Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amy Clobes, University of Virginia; William H Guilford, University of Virginia

Tagged Divisions

Biomedical

Paper ID #7611Improved retention and recall with a peer reviewed writing assignmentAmy Michelle Clobes, University of Virginia Amy Clobes is a Ph.D. candidate in the Department of Biomedical Engineering at the University of Virginia. She received her B.S. in Biology from the University of Michigan. Clobes’s research focuses on the intermolecular interactions of cardiac myosin binding protein C with actin and the regulatory effects of nitrosylation on these interactions.Dr. William H Guilford, University of Virginia Dr. Will Guilford is an associate professor of Biomedical Engineering at the University of Virginia, and

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill; Kevin Caves, Duke University; Julie A. Reynolds, Duke University

Tagged Divisions

Biomedical

, we first designed a rubric that would help students understand theexpectations for each section of the final report. We also imposed frequent deadlines for sectionsof the report to keep students engaged with their writing. To minimize the burden for the coursefaculty, we conducted several in-class “writer’s workshops” in which students learned what wasexpected for each section of the report. Based on these workshops, students then peer reviewedeach other’s writing. Finally, we implemented more efficient methods of providing feedback onwriting, such as using digitally-recorded audio feedback.As a result of these strategies, the quality of writing in the final reports has improvedsignificantly. Feedback from students indicates that they

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

and the changes they made due to peer review.The novelty of our specific approach to peer review lies in the combination of three qualities: 1) The degree of student contribution to setting standards for both effective writing and effective critique. This gives students ownership and a stake in these standards, as well as providing scaffolding for critical thought about formal and casual professional communication. 2) The degree of scaffolding for student critique. A criticism of peer review is that student reviewers can be unconstructive. Our approach includes a structure to help students stay focused and provide helpful critiques. 3) The degree of reflection required of students toward learning, retaining, and

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amelia Spencer Lanier, University of Delaware; Ashutosh Khandha, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Michael H. Santare, University of Delaware; Jill Higginson, University of Delaware; Jenni Buckley, University of Delaware

Tagged Divisions

Biomedical

student groups webelieve further investigation into peer evaluations may lend insight into the contributions ofindividual students to indicate if senior or entry graduate students contributed more. Thisinformation may enhance our understanding of undergraduate writing skills versus graduatewriting skills. In conclusion, the preliminary results of this work-in-progress suggest that a fadedparadigm scaffolding may improve undergraduate students’ writing skills through the semester.References1. Accreditation Board for Engineering & Technology. (2015). ABET. Retrieved from Criteria for Accrediting Engineering Programs 2015-2016: http://www.abet.org/2. Patterson, EW. “Structuring the composition process in scientific writing.” International

Conference Session

Instructional Methods and Tools in BME

Collection

2008 Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Tracy Volz, Rice University

Tagged Divisions

Biomedical

Critiquing Skills in a Bioengineering LaboratoryAbstractDeveloped at UCLA, Calibrated Peer Review™ (CPR) is a web-based tool developed to helpstudents improve their technical writing and critiquing skills. In 2006 and 2007 we used CPR inan upper-level tissue culture laboratory course in which students conduct viability, attachment,and proliferation assays using fibroblast cells. After completing their experiments, students usePowerPoint to construct a technical poster that illustrates their experimental methods, results, andconclusions.For the CPR component of the assignment, students first evaluate three sample posters suppliedby the instructor to calibrate their critiquing skills. After this step, students conduct a blindreview of three peers

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, Center for Engineering Learning and Teaching (CELT); Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical

Paper ID #12398Work in Progress: Implementation of Peer Review to Enhance Written andVisual Communication Learning in Bioengineering Capstone ReportsDr. Stephanie Pulford, Center for Engineering Learning and Teaching (CELT) Dr. Stephanie Pulford is an instructional consultant within University of Washington’s Center for Engi- neering Teaching & Learning, where she coordinates the Engineering Writing & Communication Devel- opment Program. Dr. Pulford’s professional background in engineering includes a Ph.D. in Mechanical Engineering, an M.S. in Engineering Mechanics, and a B.S. in Aerospace Engineering as well as

