Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martin Li, Duke University; Brianna Loomis, Duke University; Kevin Caves, Duke University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

teaching others the skills they have learned, and the beliefthat they have deeper grasp with the fundamentals of engineering and problem solving.ResultsPreliminary data has been gathered for the beginning of the semester survey as well as the mid-yearsurvey. Currently two surveys regarding the opinions and attitude changes of students have beenadministered, where a self-reflection on given questions was answered. The provided questions were splitinto two categories: a technical skills section and a soft skills section. The technical skills sectionconsisted of five questions asking the students’ opinions regarding their own proficiency in soldering,multimeter and power/hand tool usage, circuit diagnosis and device repair. The other category

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

C. LaShan Simpson, Mississippi State University; Ed Dechert, Mississippi State University

Tagged Divisions

Biomedical Engineering

audience that may not be peers or colleagues.References:[1] I. Direito, A. Pereira, and A. M. de Oliveira Duarte, “Engineering Undergraduates’ Perceptions of Soft Skills: Relations with Self-Efficacy and Learning Styles,” Procedia -Social and Behavioral Sciences, vol. 55, pp. 843–851, Oct. 2012. [2] M. M. Robles, “Executive Perceptions of the Top 10 Soft Skills Needed in Today’s Workplace,” Business Communication Quarterly, vol. 75.4, pp. 453–465, Oct. 2012.[3] J. C. Bean, “How Writing is Related to Critical Thinking,” in Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, Ed. San Francisco, CA: Jossey-Bass, 2011, pp. 17-38.[4] D. Murray, “Teach

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

to effective teamwork.References 1. Ritter, Barbara A., Erika E. Small, John W. Mortimer, and Jessica L. Doll. "Designing Management Curriculum for Workplace Readiness: Developing Students’ Soft Skills." Journal of Management Education 42.1 (2017): 80-103. 2. ABET. "Criteria for Accrediting Engineering Programs, 2018 – 2019." Criteria for Accrediting Engineering Programs, 2018 – 2019 | ABET. N.p., Apr. 2017. Web. 05 Feb. 2018. 3. Loignon, Andrew C., David J. Woehr, Jane S. Thomas, Misty L. Loughry, Matthew W. Ohland, and Daniel M. Ferguson. "Facilitating Peer Evaluation in Team Contexts: The Impact of Frame-of-Reference Rater Training." Academy of Management Learning & Education 16.4 (2016

Conference Session

Introduction to the Field of Biomedical Engineering - June 25th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christian Poblete Rivera, University of Michigan; Aileen Huang-Saad, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Annie Wang

Tagged Divisions

Biomedical Engineering

,academic researcher, physicians, or government agencies. The semi-structured interviews wereperformed in-person or via phone calls and documented by the Incubator participants. Questionsasked of the stakeholders were as follows: 1. What roles do BME students take in your organization? 2. What technical skills do you look for in BME students/graduates? 3. What soft skills do you look for in BME students? To date, Incubator participants interviewed a total of 63 BME stakeholders. Of the 63stakeholders, 48 worked in industry, 10 worked in academia, 3 worked as physicians, and 2 werelawyers at a law firm. Industry stakeholders were divided into 4 different sectors: 22 worked inmedical devices, 10 in biotechnology, 5 in pharmaceutical, and

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amber L. Doiron, University of Vermont; Jason H.T. Bates, University of Vermont; Ryan S. McGinnis, University of Vermont; Juan Jose Uriarte, University of Vermont; Niccolo M. Fiorentino, University of Vermont; Jeff Frolik, University of Vermont; Rachael A Oldinski

Tagged Divisions

Biomedical Engineering

Year 4 BME Elective (3 cr.) BME Elective (3 cr.) BME Capstone Design I (3 cr.) BME Capstone Design II (3 cr.) approach fostering soft skills such as technical BME Lab II (2 cr.) writing, oral communication, and creativity. Figure 1. Before (red) and after (blue) curricula showing an increase in BME-specific credits (39 vs. We plan to employ active learning 14 credits), design courses in all years, and core within the BME core classes in the form of content taught within BME. hands-on

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Gabriella R. Dupont, University of Illinois, Urbana-Champaign

Tagged Divisions

Biomedical Engineering

weaker than non-engineering peers. They cited experiences of being told they were anti-social or notunderstanding societal and cultural norms, which negatively affected them in the clinic. Thestudents made suggestions for engineering and clinical integration in core classes such asPhysiology and Histology and Physical Diagnosis, since those courses were most conducive tointroducing engineering concepts.In the interviews with faculty members and clinicians, we covered three general topics: learning,communication and professional skills, and curricular changes. There was a consensus thatengineers learn by doing, break down problems, and are good with analytical solutions, whilethey tend to have a lack of basic biology background. In terms of soft

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Ken Yasuhara, University of Washington; Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical Engineering

, respectively. In response to “And what about your understanding of what leadership meansin the bioengineering field?” the average student ratings were 4.5 (SD=0.8) and 4.4 (SD=0.8) in2016 and 2017, respectively.Table 3. Student comments regarding development of leadership competencies and understandingof leadership by Bioengineering seniors enrolled in the Bioengineering Honors Seminar.Development of specific leadership “Made me think about my skills, not knowledge. Made mecompetencies in this class consider how to use my strengths and reflect on soft skills I have.”Reflective exercises helped develop “So many opportunities for learning! I think the reflection in thisleadership competencies class was so helpful for

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

”.Students from the Ruka Project shared that the project “helped [them] understand theculture better when design[ing] for that culture”. Many commented on the synthesis thatthey encountered, such as how “hard and soft skills come together”, “engineeringintersects with the liberal arts” and the “gather[ing] together all of the [design]information helped connect to the country”.Values ThinkingOf the 854 quotes, 214 indicated values thinking. Students commented that the challenge,“did not feel like a class assignment”, that they “got more out of it because it meantsomething [to them]”, and “evoked a real emotional response”. For example, one studentsaid, “I have given lots of 1 minute pitches, but I really cared about giving this one”.Several students

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeffrey A. LaMack, Milwaukee School of Engineering; Icaro dos Santos, Milwaukee School of Engineering; Larry Fennigkoh P.E., Milwaukee School of Engineering; Olga Imas, Milwaukee School of Engineering; Charles S. Tritt, Milwaukee School of Engineering

Tagged Divisions

Biomedical Engineering

of topics such as regulatory affairs [1] and engineeringstandards [2]. Although the combination of technical and “soft skills” can be an importantdistinguishing characteristic of biomedical engineers in industry, it is challenging to effectivelyteach students professional topics in an undergraduate biomedical engineering curriculum thatalso attempts to cover the breadth of engineering and life science topics that is the hallmark ofthe discipline.Recognizing the importance of professional topics, students are often required to implementthem in their culminating capstone design project. A common approach is to teach the topics inthe capstone design courses themselves, often by providing didactic sessions covering each topicjust before students