Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eric M. Brey, Illinois Institute of Technology; Kelly Laas, Illinois Institute of Technology, Center for the Study of Ethics in the Professions; David W. Gatchell PhD, Northwestern University

Tagged Divisions

Biomedical

AC 2011-2272: A STUDENT-CENTERED COURSE FOR INTEGRATIONOF ETHICS INTO A BIOMEDICAL ENGINEERING RESEARCH EXPE-RIENCE FOR UNDERGRADUATESEric M Brey, Illinois Institute of Technology Associate Professor of Biomedical Engineering Assistant Dean, Office of Undergraduate Research Illinois Institute of TechnologyKelly Laas, Center for the Study of Ethics in the Professions, Illinois Institute of Technology Kelly Laas is the Librarian/Information Researcher at the Center for the Study of Ethics in the Professions (CSEP) at the Illinois Institute of Technology. During her four years at the Center, she has supervised a number of projects relating to the development of online ethics resources and collections, including the

Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Virgilio Gonzalez, University of Texas, El Paso; Eric Freudenthal, University of Texas, El Paso; Homer Nazeran, University of Texas, El Paso

Tagged Divisions

Biomedical

knowledge. There are other optional courses innetworking, biomedical instrumentation and systems integration; however they are notprerequisites. The content offered in this class covers the basic skills in those areas.The official course outcomes listed in the syllabus are:  Student shall be able to operate, configure, program and test relevant communication & processing systems for wireless networking.  Student shall be able to identify characteristics of signal acquisition, monitoring, control; and apply them in the design of biomedical systems.  Student shall be able to identify the characteristics of wireless communications and apply major protocols (wired, networked, ad-hoc, point-to-point, and epidemic

Conference Session

BME Courses and Learning Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Charles J. Robinson, Clarkson University

Tagged Divisions

Biomedical

, Technology and Society (STS) elective.This imposed certain requirements for the class. As stated in the University’s objectives for anSTS course, it must help students be able to: 1) Analyze relationships among science, technology,and the health and welfare of humans and sustainability of the environment; 2) Gain an aware-ness of information technologies and their impact on society, culture, business, and education;3) Understand the social and contextual nature of scientific research and technological develop-ments; 4) Analyze conflicting cultural values in scientific and technological research; and 5)Analyze critically the sources of information about science and technology. As such the follow-ing statements were contained in the course syllabus

Conference Session

BME Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steve Warren, Kansas State University

Tagged Divisions

Biomedical

this increased interest in biomedical research and education has led to new opportunities,the participation of such a diverse group of students in this Introduction to BiomedicalEngineering course has made the assignment of syllabus topics a challenge. The biomedicalengineering topic set already presents a breadth versus depth tradeoff, and the participation ofstudents with backgrounds in multiple areas of engineering further increases pressure on theinstructor to include topics that make the course relevant to each of these students. This situationis further complicated by (a) differences in student preparation related to subjects such as biology,mathematics, electronic circuits, and programming, (b) variations in students’ core interests

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

Conference Session

Assessment of Student Learning and Motivation in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brian P. Helmke, University of Virginia

Tagged Divisions

Biomedical

allay some students’ concerns that they are alone intheir work without instructor help. In the biotransport course studied here, students reported lackof preparation for class discussions even though they recognized the benefit of low-stakespractice problems and online resources and even though learning goals and rationale werediscussed in class and the interactive online syllabus. Instructor involvement with studentsduring their interaction with course material would perhaps help students feel less confused andoverwhelmed by the new, heavily quantitative material in this course.It becomes especially important for instructors to articulate clearly the rationale and goals behindexpectations for students to initiate and direct their own learning

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical

the state of economic development in the region. Additionally, the studentsparticipated in service learning activities at a mission-operated farming cooperative. Theseactivities were designed to reinforce the socioeconomic aspects of global health from theperspective of the Guatemalan scenario, which had been introduced during the lecturecomponent of the course. Several cultural activities were also planned, including visits to a Page 25.75.6market and a Mayan burial ground.There were several products required of the students during the field experience. The studentsmaintained daily journals of their experiences as well as an online blog

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joseph Towles, University of Wisconsin, Madison; John G. Davis, University of Wisconsin, Madison; Brian Frushour, Wisconsin Alumni Research Foundation (WARF)

Tagged Divisions

Biomedical

Undergraduate Biomedical Engineering Design TeamsIntroductionProject management, a course/field that aims to teach students the application of knowledge, skillsand techniques to project activities to meet project requirements, is popular among a variety ofprofessions. Project management courses are often taught online, or in short-course format with aseries of extended lectures with little to no application.Emerging evidence from research on teaching methods strongly indicates that active learningmethods lead to better educational outcomes than standard lecture methods (Wieman, 2014).Further, it has been shown that a project-based learning approach is effective at teaching projectmanagement concepts (Keser and Karahoca, 2010

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hatice O. Ozturk, North Carolina State University; Dianne Raubenheimer, North Carolina State University