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

8this lab applied to the overall research question at hand. Many examples of peer reviewedprofessional biomedical engineering society 1 page abstracts were provided to the students aspart of the introductory workshop on abstract writing. In addition, an abstract template wasprovided to assist the students in formatting and section descriptions. Refer to the Appendix toreview this abstract template. To remain consistent as possible with the evaluation of the writing of the students, abstractswere judged based on the rubric below. Upon evaluation, students were given assistance andsuggestions on areas which they could improve. The rubric also allowed students to self-evaluate efforts before submitting a completed assignment. The abstracts

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Renata Fortuna Ramos, Rice University

Tagged Divisions

Biomedical

. Without changing thecontent of the class or the equipment used, active learning was introduced in 2013 at threedifferent stages of the class:1. Before lab: An extra lab session was offered to one team of students per section per week todevelop their capacity to be peer-leaders. These students worked in groups to gain an in-depthunderstanding of the material to be covered the following week in lab.2. During lab: The peer-leaders present a short lecture covering the necessary backgroundinformation. Additionally, they serve as ‘experts’ helping their peers troubleshoot and completethe lab activities.3. After lab: Peer-leaders write a modified in-lab protocol with detailed instructions on how toimplement a new laboratory activity that reinforces the

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

club (or how to find and read a research article), discussions on laboratory etiquette andresearch ethics. Participants were then integrated into their research mentors laboratory, andspent eight weeks on a research project. The program has two Peer Mentors, who areundergraduates with research experience, that live with the students and participate in theresearch project. The mentors are also responsible for additional social and academic activitiesduring nights and weekends. This paper describes the program, evaluations and critiques fromthe first year (from both research mentors and participants), as well as the challenges andopportunities the program presents to future “Research Experience for Undergraduates”programs. Surveys will continue

Conference Session

Communication and Professional Skills in BME

Collection

2007 Annual Conference & Exposition

Authors

Joe Tranquillo; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

“writer” for every assignment. It should benoted that groups naturally lend themselves to peer assessment of writing as a mechanismfor revision. A slight twist on group assignments was used in BMEG 401 to highlight thechallenges of group communication. The entire class (13 students) was challenged tocreate a single graphic and present it in class, to the instructor, 48 hours later. The resultsof this exercise were used to motivate a discussion of large group dynamics andmanagement.The Importance of AudienceFor all assignments it is important that students consider their audience. Most of theirlives, students have been satisfying an instructor who will use their communications toassign a grade. It is the perpetuation of this format that leads to

Conference Session

Communication and Professional Skills in BME

Collection

2007 Annual Conference & Exposition

Authors

Willis Tompkins, University of Wisconsin-Madison; Naomi Chesler, University of Wisconsin-Madison; Walter Block, University of Wisconsin-Madison; Kristyn Masters, University of Wisconsin-Madison; William Murphy, University of Wisconsin-Madison; Mitchell Tyler, University of Wisconsin-Madison; John Webster, University of Wisconsin-Madison

Tagged Divisions

Biomedical

. 6. Each team does an end-of-semester poster presentation. 7. Each student does peer review of other teams’ PowerPoint and poster presentations. 8. Each student does a self and peer performance evaluation.In addition to these deliverables that all represent aspects of professional communication skills,other experiences that students get with professional communication are: 1. Each junior-level student mentors a sophomore who is part of their team when the BME 200 and 300 students are combined in teams. 2. Each team meets with their faculty advisor every week for a design review. 3. Each student participates in at least one K-12 outreach activity. 4. Each team writes at least one technical paper as part of the final

