Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Dosmar, Rose-Hulman Institute of Technology; B. Audrey Nguyen, The University of Akron

Tagged Divisions

Biomedical Engineering

Paper ID #32483Applying the Framework of Fink’s Taxonomy to the Design of a HolisticCulminating Assessment of Student Learning in Biomedical EngineeringDr. Emily Dosmar, Rose-Hulman Institute of Technology B.S. Biomedical Engineering, Rose-Hulman Institute of Technology Ph.D. Biomedical Engineering, Illi- nois Institute of Technology Assistant Professor of Biomedical Engineering, Rose-Hulman Institute of TechnologyDr. B. Audrey Nguyen, The University of Akron B.S. Biomedical Engineering, The Ohio State University M.S. Biomedical Engineering, The Ohio State University Ph.D. Biomedical Engineering, The Ohio State University

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christine E. King, University of California, Irvine; George Tolomiczenko, Caltech; Nadine B. Afari, CHOC Children's Health Orange County

Tagged Divisions

Biomedical Engineering

stakeholders aiming to translate ideas into products that improve health and healthcare delivery. Break- throughs in science and engineering at Caltech are legendary - and numerous. Translating these research advances to improve healthcare requires breaking through barriers and adaptive tailoring to sustainably address needs and solve problems. At Caltech, Dr. Tolomiczenko works with a diverse set of internal and external stakeholders to foster collaborations that will result in new paths to cures and improved access to affordable, high-quality healthcare.Ms. Nadine B. Afari, CHOC Children’s Health Orange County Nadine Afari MSc, Manager of Research Programs, CHOC Children’s Health Orange County and the University of

Conference Session

Teaching Interventions in Biomedical Engineering (Works in Progress) - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vignesh Subbian, University of Arizona; Daniel B. Whitaker, University of Arizona

Tagged Divisions

Biomedical Engineering

identities in engineering.Mr. Daniel B Whitaker, University of Arizona Daniel Whitaker is an Instructional Designer for Digital Learning at the University of Arizona. He has been involved with developing and designing instructional material since 2006 and has a background in digital media development and design. American c Society for Engineering Education, 2020 Work-in Progress: Switching Modalities: Implications of Online Education in Biomedical EngineeringIntroductionThe notion of providing higher education at a distance is growing at a rapid pace with advancesin online and digital technologies. Currently, nearly 30% of all postsecondary

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ross Aaron Petrella, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering; Lianne Cartee, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering; Devin K. Hubbard, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering; Kenneth Donnelly, University of North Carolina at Chapel Hill; David A. Zaharoff, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering; George T. Ligler, University of North Carolina and North Carolina State University Joint Department of Biomedical Engineering

Tagged Divisions

Biomedical Engineering

] M. A. Supiano, J. T. Fitzgerald, K. E. Hall, and J. B. Halter, "A vertically integrated geriatric curriculum improves medical student knowledge and clinical skills," Journal of the American Geriatrics Society, vol. 55, no. 10, pp. 1650-1655, Oct. 2007.[6] M. Wijnen-Meijer, O. ten Cate, M. van der Schaaf, and S. Harendza, "Graduates from vertically integrated curricula," The Clinical Teacher, vol. 10, no. 3, pp. 155-159, Jun. 2013.[7] J. L. Schiano, "A Four-year Vertically Integrated Design Sequence in Electrical Engineering," presented at the 2012 ASEE Conference and Exposition, San Antonio, TX, Jun., 2012.[8] D. Kmiec, "Teaching Engineering Communication: A Novel Vertically-Integrated and Discipline

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Casey Jane Ankeny, Northwestern University; David P. O'Neill, Northwestern University; Lisa Beckmann, Northwestern University

Tagged Divisions

Biomedical Engineering

learning. Proc. - Front. Educ. Conf. FIE 1, T3A20-T3A25 (2003).3. Carberry, A., Siniawski, M., Atwood, S. & Diefes-Dux, H. Best Practices for Using Standards-based Grading in Engineering Courses Best Practices for Using Standards-based Grading in Engineering. ASEE Conf. Proc. (2016).4. Ankeny, C. & D. O’Neill. Work in Progress: Aligning and Assessing Learning Objectives for a Biomedical Engineering Course Sequence Using Standards-based Grading within a Learning Management System. ASEE Conf. Proc. (2019).5. Beck, C. & Lawrence, B. Inquiry-based ecology laboratory courses improve student confidence and scientific reasoning skills. 3, (2012).6. Carberry, A., Krause, S., Ankeny, C. & Waters, C