Tagged Divisions

Biomedical

) GSS 2009Sub-Outcome k1 x x xSub-Outcome k2 x xSub-Outcome k3 xSub-Outcome k3 x xNote: Each x in the matrix indicates a course in which that particular outcome is taught and alsoassessed. There will be other intersections for teaching of each sub-outcome that are not assessedas part of the assessment plan, and are hence not shown in this table.Phase 1: The start of programmingDuring phase 1 the following features were developed and programmed into the tool.• Syllabus and CV generators,• Levels of access by different roles,• Creation and revision of assessment matrices,• Articulation of program sub-outcomes associated with A-K

Conference Session

Bioengineering laboratories: Bringing research into the classroom

Collection

2007 Annual Conference & Exposition

Authors

Daphne Rainey, Virginia Bioinformatics Institute; Bruce Mutter, Bluefield State College; Lionel Craddock, Bluefield State College; Susan Faulkner, Virginia Bioinformatics Institute; Frank Hart, Bluefield State College; Martha Eborall, Bluefield State College; Lewis Foster, Bluefield State College; Stephen Cammer, Virginia Bioinformatics Institute; Betsy Tretola, Virginia Tech; Bruno Sobral, Virginia Bioinformatics Institute; Oswald Crasta, Virginia Bioinformatics Institute

Tagged Divisions

Biomedical

implementation of a project-centric bioinformatics course for CI-TEAM demonstration.alignments, phylogenetic tree production, and genome alignment software in Toolbus (He et al.,2005)8. A variety of software sources were introduced for sequence alignment and phylogenetictree production and viewing, however BSC professors tested and chose an appropriate source forits own use.The Center for Applied Research and Technology, Inc. (CART) Course Management Service(CMS) became the online framework for the course called COSC 490 – Cyberinfrastructure. TheCMS software and systems developed by CART at BSC allowed for full online courseadministration and access to syllabus, outline, surveys, quizzes, testing, reading material, chat

Conference Session

Innovations in Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amit Janardhan Nimunkar, University of Wisconsin Madison; Xuan Zhang, University of Wisconsin - madison; Mehdi Shokoueinejad, University of Wisconsin Madison; John G. Webster PhD, University of Wisconsin-Madison, Department of Biomedical Engineering

Tagged Divisions

Biomedical

this course. AppendixII shows example of these LOs for chapter 1. The LOs provide students with a guide for learningthe material in the chapter. For each of the LOs we prepared a power point slide with an online Page 24.1018.4video, which is about 1 to 4 min long as shown in figure 1. Before coming to the lecture, studentswatch about 10 or more online videos related to the LOs as shown in the syllabus in Appendix I.These videos introduce the basic concepts and material of the course. At the end of the each  video the students take an online quiz that is automatically graded. The students can view thevideos multiple times and take these

Conference Session

Laboratories and Computer Simulation in BME

Collection

2007 Annual Conference & Exposition

Authors

Joe Tranquillo; Daniel Cavanagh

Tagged Divisions

Biomedical

Ojectives• Think in terms of systems and signals, not individual components• Design and build a complex system to answer a question or fix a problem• Record, analyze and interpret the results from a system Page 12.101.3 Biomedical Signals and Systems Design Course 3These learning objectives were written on the board the first day of the course. They wereused to motivate a discussion of the topics listed in the syllabus and justify the purpose ofthe semester-long design project.Specific Outcomes• Apply the Laplace transform to solve differential equations• Apply and interpret the Fourier transform of a signal

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

. For more advanced skills, such asSolidWorks, the students were required to review selected online materials and tutorials beforethe lab period. Students were tested on these materials through online quizzes before coming tolab.C. Design ProjectOne of the aims of the course is to integrate the various skills acquired in the lab portion of thecourse into an open-ended guided design project thus combining the professional and technicaldesign skills taught in the course. The students were divided in groups of 6-8 students, and all thestudent groups worked to solve the same design problem. We devised a multidisciplinary projectthat utilized all the skills taught in lab covering to some extent all five BME tracks: 1. MedicalInstrumentation, 2

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Christopher L. Brace, University of Wisconsin; Willis J. Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

engineers [to address Outcome 7]. • Students should be made more aware of BME departmental educational learning outcomes by putting a link on our design course syllabus to the department's mission web page [to address Outcome 9]. • The Committee should explore additional strategies for improving consistency in outcome assessment (i.e., scoring) from year to year. Page 22.1000.8 6 Sr 6 Sr Assessment Score (1‐5

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

analytic trigonometry. Students who have received credit for any other mathematical sciences course will not be allowed to enroll in or receive credit for MTHSC 105. To be taken Pass/Fail only.Module 1 Course Schedule Week 1: Orientation and Introduction to Module (1 hour with introduction, orientation and syllabus) Week 3: Tour of Clemson Bioengineering Department and Biomechanics Lab (pre-survey and department tour, 1 hour) Week 4: Activity 1: Orthopaedics, Angles and Basic Trigonometry (15 minute lecture with 45 minute applied learning activity) Week 5: Tour of Local Orthopaedics and Sports Medicine Practice (2 hours) Week 6: Activity 2: Anthropometry