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Aura Gimm, Duke University

Tagged Divisions

Biomedical

nanomedicine, self-assembly, tribiology, and nanobiomaterialsto learn first-hand the engineering and design challenges. The course culminated with researchor design proposals and oral presentations that addressed specific engineering/design issuesfacing nanobiotechnology and/or nanomedicine. The assessment also included an exam (onlyfirst offering), laboratory write-ups, reading of research journal articles and analysis, and anessay on ethical/societal implications of nanotechnology, and summative questionnaire. Thecourse exposed students to cross-disciplinary intersections that occur between biomedicalengineering, materials science, chemistry, physics, and biology when working at the nanoscale.We will also discuss the lessons learned and changes made

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Michele Follen, M.D. Anderson Cancer Center; Rebecca Richards-Kortum, Rice University

Tagged Divisions

Biomedical

. The students spend four days learning physicalexamination procedure through lectures and clinical sessions. During the second eight-weekperiod of the internship, students attend morning rotations in internal medicine, pediatrics,obstetrics and gynecology, surgery, intensive care, and the emergency room. Students areassigned to a clinical mentor, and observe their mentor interacting with patients, performingclinical procedures, analyzing test results, and developing treatment plans. Students keep aweekly journal in which they describe their experiences in the clinical rotations. Afternoons inthe latter eight weeks of the internship are spent working on independent research supervised bya faculty mentor. Students write a short proposal at the

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

this approach), the students are asked to summarize the described technology orscientific advance, using peer-reviewed sources to verify the claims made within the newsarticle. Potential sources for these news articles are given to the students as a primer to thisexercise, but the selection process is entirely student-driven, allowing the students to exploretopics they personally find interesting rather than having instructors dictate appropriate topics. Page 26.1755.2Depending on the course and /or instructor, the “mini” approach and specifics vary. We reporthere on three variations on the “mini project” theme in courses that range from the

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christa M Wille, University of Wisconsin, Madison; Dalton James Hess; Jake Mitchell Levin, University of Wisconsin-Madison; Amit Janardhan Nimunkar, University of Wisconsin, Madison; John P. Puccinelli, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Biomedical

module. The students are required to write a short reflection covering thefollowing three questions: What are the main points?, How is the material useful to you?, Whatmore information do you think should be included?.LaboratoryThe three-hour laboratory each week developes a diversity of hands-on skills covering the basicsof each discipline and associates the lecture and laboratory exercises toward the guided designproject, a physical prototype of a medical research device. Laboratory topics were developedthrough interactions with and input from our student advisory committee (BSAC), studentsurveys, industry including co-op and employer surveys and the external advisory board. Theskills that were utilized most frequently by students in their

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

the electrical requirements and control concepts • This project provided an excellent design development experience for the mechanical engineering and electrical student. It has followed the classic design procedure of defining the problem, brainstorming, determining specifications, locating components, making other components, assembly, and testing. • The Medi-Fridge project is an excellent engineering project in that it has the typical engineering tradeoffs required to reach a satisfactory approach that meets the project goals.Bibliography1) Robinson, R., 2001, Calibrated Peer ReviewTM: An application to increase student reading and writing skills. The American Biology Teacher, v. 63, n

Conference Session

Unique Student Opportunities in BME

Collection

2008 Annual Conference & Exposition

Authors

Steven Abramowitch, University of Pittsburgh; Mark Redfern, University of Pittsburgh; Richard Debski, University of Pittsburgh; Alejandro Almarza, University of Pittsburgh; Harvey Borovetz, University of Pittsburgh; Savio Woo, University of Pittsburgh

Tagged Divisions

Biomedical

points with their own presentation and the feedback that they received from theirpeers.For the midterm exam, students deliver a 10 minute presentation describing the background,specific goals, study design and methods for their project. Following the presentation, eachpresenter must answer a minimum of 3 questions that are asked by their peers. Again, byallowing their peers to ask questions, the students can better understand where their presentationmight have lacked clarity and/or identify areas of confusion.The next set of lectures provides specific instruction on writing a scientific paper. Followingthese lectures students are grouped into teams of 4 and asked to critique and grade anonymouspapers that had been previously written by students

