Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julia N. Savoy, University of Wisconsin-Madison; Mia K. Markey, The University of Texas at Austin; Henry Grady Rylander III P.E., The University of Texas at Austin

Tagged Divisions

Biomedical Engineering

": Adapting doctoral trainee career preparation for broad career paths in science," PLoS One, vol. 12, no. 5, p. e0177035, May 2017.[9] M. Roach and H. Sauermann, "The declining interest in an academic career," PLoS One, vol. 12, no. 9, p. e0184130, Sep. 2017.[10] R. J. Daniels, "A generation at risk: Young investigators and the future of the biomedical workforce," Proceedings of the National Academy of Sciences, vol. 112, no. 2, pp. 313- 318, Jan. 2015.[11] M. Levitt and J. M. Levitt, "Future of fundamental discovery in US biomedical research," Proceedings of the National Academy of Sciences, vol. 114, no. 25, pp. 6498-6503, Jun. 2017.[12] B. Alberts, M. W. Kirschner, S. Tilghman, and H. Varmus, "Rescuing

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Monica D. Okon, Ohio State University; Tanya M. Nocera, Ohio State University

Tagged Divisions

Biomedical Engineering

autumn 2016 Biomechanics lab offering [10].A t-test analysis was performed between thetwo groups using JMP Statistical Software to identify whether team-based notebook keepingimpacted student performance.Peer and Self-Evaluation AnalysisBoth quantitative (Likert-scale ranking) and qualitative open-ended response data were collectedvia survey from each student enrolled in either the autumn 2017 or the spring 2018 lab course(n=52). The open-ended responses from the post-course peer evaluation surveys (n=52) werescored by totaling the number of instances that positive or negative behaviors characterized werementioned [9], [11]. A B

Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

documented online at https://www.bucknell.edu/news-and-media/current-news/2016/august/follow-bucknell-engineers-on-an-educational-adventure-through-chile. 8As part of the trip, the students and faculty stayed in a Ruka (a large round, traditionalChilean structure) where they engaged in a Sustainable Development Challenge for fourdays. The format was similar to the Senior Capstone and K-WIDE described above, withone notable exception; The Ruka was out of cell phone range, did not have internetaccess and the nearest source of building materials was approximately 50 kilometersaway. Appendix B contains the two pre-assignments used to prepare students for

Conference Session

Design in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christopher Arena, Virginia Polytechnic Institute and State University; Elham Morshedzadeh, Virginia Polytechnic Institute and State University; John L. Robertson, Virginia Polytechnic Institute and State University; Andre Albert Muelenaer, Virginia Polytechnic Institute and State University; Brad D. Hendershot, DoD-VA Extremity Trauma and Amputation Center of Excellence, Walter Reed National Military Medical Center; Jessica L. O'Leary, Salem VA Medical Center; Aliza M. Lee, U.S. Department of Veterans Affairs; Devasmita Choudhury; Brandon C. Briggs; Pamela Jean VandeVord, Virginia Polytechnic Institute and State University

Tagged Divisions

Biomedical Engineering

Med Educ Pract, vol. 6, pp. 635-639, 2015, doi: 10.2147/AMEP.S89479.[3] J. R. Goldberg and P. Malassigné, "Lessons Learned from a 10-Year Collaboration Between Biomedical Engineering and Industrial Design Students in Capstone Design Projects," (in eng), Int J Eng Educ, vol. 33, no. 5, pp. 1513-1520, 2017.[4] M. B. Privitera and B. J. Zirger, "Letting the gain out of the silo: Transdisciplinary product development education," Innovation, vol. 25, no. 4, pp. 49-51, 2006.[5] R. L. Morton, A. Tong, K. Howard, P. Snelling, and A. C. Webster, "The views of patients and carers in treatment decision making for chronic kidney disease: systematic review and thematic synthesis of qualitative studies," BMJ

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassandra Sue Ellen Jamison, University of Michigan; Aileen Huang-Saad, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Divisions