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert A. Linsenmeier, Northwestern University

Tagged Divisions

Biomedical Engineering

Conference and Exposition, Indianapolis, IN, 2014. https://peer.asee.org/23015[2] R. A. Linsenmeier, and A. Saterbak, “Fifty years of biomedical engineering undergraduate education,” Ann Biomed Eng, https://doi.org/10.1007/s10439-020-02494-0 , 2020.[3] J. A. White, D. P. Gaver, R. J. Butera, Jr., B. Choi, M. J. Dunlop, K. J. Grande-Allen, A. Grosberg, R. W. Hitchcock, A. Y. Huang-Saad, M. Kotche, A. M. Kyle, A. L. Lerner, J. H. Linehan, R. A. Linsenmeier, M. I. Miller, J. A. Papin, L. Setton, A. Sgro, M. L. Smith, M. Zaman, and A. P. Lee, “Core Competencies for Undergraduates in Bioengineering and Biomedical Engineering: Findings, Consequences, and Recommendations,” Ann Biomed Eng, vol. 48, no. 3

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

William H Guilford, University of Virginia; Meg Keeley M.D.; Brian P. Helmke, University of Virginia; Timothy E. Allen, University of Virginia

Tagged Divisions

Biomedical Engineering

Clinical Scholars with a selection of clerkships, andlearning communities have been shown to increase retention in engineering programs,particularly among at-risk groups [9].The immersion experiencesBefore their summer clerkships begin, the academic deans of the school of medicine call forvolunteer mentors from among the 3rd year students. Clinical Scholars are assigned to thosestudents to best leverage their schedule of clerkships, providing 3-4 clerkships for each Scholar,each of 1-4 week duration. Scholars have a new medical student mentor for each clerkship.Clinical Scholars join their teams as “observers” rather than as “learners.” This is important (a)to not dilute the instructional quality and hands-on time for the medical students, (b) to

Conference Session

Teaching Interventions in Biomedical Engineering (Works in Progress) - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hirohito Kobayashi, University of Wisconsin, Platteville

Tagged Divisions

Biomedical Engineering

Biomechanics (Fig.2): In this project, students will be tasked to capture and analyze the video images of body motions in any sports that involve impacts such as ball-kicking motion by a soccer player. The impact information (Coefficient of Restitution, etc.) shall be evaluated by using the kinematic information deduced from the Dynamics module. Fig. 2. Tracked video frames of the ball kick Fig. 3. ROI and strain map of a porcine tendon under stretch The foot (BLUE), ball(YELLOW), and the logo(RED) A: Tracked points in a rectangular-shaped ROI on pants are tracked. The pre- and post-ball-kick B: 0% strain (GREEN) measured at rest (frame #1) positions are shown in Fig.2A and 2B respectably. C: Non-uniform strain distribution

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Biomedical Engineering

• Outcome: completion of system integration and V&V testing, final documentation • Topics: V&V testingAssessment ProtocolIn this study, we evaluated the effects of the design curriculum change on student learning andengagement by assessing the students’ ability (a) to apply a systematic approach to identifyingdesign inputs and outputs, and verifying their attainment; (b) to apply appropriate research andanalysis tools; (c) to develop a functional prototype; (d) to work functionally as a team; and (e)to stay continuously engaged. We followed a three-pronged assessment approach, whichincluded the following assessment instruments. 1. Senior-exit surveys; 2. Individual student performance questionnaires completed by the instructors; 3. In

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles W. Patrick Jr, Texas A&M University

Tagged Divisions

Biomedical Engineering

problem-based learning (PBL) sessions.Two perturbations required the F2F teaching to convert to online delivery: (a) the response to the2020 COVID-19 pandemic and (b) the department’s desire to begin offering the course insummer semesters. The conversion of a traditional F2F course to online instruction possesseschallenges to ensure mastery of learning outcomes are not jeopardized. Challenges includemaintaining engagement, enabling interaction between students, teaching math-intensivematerial virtually while preventing Zoom fatigue, and maintaining active learning strategies. Toaddress these challenges a novel initiative was developed to convert a traditionally-taught courseto its final form to a blended course consisting of asynchronous mini