Conference Session

Innovations in Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine Langman, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Judith S. Zawojewski, Illinois Institute of Technology

Tagged Divisions

Biomedical

served on the Board of Directors for the National Council of Teachers of Mathematics and on the Editorial Panel for Mathematics Teaching in the Middle School. She has published in numerous teaching and research journals, and written books and book chapters for both mathematics and engineering educators. In addition, Dr. Zawojewski has long been active in writing curriculum related to problem solving. mathematical modeling, and performance assessment. Dr. Zawo- jewski is especially interested in the role of modeling and problem solving in developing mathematical capabilities, and in enhancing mathematics education for all students

Conference Session

Unique Student Opportunities in BME

Collection

2008 Annual Conference & Exposition

Authors

Robert Linsenmeier, Northwestern University; Jean Alley, Vanderbilt University; Penny Hirsch, Northwestern University; Stacy Klein-Gardner; Julie Greenberg, Massachusetts Institute of Technology; Mark Bourgeois, Northwestern University

Tagged Divisions

Biomedical

through videoconferencing, on their research results and lessons learned from the summer.Students received group instructions and feedback in our weekly teleconferences, but theyreceived individual coaching on slide design and all written work through in-person or onlineconferences. They also did peer editing. Thus, students were able to revise their communicationdeliverables and see how communication improves if one approaches it as a process. In addition,since students knew they would be making final presentations to a larger audience at the end ofthe summer as well as submitting reports to VaNTH, they were writing to real audiences – andthus engaging in the authentic “challenge-based” or “problem-based” instruction that VaNTHadvocates because

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

interact with other students around their table and solvedthe problems collectively and this greatly facilitated their peer-to-peer learning process. Inaddition to this they interacted with the instructor and TAs on an individual basis. Thecollaborative peer-to-peer communication and individual interactions with the instructors and theTAs greatly enhanced their learning process. The instructor gave a 10 min lecture and discussionat the end of the class discussing the solutions to problems solved during class time. Thesolutions to these problems were posted on the course webpage after each class. Also, to measurestudents’ knowledge and learning abilities, other assessments besides the pre-quiz and class-quizsuch as research paper writing and lab

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

lecture time can be repurposed for a moreblended learning experience in future offerings thus creating weekly modules. The weekly laboratory period focuses on directly training the students in technical skills,such as those listed above that were previously offered on an ad hoc basis, in order train studentsto solve a multidisciplinary guided design project using these skills in teams. The laboratorieswere designed and are taught in conjunction with BME faculty instructors by undergraduateBME student assistants (SAs), allowing them to gain valuable teaching experience while givingour sophomore students an opportunity to learn from and interact with their peers. The guideddesign project requires the student teams to incorporate the knowledge

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

William Guilford, University of Virginia

Tagged Divisions

Biomedical

features of theSMART Notebook software (Figure2) were used to show the correctanswers to each question, and discussquestions that proved problematic.Quizzes were given daily during thefirst 15 minutes of the 75 minuteclass session. Each quiz covered theprevious two lectures material,ideally forcing students to twicestudy each lecture. This amounted to24 individual quizzes that accountedfor 50% of their class grade. Thelowest two quiz scores were dropped.The only other graded elements ofthe course were centered on a largewriting assignment in which students Figure 2: Review of answers at the end of each quizwork in teams to write a review included a pie-chart of class answers to identifyarticle and engage in peer review. problem

Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christine Kelly, Oregon State University; Amy V. Nguyen, Oregon State University

Tagged Divisions

Biomedical

computer aided learningpackages to promote enquiry-based learning by assigning tasks relevant to industry. Studentsreported improved conceptual understanding, teamwork abilities, and peer/self-assessment skills(Glassey and Novakovic, 2013).Researchers Grant and Dickson (2006), on the other hand, looked at personal skill developmentin graduates to meet employer requirements through two surveys. Their findings were thatchemical engineering graduates and their employers did not see entry-level engineers as meetingworkforce requirements in transferable skills, but did have more than sufficient chemicalengineering principles knowledge and subject-specific skill development. Grant and Dicksonwent on to suggest helping students develop transferable