Biomedical Engineering

Paper ID #29288The Value of Co-Curricular Experiences: Perspectives of Third YearBiomedical Engineering StudentsCassandra Sue Ellen Woodcock, University of Michigan Cassandra (Cassie) Woodcock is a doctoral student at the University of Michigan. She is pursuing a PhD in Biomedical Engineering with an Emphasis in Engineering Education. Her research interests involve interdisciplinary engineering programs and the professional, personal, and academic outcomes of students engaged in these programs. She is also involved in student outcomes research focused in graduate student beliefs on learning and teaching. Cassie received

Conference Session

Improving the BME Classroom on the Ground and Virtually

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles J. Robinson, Clarkson University; Loretta Driskel, Clarkson University; Erin Blauvelt, Clarkson University; Laura J. Perry, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

, has always been important for the development of expertise. Thus, the specific goal is to catalyze the understanding, development, and use of reflective practices in engineering education.I.4.B. Use of Quality Matters — Great learning starts with great design! A 2-day fall 2019Quality Matters (QM) workshop was offered by this paper’s coauthors (EB, LP). QM aimed toensure consistent quality and continuous improvement in online and hybrid courses.5-6 ClarksonUniversity adopted the Quality Matters (QM) Program in 2017 to ensure consistent quality andcontinuous improvement in its online and hybrid courses. Its Teaching and Learning Center(TLC) offered the Applying the Quality Matters Rubric (APPQMR) Workshop to faculty (inclu-ding

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tristan McCarty, University of Florida; Sarah Corinne Rowlinson Furtney, University of Florida

Tagged Divisions

Biomedical Engineering

mentoring conversations can begeared towards creating opportunities for oneself that can demonstrate high-level competency.The biomedical engineering degree can be used for a number of careers, and in the author’sexperience students can be overwhelmed by the available options. We encourage professionals touse these results to guide conversations with freshman to encourage strategically specifyingone’s experiences and for seniors to encourage effectively documenting their experiences inprofessional documents.Appendix A: Scoring Example Sample Resume Appendix A - Sample de-identified resume of a (at the time) senior biomedical engineering undergraduate student.Appendix B: Time-Spent Tabulation Example Appendix B – Example of how time

Conference Session

Intro to Biomedical Engineering and Vertically Integrated Curriculum (Works in Progress) - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erika M. Pliner, University of Pittsburgh; April Dukes, University of Pittsburgh; Kurt E. Beschorner, University of Pittsburgh; Arash Mahboobin, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

(b) 0 (c) 0Figure 1: The number of student responses (n = 30) per Likert score rating for interested inbiomechanics (a), engaged during lecture (b) and enjoyed the hands-on activities (c) pre (blackbars) and post (white bars) interest-tailored lectures. A bold p-value denotes a statisticallysignificant difference in score between pre and post interest-tailored lectures.Table 1: Mean [median] (standard deviation) score across questions pre and post interest-tailoredlectures. Interested in Engaged during Enjoyed the biomechanics lecture activities Pre interest-tailored 0.70 [1

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer H. Choi, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

-basedactivities were straight forward to implement, thus suggesting that these activities are a feasiblemethod for those who may not feel qualified to teach effective team process skills. Subsequentstudies to further explore student interactions during team asset activities, along with thepotential benefit of vertically integrated asset-based activities across the curriculum, are neededto further evaluate the longer-term impact and effectiveness.References[1] Snyder, W., & Toole, M., & Hanyak, M., & Higgins, M., & Hyde, D., & Mastascusa, E., &Hoyt, B., & Prince, M., & Vigeant, M. (2002, June), Developing Problem Solving And TeamSkills Across The Engineering Curriculum Paper presented at 2002 Annual Conference,Montreal

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karin Jensen, University of Illinois, Urbana-Champaign; Paul Jensen, University of Illinois, Urbana-Champaign