Conference Session

Design in the BME curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eileen Haase PhD, Johns Hopkins University

Tagged Divisions

Biomedical Engineering

l B radius l C viscosity ml-1t-1 DStudents start by guessing which variables might affect blood flow, such as tube radius, tubelength, fluid viscosity, and the pressure gradient. They might also include variables which do notfactor into Poiseuille’s Law, such as temperature. In this way, they learn that any extra variablesshould drop out of the equation at the end.The exact relationship is unknown, so coefficients are used for the exponents as shown inEquation 9.(Eq 9) FLOW (l3 t-1) = f (pressureA, lengthB, radiusC, viscosityD) = (ml-1t-2)A (l)B (l)C ( ml-1t-1)DExponents can be equated for each

Conference Session

Teaching Interventions in Biomedical Engineering (Works in Progress) - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sharon Miller, Indiana University Purdue University, Indianapolis; Steven Higbee, Indiana University Purdue University, Indianapolis; Joseph M. Wallace, Indiana University Purdue University, Indianapolis; John H. Schild, Indiana University Purdue University, Indianapolis; Julie Y. Ji

Tagged Divisions

Biomedical Engineering

. Baltimore, MD:Accreditation Board for Engineering and Technology.[2] A. Colby and W. M. Sullivan, “Ethics Teaching in Undergraduate Engineering Education,”Journal of Engineering Education, pp. 327-338, Jul. 2008.[3] B. Newberry, “The dilemma of ethics in engineering education.” Science and EngineeringEthics. vol. 10, pp. 343-51, 2004, DOI: 10.1007/s11948-004-0030-8.[4] C.J. Finelli, M.A. Holsapple, E. Ra, R.M. Bielby, B.A. Burt, D.D. Carpenter, T.S. Harding,and J.A. Sutkus, “An Assessment of Engineering Students’ Curricular and Co-CurricularExperiences and Their Ethical Development,” Journal of Engineering Education, vol. 101, no.3, pp. 469-494, Jul 2012.[5] K.A. Reyer, M.B. Cantwell, P.C. Lam, and R.M. Rafferty, “Improving Ethics Education

Conference Session

Innovative Course Structures and Learning Environments

Collection

2019 ASEE Annual Conference & Exposition

Authors

Neda Melanie Bassir Kazeruni, Columbia University; Henry Hess, Columbia University

Tagged Divisions

Biomedical Engineering

aimed at gauging the students’ knowledgeon both the material that would be taught in the course, and the non-topic-specific learningobjectives of the course. The post-course survey consisted of the same questions as the pre-coursesurvey, and also included (a) an additional multiple-choice question regarding the progression ofthe course and (b) four open-ended questions about the different active components of the course,as well as an evaluation of overall strengths and weaknesses of the course. 3.5.2 Student participationEach student’s participation was evaluated throughout the semester. This evaluation, which startedafter the drop period for the semester ended (for consistency), recorded the number of times eachstudent participated in

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles W. Peak, Texas A&M University

Tagged Divisions

Biomedical Engineering

assess their levelof learning. Figure 1 describes major differences after the flip initiation.A three-year statistical analysis of retrospective student grade analysis was conducted (IRB#2021-0058M). ABET Outcome 1 of Criterion 3, the assigned ABET outcome for this BiomedicalElectronics Course, was further defined and evaluated as the following sub-outcomes: A. Ability to identify and formulate a circuit solution in time domain. B. Ability to identify and formulate a circuit solution (find the transfer function) in frequency domain. C. Ability to interpret the transfer function of a circuit. D. Solve complex engineering problems applying either Kirchhoff’s Voltage Law (KVL) circuit theory or Kirchhoff’s Current Law (KCL

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mark A. Chapman, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