Conference Session

Laboratories and Computer Simulation in BME

Collection

2007 Annual Conference & Exposition

Authors

Timothy Allen, University of Virginia; Brett Blackman, University of Virginia

Tagged Divisions

Biomedical

execution of theirprojects, subject to instructor approval. Students thus have an opportunity to engage inexperimental design at a level that prepares them for the upcoming Capstone projects thefollowing year.Course AssessmentAssessment of the course after each module was conducted using oral and writtencommunication from the students. Course evaluations were collated at the end of each semester,and individual exit interviews and anonymous surveys were conducted for two graduatingclasses. Students complete peer evaluations each semester regarding the performance of theirfellow group members in the lab and in writing the reports. Summative assessment of studentlearning consisted of pre-lab quizzes each week, laboratory reports for each module, one

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

the college Information Technology and Engineering Computer Services (ITECS),Academic Affairs and the college assessment committee, and it demonstrates a wider collegecommitment to supporting and enhancing assessment processes. The purpose of the programassessment tool and database is to provide a 'one-stop' destination through which faculty cancreate assessment matrices and tasks, enter assessment data, generate results, interpret findingsand write reports. Overall, it is a tool to manage the assessment processes of each engineeringprogram. Also, administrators are able to monitor the progress of individual programs againsttheir assessment plans.Throughout the development of the tool, the authors of this paper had bi-weekly meetings withthe

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Raquel Perez Castillejos, New Jersey Institute of Technology

Tagged Divisions

Biomedical

results. Ourapproach allows students to visualize the pieces they are missing in the puzzle of their researchprojects; for example, we do not want to realize that a control for one of our experiments ismissing the day when the abstract is due. This approach applies to REU projects the argumentspresented in the classic work “Whitesides’ group: writing a paper4.”The weekly schedule of the NEURO REU (Figure 1) includes time for research in the lab(orange, R), workshops with the basics on oral and written research communication (pink, WS),visits to local industries (light blue, V), a mock poster presentation (brown, inPP), and a campus-wide poster presentation (brown, allPP). Note that the first two days of the program (green:WELC, O-S, O-WS) are

Conference Session

Innovations in Upper-level Biomedical Engineering Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lindsey Taylor Brinton, University of Virginia; Colleen T. Curley, University of Virginia; Kimberly Kelly, University of Virginia

Tagged Divisions

Biomedical

our worksheets were well received andpositive correlation (p=0.05) between how much a others did not accomplish our goals. Thestudent participated in class and his or her final project greatest difficulty was in writing questions Page 26.1555.9grade. P-values were determined using a linearregression t-test. that were challenging and would push the students, but also not so hard that studentsfelt incapable and frustrated. We identified a few common

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

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

Education, 2010 Evaluation of PeerWise as an Educational Tool for BioengineersAbstractThere is a need to develop, validate, and widely implement tools that incorporate proveneducational strategies including collaborative learning, active learning, and peer tutoring.PeerWise is an innovative, web-based system in which students create multiple-choice questionsand answer those created by their classmates. Creating the question bank, rather than justaccessing an existing one transforms students from passive recipients to active learners. Theobjectives of this study were to characterize the use of PeerWise in a lower divisionbioengineering course and to measure its efficacy in improving student learning. Students whoused PeerWise performed

Conference Session

BME Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

Biomedical

literature. In many courses, students areexpected to critically read and discuss journal articles provided by the instructor, as well as tofind their own articles for presentation or use in projects. The ability to fully utilize the primaryliterature is a skill that is not typically taught until graduate school, if at all. By providing ourstudents with these tools, they are equipped with the tools to learn new technical material ontheir own.Finally, communication skills are extensively developed through seminar-style discussion,formal and informal presentations and writing assignments, and poster presentations. Technicalpapers, such as literature reviews or a project reports, are common deliverables in BioE courses.A key component of teaching