Tagged Divisions

Biomedical Engineering

/01 1999.[6] D. Lepek and R. J. Stock, "Alternative Lab Reports-Engineering Effective Communication," in American Society for Engineering Education, 2011.[7] W. B. Lane, "Letters home as an alternative to lab reports," The Physics Teacher, vol. 52, pp. 397-399, 2014.[8] J. L. Logan, R. Quiñones, and D. P. Sunderland, "Poster presentations: Turning a lab of the week into a culminating experience," Journal of Chemical Education, vol. 92, pp. 96- 101, 2014.[9] Y. Li, P. A. Jensen, P. A. Jensen, and K. Jensen, "Board# 9:" Blinded" Grading Rubrics for Bioengineering Lab Reports (Work in Progress)," in 2017 ASEE Annual Conference & Exposition, 2017.[10] R. W. Gammon-Pitman and T. M

Conference Session

Introduction to the Field of Biomedical Engineering - June 25th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rachel C. Childers, University of Oklahoma; Handan Acar, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

yeardemographics, highlighting the importance of freshman engagement. Some evidence supportsthe idea that specialized freshman courses help to retain students, especially when they are majorspecific [9]. At the institution where this study occurs, there is a freshman course for allengineering, but not specifically for the BME major. This could be one potential way to increaseoverall retention by engaging with the department and creating a sense of belonging. Although, itis unclear how this could affect retention of URMs and women.Factors Related to Academic PreparednessOf the 63 students who switched out of the major in the 2018 cohort, a little over half (n=37) didnot meet the B or better grade requirements in the EMP. One third (n=21) did meet all of

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cristi L. Bell-Huff, Georgia Institute of Technology; Kali Lynn Morgan, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Divisions

Biomedical Engineering

, responsibility (Healey et al., 2017, Cook­Sather et al., 2014), and empathy (Cook­Sather, 2015) based on other benefits of student­faculty partnerships seen in the literature. We assessed faculty and student perspectives on these partnerships through a survey administered at the end of the semester. Appendix B contains the survey questions posed to both students and faculty. All responses were de­identified after survey completion. The value being assessed by a given question as defined in the original works cited above is also included in Appendix B although these were not communicated to the survey participants. Additionally, respondents were also asked to identify areas for future improvement.   Results and Discussion  Ten out of 17

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeannie S. Stephens, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

stronglikelihood that the senior design data is under-powered and a larger sample size may reveal astatistical differences. In conclusion, both the junior and senior design phase 1 reports show anincreased use of engineering standards as students gain more exposure to engineering standards. 2.85 2.54 2.67 2 2 ** Use of Engineering Standards Use of Engineering Standard a. Jr Design b. Sr. DesignFigure 1. Assessment of the use of engineering standards in (a) junior design (b) senior design.Grey – Cohort 1, Blue – Cohort 2, Yellow

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lianne Cartee, North Carolina State University and University of North Carolina, Chapel Hill; Hatice O. Ozturk, North Carolina State University; Frances S. Ligler, North Carolina State University

Tagged Divisions

Biomedical Engineering

report of a three-year study of engineering education led by Leah Jamieson andJack Lohman [2], one of the seven recommendations was: Expand collaborations andpartnerships between engineering programs and a) other disciplinary programs germane to theeducation of engineers as well as b) other parts of the educational system that support the pre-professional, professional and continuing education of engineers. The 3D frameworkaddressed these recommendations.This is a process that aligns the attributes of graduates with their post-graduate plans in a waythat is customized for each student in the program. In the first dimension, the academicfoundation, core courses required of all students have been converted into course bricks thatinclude

Conference Session

Assessment of Student Learning and Skills

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachael Schmedlen, University of Michigan; Jin Woo Lee, University of Michigan; Prateek Shekhar, University of Michigan; Jan Stegemann, University of Michigan

Tagged Divisions

Biomedical Engineering

again, to review someone else's work, so we all had standardized numbers. If we didn't agree with something, we all looked at it….Most of the research we did individually, but then we had weekly meetings where we all came together and talked about them all. Then, when we asked [the physician] to meet with us, we were all there, and he talked us through it. Then, using his expertise and our discussion, some people would go to observe whether a need was actually viable. We would synthesize all that information to decide which needs to follow through on.”Although survey respondents indicated that they already possessed these skills prior to theirinvolvement in the CPM program (Appendix B), they still reported