Paper ID #34110Work in Progress: Development of a Training Program to Prepare Studentsfor an Immersive Bioinformatics Summer Research ExperienceProf. Mark A. Chapman, University of San Diego Mark Chapman is an assistant professor at the University of San Diego in the Department of Integrated Engineering. His interests lie in the fields of skeletal muscle mechanics, muscle disease, exercise physi- ology, international education and engineering education. He earned his MS and PhD in bioengineering from the University of California, San Diego and a B.S. in biomedical engineering from the University of Minnesota

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carolina Vivas-Valencia, Purdue University, West Lafayette; Nan Kong, Purdue University, West Lafayette; Eunhye Kim, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Lindsey B. Payne, Purdue University, West Lafayette

Tagged Divisions

Biomedical Engineering

and worked as a hardware development engineer and an IT strategic planner in the industry.Dr. Senay Purzer, Purdue University-Main Campus, West Lafayette (College of Engineering) enay Purzer is an Associate Professor in the School of Engineering Education. She studies design learning in college and pre-college education. She is the editor of the Journal of Pre-College Engineering Education (JPEER) and serves on the editorial board of Science Education.Dr. LINDSEY B PAYNE, Purdue University-Main Campus, West Lafayette (College of Engineering) Dr. Lindsey Payne is a Director in the Office of Engagement at Purdue University coordinating service- learning programs and initiatives. She has a courtesy appointment in

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maysam Nezafati, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology; Kelvin D'wayne Pierre II, Georgia Institute of Technology; Katherine Tsai Shook, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

number of cases in a short period of time, indicates alarge demand for developing a frame work for responsible design. The demand for such aframework was discussed in other fields of engineering such as geoengineering (Owen et al.,2013), and in this work we are describing our effort to have a few initial steps in the field ofbiomedical engineering and medical science. A B Figure 1: A. the distribution of demographics affected by cases of non-inclusive designs found by our students. B. the distribution of cases we found in the medical subfields.Non-inclusive designs could result in discrimination when the engineers do not consider theoutcome-relevant information, instead incorporate

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kelsey Nicole Warren, Kansas State University; Charles Carlson, Kansas State University; Steve Warren, Kansas State University

Tagged Divisions

Biomedical Engineering

that could be reasonably incorporatedinto courses that support undergraduate students with little-to-no design experience, (b) effortsthat map to the emphasis areas for this new BME program, (c) student-learning assessmenttechniques that have proved useful in these hands-on contexts, and (d) projects that would makeinteresting recruiting examples for high school students considering such a program. The overallgoal of this work is to allow lessons learned from these earlier efforts to inform projects offeredas part of this new BME curriculum. This paper presents (1) an overview of this new curriculum,(2) the skillsets that this new BME program intentionally addresses and the courses that willsupport that skillset development, (3) BME project

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Asem Farooq Aboelzahab, Purdue University, West Lafayette (College of Engineering); Tamara Lea Kinzer-Ursem, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Biomedical Engineering

cycle. Educational research review. 14(2015), pp. 47-61. 4. Barron B, Darling-Hammond L. Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. George Lucas Educational Foundation. 2008. 5. Kuhlthau CC, Maniotes LK, Caspari AK. Guided inquiry: Learning in the 21st century: Learning in the 21st century. ABC-CLIO; 2015 Oct 13. 6. Hmelo-Silver CE. Problem-based learning: What and how do students learn? Educational psychology review. 16(2004), pp. 235-266. 7. De Jong T., van Joolingen W.R. Scientific discovery learning with computer simulations of conceptual domains, Review of Educational Research, 68 (1998), pp. 179-202 8. Blumenfeld P

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Biomedical Engineering

-based Grading in Engineering Courses Best Practices for Using Standards-based Grading in Engineering. ASEE Conf. Proc. (2016).4. ABET. Available at: https://www.abet.org/.5. Gentili, K., Davis, D. & Beyerlein, S. Framework for Developing and Implementing Engineering Design Curricula. Proceeding Am. Soc. Eng. Educ. Session 3425 (2003).6. Edwards, M., Sánchez-Ruiz, L. M. & Sánchez-Díaz, C. Achieving competence-based curriculum in engineering education in Spain. Proc. IEEE 97, 1727–1736 (2009).7. Beck, C. & Lawrence, B. Inquiry-based ecology laboratory courses improve student confidence and scientific reasoning skills. 3, (2012).8. Carberry, A., Krause, S., Ankeny, C. & Waters, C. “Unmuddying” course

