section in which combination advisors were found to generate the mostsuccess outcomes

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Eric Kennedy, Bucknell University; Donna Ebenstein, Bucknell University

Tagged Divisions

Biomedical

AC 2010-2065: ENGINEERING DESIGN, CAD AND FABRICATION SKILLSWITHIN A BIOMEDICAL ENGINEERING CONTEXTEric Kennedy, Bucknell UniversityDonna Ebenstein, Bucknell University Page 15.482.1© American Society for Engineering Education, 2010 Engineering Design, CAD and Fabrication Skills Within a Biomedical Engineering ContextAbstractThe challenge of exposing biomedical engineering (BME) students to the broad array of coreengineering and biology topics often makes it difficult to adequately address supporting skillssuch as computer-aided design (CAD) and fabrication in the undergraduate curriculum. Thispaper will present a six-week module from a course

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Robert Gettens, Western New England College; Michael Rust, Western New Engalnd College; Diane Testa, Western New England College; Judy Cezeaux, Western New England College

Tagged Divisions

Biomedical

AC 2010-409: USING QUALITY SYSTEM REGULATIONS AND FDA DESIGNCONTROL GUIDANCE AS A BASIS FOR CAPSTONE SENIOR DESIGNRobert Gettens, Western New England CollegeMichael Rust, Western New Engalnd College Assistant Professor of Biomedical EngineeringDiane Testa, Western New England CollegeJudy Cezeaux, Western New England College Page 15.1335.1© American Society for Engineering Education, 2010 Using Quality System Regulations and FDA Design Control Guidance as a Basis for Capstone Senior DesignAbstract Medical device development in the industrial setting follows the tenets of Quality SystemRegulations (QSR) and the design control guidance of the U.S

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

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

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

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

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

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

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 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

BME Course and Curriculum Development

Collection

2010 Annual Conference & Exposition

Authors

Anca Stefan, Lawrence Technological University

Tagged Divisions

Biomedical

AC 2010-1008: AN AGENT-BASED MODEL OF ION EQUILIBRIUMAnca Stefan, Lawrence Technological University Dr. Stefan earned a Diploma (1996) and M.S. (1997) in Electrical Engineering from the "Politehnica" University of Bucharest in Romania. She went on to earn a Ph.D. in Biomedical Engineering from The Ohio State University in 2005. Page 15.135.1© American Society for Engineering Education, 2010

Conference Session

Experiential Learning in BME

Collection

2010 Annual Conference & Exposition

Authors

DeRome Dunn, North Carolina Agricultural and Technical State University; Robin Liles, North Carolina Agricultural and Technical State University; Clinton Lee, North Carolina Agricultural and Technical State University; Shawn Watlington, North Carolina Agricultural and Technical State University; Courtney Lambeth, North Carolina Agricultural and Technical State University; Devdas Pai, North Carolina Agricultural and Technical State University

Tagged Divisions

Biomedical

Intensive Immersive Research Experiences for Undergraduates and Teachers: Undertaking Creativity and Innovation, Diversity of Thinking, and EntrepreneurshipAbstractOne objective of National Science Foundation efforts is the training of the future work force inscientific and technical fields. In summer 2009 research experiences for undergraduates (REUs)and teachers (RETs) were developed and implemented introducing participants to leading edgeresearch currently underway. These experiences were intended in part to fulfill the mission tocreate a diverse pipeline of future practitioners and educators in the Biomaterials field.The Research experiences for undergraduates and teachers were six weeks in duration and

Conference Session

Experiential Learning in BME

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

University(BE@SLU) is to provide early undergraduate students (students entering their first or secondyears) with real examples of bioengineering career options (both research and industry) tosustain their interest in engineering through their early curricula. By exposing students to abioengineering research experience after their freshman year, the students may be better able torecognize their academic interests and may have a better idea of their career options inengineering. The program is structured to accommodate these early career students, with peermentoring, career discussions, and research training embedded into the program. The first weekof the program, “Training Week” not only covers basic laboratory technique, but we also have ajournal

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Nur Ozaltin, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Biomedical

AC 2010-1200: BIOENGINEERING DESIGN PROCESS: PATTERNS THAT LEADTO QUALITY OUTCOMESNur Ozaltin, University of Pittsburgh Nur Özge Özaltin is a graduate student in the Industrial Engineering department at the University of Pittsburgh. She received her B.S. in Industrial Engineering at Bosphorus University in Turkey, and her Masters degree in Industrial Engineering at the University of Pittsburgh respectively. Her research interest involves improving innovation through modeling the design process.Mary Besterfield-Sacre, University of Pittsburgh Mary Besterfield-Sacre, Associate Professor and Fulton C. Noss Faculty Fellow in the Department of Industrial Engineering and Center Associate for the