Conference Session

Active Learning in BME, Session I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline Handley, University of Michigan; Aileen Huang-Saad, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan

Tagged Divisions

Biomedical Engineering

levels by providing incentives and effective evaluations,” Nature, vol. 523, p. 282+, Jan. 2015.[3] M. Christie and E. de Graaff, “The philosophical and pedagogical underpinnings of Active Learning in Engineering Education,” Eur. J. Eng. Educ., vol. 42, no. 1, pp. 5–16, 2017.[4] T. J. Kinoshita, D. B. Knight, and B. Gibbes, “The positive influence of active learning in a lecture hall: an analysis of normalised gain scores in introductory environmental engineering,” Innov. Educ. Teach. Int., vol. 54, no. 3, pp. 275–284, May 2017.[5] L. R. Lattuca, I. Bergom, and D. B. Knight, “Professional development, departmental contexts, and use of instructional strategies,” J. Eng. Educ., vol. 103, no. 4, pp. 549–572

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allison Lukas, Western New England University; Devina Jaiswal, Western New England University

Tagged Divisions

Biomedical Engineering

the class (Fig 2A). Students were supplied with scissors, blank whiteposters and glue. In addition, students were allowed to bring their own supplies such as printoutsand markers. Each group gave a 2 min pitch and were assessed based on the innovation, posterlayout, and presentation skills. All the groups were encouraged to ask questions during thegallery walk as well as vote for their favorite product. This gave students an opportunity toprovide constructive feedback and learn from the work of their peers.Fig. 2: Student posters displaying product innovation. (A) Poster created in 2019 by studentspresenting a concept to help quit smoking by providing a therapy program (text-a therapist). (B)Slide created in 2020 by students showcasing

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amy N. Adkins, Northwestern University; David P. O'Neill, Northwestern University; Casey Jane Ankeny, Northwestern University

Tagged Divisions

Biomedical Engineering

, we plan to evaluate secondary outcomes such as student attitude andengagement with both the process of reflection and SBG, as well as the quality of reflectionsacross offerings of a course with different reflection requirements.MethodsCourse and student populationThis ongoing study is being performed in an introductory experimental design laboratory coursethat is required for sophomore undergraduate Biomedical Engineering students at NorthwesternUniversity. This course is offered twice a year with the same instructors and enrolls 20-40students per offering. Students are grouped depending on the quarter in which they enrolled inthe course (Quarter A “QA” or Quarter B “QB”) and there are nominal differences betweengroups. Northwestern’s

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Samuel Elliot Krause, Helping Hand Project; Jeff Powell, Helping Hand Project; Richard Goldberg, University of North Carolina, Chapel Hill

Tagged Divisions

Biomedical Engineering

students to participate instead of making it compulsory.References/Bibliography[1] Lerner, A., Kenknight, B., Rosenthal, A., and Yock, P. (2006). Design in BME: Challenges,Issues, and Opportunities, Annals of Biomedical Engineering, 34(2), pp. 200–208.[2] Postema, K. (1999). Prosthesis rejection in children with a unilateral congenital arm defect.Clinical Rehabilitation, 13(3), pp. 243-249.[3] Wall Emerson, R. (2017). Likert scales. Journal Of Visual Impairment & Blindness, 111(5),p. 488.

Conference Session

Clinical Learning Experiences in BME

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anthony E. Felder, University of Illinois, Chicago; Miiri Kotche, University of Illinois, Chicago; Susan Stirling, University of Illinois at Chicago; Kimberlee M Wilkens, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

devicemanufacturers perspectives,” ​BMC Medical Informatics and Decision Making​, vol. 11, no. 1,2011.[3] M. B. Privitera, M. Design, and D. L. Murray. “Applied Ergonomics: Determining UserNeeds in Medical Device Design,” presented at the 31​st​ Annual International Conference of theIEEE EMBS, Minneapolis, MN, 2009.[4] M. Maguire. “Methods to Support Human-Centered Design,” International Journal ofHuman-Computer Studies, vol. 55, no. 4, pp. 587-634, 2001.[5] M. Gertner. “Biomedical Innovation, Surgical Innovation, and Beyond,” presented at the th​9​ Annual National Collegiate Inventors and Innovators, San Diego, CA, 2005.[6] J. L. Martin, E. Murphy, J. A. Crowe, and B. J. Norris, “Capturing user requirements inmedical device development: the role