Conference Session

Educational Interventions and Pedagogy in Biomedical Engineering - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily Dosmar, Rose-Hulman Institute of Technology; Patrick Ferro P.E., Gonzaga University

Tagged Divisions

Biomedical Engineering

industrial experience in the casting and silicon wafer manufacturing industries. Pat is registered as a PE in the states of Ohio, Michigan and Washington. c American Society for Engineering Education, 2020Student Collaboration as a strategy to achieve learning outcomes in Biomaterials CoursesAbstractSeniors in the mechanical engineering department at university A and junior biomedicalengineering majors at institute B were given two common assignments in their biomaterialscourses. The first assignment asked students to act as respective clients and materials consultantsfor a biomaterials problem. Groups of student “clients” presented their problem to groups ofstudent “consultants” who were required to pose a

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erica M. Comber, Carnegie Mellon University; Elisha Anthony Raeker-Jordan, Carnegie Mellon University; Kalliope Georgette Roberts, Carnegie Mellon University; Melanie Alexis Loppnow, Carnegie Mellon University; Andrew Hudson, Carnegie Mellon University; Wayne Chung, Carnegie Mellon University; Conrad M. Zapanta, Carnegie Mellon University

Tagged Divisions

Biomedical Engineering

ofobjectives, CATME peer evaluationdata from both years was used toevaluate whether students believetheir team members i) possessedrelated knowledge, skills, andabilities and ii) contributed todeliverables (objective 1). CATMEalso rated how efficiently the Fig. 2: SPOC subteam communication dynamicsubteams communicated relative to 2018-2019 results with the embedded ID team structure.End-of-semester reflections for both years and a survey in the fall of 2019 (Appendix B)provided more data on task allocation and subteam communication.Results and Discussion:Objective 1: CATME peer evaluation data reported that engineers scored higher than IDs (bothyears) and point differentials were slightly but not statistically less (two-sided t-test, α

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert Gammon-Pitman, Ohio State University; Tanya M. Nocera Ph.D., Ohio State University

Tagged Divisions

Biomedical Engineering

writingskills. We anticipate that student survey results will uncover additional insight for students’current and future technical communication self-efficacy.References1. ABET. Criteria for accrediting engineering programs: http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering- programs-2018-2019/, accessed February 2, 2018.2. Kai, J. C., & Turpin, A. (2015). Improving Students' Technical Writing Skills: Abstracts in Introductory Solid Mechanics. Proceedings of the ASEE Annual Conference & Exposition.3. Trellinger, N. M., Essig, R. R., Troy, C. D., Jesiek, B. K., & Boyd, J. (January 01, 2015). Something to Write Home(work) About: An Analysis of

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Corinne Rowlinson Furtney, University of Florida

Tagged Divisions

Biomedical Engineering

environment are notobserved or learned. We believe the use of the first-person shooter perspective, or in the case ofcell culture “first-person seeding”, can be used to improve instructional design and scalability ofthe course. A BFigure 1: Biological Safety Cabinet environments (A) and (B) depict a group of trainees attempting toobserve a trainer operating in the workspace.course description and teaching environmentCellular Engineering Laboratory is a three-credit, required course that is offered in the fall andspring semesters of junior year. The objective of this course is to provide a hands-on opportunityin maintaining cell cultures and using them as a tool in biomedical research. Together

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Arthur L. Chlebowski, University of Southern Indiana

Tagged Divisions

Biomedical Engineering

Paper ID #25990Board 3: Work in Progress: Design Sprints as a Method to Explore theBiomedical Engineering DisciplineDr. Arthur L. Chlebowski, University of Southern Indiana Arthur Chlebowski received his M.S. and Ph.D. from the Weldon School of Biomedical Engineering at Purdue University in 2009 and 2012 respectively, where he worked towards the development and integra- tion of an implantable pressure monitoring device for Glaucoma. He then went on to work at the Jackson Laboratory in the Simon John Lab, continuing his research as a post doc and research scientist. In 2014, he took a position at the University of Southern