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cassandra Sue Ellen Jamison, University of Michigan; Annie AnMeng Wang, University of Michigan; Aileen Huang-Saad, Northeastern University; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Divisions

Biomedical Engineering

/biomedical engineering education and career development: Literature review, definitions, and constructive recommendations,” Int. J. Eng. Educ., vol. 24, no. 5, pp. 990–1011, 2008.[10] N. L. Ramo, A. Huang-Saad, and B. Belmont, “What is biomedical engineering? Insights from qualitative analysis of definitions written by undergraduate students,” in ASEE Annual Conference and Exposition, Conference Proceedings, 2019.[11] R. A. Linsenmeier, “What makes a biomedical engineer?,” IEEE Eng. Med. Biol. Mag., vol. 22, no. 4, pp. 32–38, 2003.[12] D. Gatchell and R. Linsenmeier, “VaNTH Biomedical Engineering Key Content Survey, Part Two. The 2nd Step in a Delphi Study to determine the core undergraduate BME curriculum,” Am

Conference Session

Big Picture Questions in BME

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole L. Ramo, University of Michigan; Aileen Huang-Saad, University of Michigan; Barry Belmont, University of Michigan

Tagged Divisions

Biomedical Engineering

Criteria The ABET program-specific curriculum criteria for biomedical engineering,bioengineering, or similarly named engineering programs are listed below in their entirety [17]. “The curriculum must prepare graduates with experience in: a) Applying principles of engineering, biology, human physiology, chemistry, calculus- based physics, mathematics (through differential equations) and statistics; b) Solving bio/biomedical engineering problems, including those associated with the interaction between living and non-living systems; c) Analyzing, modeling, designing, and realizing bio/biomedical engineering devices, systems, components, or processes; and d) Making measurements on and

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicole L. Ramo, Shantou University; Aileen Huang-Saad, Northeastern University

Tagged Divisions

Biomedical Engineering

, Value, and Identity Beliefs,” Ann. Biomed. Eng., 2020.[3] J. Rohde, J. France, B. Benedict, and A. Godwin, “Exploring the early career pathways of degree holders from biomedical, environmental, and interdisciplinary/multidisciplinary engineering,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2020-June, 2020.[4] G. Potvin et al., “Gendered interests in electrical, computer, and biomedical engineering: Intersections with career outcome expectations,” IEEE Trans. Educ., vol. 61, no. 4, pp. 298–304, 2018.[5] N. L. Ramo, A. Huang-Saad, and B. Belmont, “What is Biomedical Engineering? Insights from Qualitative Analysis of Definitions Written by Undergraduate Students,” ASEE Annu. Conf. Expo., 2019.[6] A. Fakis, R

Conference Session

Design in the BME curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hannah Yssels; Marina Crowder; Ozcan Gulacar, University of California, Davis; Jennifer H. Choi, University of California, Davis

Tagged Divisions

Biomedical Engineering

for the modified coding scheme.Table 1. Sub problems that correlated with each step of the engineering design process wereused to determine participant performance on a particular problem solving task. Sub Problems Engineering Design Process Step A Identify Problem B Acknowledge Current Solutions C Acknowledge Current Solutions' Limitations D Identify User Needs E Address User Needs in Final Design F Formulate Engineering Metrics to Correlate to Defined User Needs G Address Engineering Metrics in Final DesignTable 2. COSINE codes were determined for each

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brian P. Helmke, University of Virginia

Tagged Divisions

Biomedical Engineering

strategy without sacrificing learning outcomes. Student feedback isconsistent with increased motivation to learn content as well as aspects of the affective aspects oflearning such as caring about the content and identifying strategies to help themselves becomelife-long learners.References1. T. Garcia and P. R. Pintrich, “The effects of autonomy on motivation and performance in the college classroom,” Contemp. Educ. Psychol., vol. 21, pp. 477-486, 1996.2. K. M. Cauley and J. H. McMillan, “Formative assessment techniques to support student motivation and achievement,” The Clearing House: A Journal of Educational Strategies, Issues and Ideas, vol. 83, pp. 1-6, 2010.3. B. P. Helmke, “Barriers to learning in a large flipped biotransport course