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

] P. G. Katona, “Biomedical engineering and the whitaker foundation: A thirty-year partnership,” Ann. Biomed. Eng., vol. 34, no. 6, pp. 904–916, 2006.[16] Z. O. Abu-Faraj, “Bioengineering/biomedical engineering education and career development: Literature review, definitions, and constructive recommendations,” Int. J. 14 Eng. Educ., vol. 24, no. 5, pp. 990–1011, 2008.[17] T. C. Pilkington, F. M. Long, R. Plonsey, J. G. Webster, and W. Welkowitz, “Status and Trends in Biomedical Engineering Education,” IEEE Eng. Med. Biol. Mag., vol. 8, no. 3, pp. 9–17, 1989.[18] N. L. Ramo, A. Huang-Saad, and B. Belmont, “What is Biomedical

Conference Session

Improving the BME Classroom on the Ground and Virtually

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeffery Ethan Joll II, Vanderbilt University; W. David Merryman, Vanderbilt University

Tagged Divisions

Biomedical Engineering

the previous paper-based assignment description (Figure 1B). Acomplete description of each component of the restructured course can be found in thesupplemental materials section: full module contents can be found in Supplemental MaterialsPart B, assignment text can be found in Supplemental Materials Part C, and the full video-based assignment can be found in Supplemental Materials Part D.Figure 1. A sample of how the online modules were structured (A) and the new video-based project delivery (B).b. Assessment: Module EffectivenessA custom survey created by the authors was circulated after completion of the project (Week 8)to assess how students perceived the efficacy of the restructured course. The full text

Conference Session

Active Learning in BME, Session I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Bailey, Rochester Institute of Technology (COE)

Tagged Divisions

Biomedical Engineering

statistically significant change from Year 1 based on two-tail z-test at 95% confidence.References1. Sinatra, G. M. “The “worming trend” in conceptual change research: The legacy of Paul R. Pintrich,” Educational Psychologist, vol. 40, issue 2, pp. 107-115, 2005.2. Farnsworth, C. B., R. W. Welch, M. J. McGinnis, G. Wright, “Bringing Creativity into the Lab Environment,” in ASEE Annual Conference and Exposition, Atlanta, Georgia, 2013.3. Ramos, R. F., “Introduction of Active Learning Techniques Increases Student Learning in a Systems Physiology Laboratory Course,” in ASEE Annual Conference and Exposition, Indianapolis, Indiana, 2014.4. Sieving, A. L., M. Pool, S. A. Jewett, T. Eustaquio, R. Madangopal, A. Panitch, K. Stuart, A. E. Rundell

Conference Session

BME Laboratories and Projects

Collection

2019 ASEE Annual Conference & Exposition

Authors

Charles Carlson, Kansas State University; Dong Xu Ren, Kansas State Univerisity; Steve Warren, Kansas State University

Tagged Divisions

Biomedical Engineering

the case design and printed case for student B. Four out of the nine students completeda case design, which is up from the previous Fall semester, where only one student printed acase. Figure 4 contains representative ECG analog output signals captured on an oscilloscopefrom two wearable ECG designs, courtesy of students A and B. Figure 5 displays the test setupused by student B, and Figure 6 depicts a student working on their case design. Figure 2. Populated PCBs courtesy of students A, E, and G. Figure 3. Case design, courtesy of student B.Figure 4. Wearable ECG analog output signals, courtesy of students A and B. Figure 5. Testing setup, courtesy of student B.Figure 6. Student D working on their case design.B

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Moreno, University of California, Davis; Jennifer H. Choi, University of California, Davis; Anthony G. Passerini, University of California, Davis

Tagged Divisions

Biomedical Engineering

-recordeddemonstration of the official manufacturing plan during their weekly live discussion sections.Additionally, TAs engaged students by asking them critical thinking questions to ensure theyunderstood the manufacturing processes (e.g., why must we perform step A before step B?) andcan apply what they have learned to other theoretical scenarios. Students also had theopportunity to discuss other potential applications of the machines during these live sections.After completing the modules, students had to complete an open-note, timed exam as has beendone in previous years. The questions are representative of the course objectives and materiallearned throughout the quarter. This exit exam was slightly modified fromthe year before to account for questions that