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ashley J. Earle, York College of Pennsylvania; Nozomi Nishimura, Cornell University; Isaac Smith, Brigham Young University; David M. Small, Cornell University

Tagged Divisions

Biomedical Engineering

did not electto participate (control 1.6/7, treatment 2.05/7 where 7 indicates the subject would always find areason to excuse poor ethical behavior). The only category that seemed to be impacted by attendingthe cancer seminar was moral expansiveness, which counterintuitively, showed a decrease in thetreatment group (Fig. 3D). This was somewhat counterintuitive; however the absolute change isalmost negligible so the result is hard to interpret.Figure 3. Results of the survey instrument indicate that the self-selection of treatment had no effect on ethicalleanings (n=15 for treatment and n=17 for control). A) There was no difference between research perspectivetaking, scored out of 5. B) Students who self-selected into the treatment group

Conference Session

Laboratory Learning in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan P. Devine, University of Georgia; Dominik May, University of Georgia; Cheryl T. Gomillion, University of Georgia

Tagged Divisions

Biomedical Engineering

noted that atwo-sample t-test revealed that the Caring pillar has a statistically significant difference than all 4other pillars. Additionally, the Success pillar was statistically different from both theEmpowerment and Usefulness pillars, which were the two lowest rated pillars. Completion of thenarrative analysis interviews is expected to illuminate the reason for these differences beyond whatwas revealed in the qualitative short answers.References[1] B. N. Geisinger and D. R. Raman, "Why they leave: Understanding student attrition from engineering majors," International Journal of Engineering Education, vol. 29, no. 4, p. 914, 2013.[2] L. Benson, A. Kirn, and C. J. Faber, "CAREER: Student motivation and learning in engineering

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emmett Jacob Springer; Aileen Huang-Saad, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

, J. D. Bransford, and S. P. Brophy, “Roles for learning sciences and learning technologies in biomedical engineering education: a review of recent advances.,” Annu. Rev. Biomed. Eng., vol. 4, pp. 29–48, 2002.[4] National Academy of Engineering, Study of Engineering in Medicine and Health Care: A Final Report to the National Institutes of Health. National Academy of Engineering, 1974.[5] N. L. Ramo, A. Huang-Saad, and B. Belmont

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Hawkins, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

components toprogramming coursework [2]. This study is limited by participation bias and a limited ability tocompare student responses to performance in the course. Improvement in the latter would enablevaluable, quantitative assessment of the effectiveness of this teaching strategy in both virtual andF2F modalities. This will be addressed in future work by collecting student demographicinformation and paired course academic data as part of the analysis.References[1] B. G. Hawkins and J. Eason, "Laboratory Course Development for Biomedical Signals and Systems," in ASEE Pacific Southwest Section Meeting, Los Angeles, 2019.[2] A. Alammary, "Blended learning models for introductory programming courses: A systematic review," PLoS ONE, vol. 14, no

Conference Session

Clinical Learning Experiences in BME

Collection

2018 ASEE Annual Conference & Exposition

Authors

Barbara Jean Muller-Borer, East Carolina University; Stephanie M. George, East Carolina University

Tagged Divisions

Biomedical Engineering

were enrolled in a STEM or health care program [11]. East Carolina University’sDepartment of Engineering offers a bachelor of science in engineering with a concentration inbiomedical engineering. The biomedical engineering concentration accounts for 25% of theundergraduate majors in the department and enrollment has more than tripled since 2010 whencourses in the concentration were first offered.This paper reports the development, implementation and assessment after two years of a onesemester clinical immersion course for undergraduate engineering students, “Special Topics inEngineering Biomedical Innovation”. The overall objectives of the course are to (a) provide aninterprofessional educational clinical experience, (b) address contemporary