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

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

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 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

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

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

Conference Session

Improving the BME Classroom on the Ground and Virtually

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abhishek Bhattacharjee, University of Illinois at Urbana Champaign; Mona Jawad, University of Illinois at Urbana Champaign; Eileen M. Johnson, University of Illinois at Urbana Champaign; Anna M. Busza, University of Illinois at Urbana Champaign; Riley John Lehmann; Benjamin M. David, University of Illinois at Urbana Champaign; Pablo Perez-Pinera, University of Illinois at Urbana Champaign; Karin Jensen, University of Illinois at Urbana Champaign

Tagged Divisions

Biomedical Engineering

future online lab courseofferings or supplemental activities for in-person lab course offerings.AcknowledgmentsThis work was supported by the Department of Bioengineering at the University of IllinoisUrbana-Champaign. The authors thank the students for their feedback.References[1] W. C. Newstetter, E. Behravesh, N. J. Nersessian, and B. B. Fasse, "Design principles for problem-driven learning laboratories in biomedical engineering education," Annals of Biomedical Engineering, vol. 38, pp. 3257-3267, 2010.[2] J. R. Brinson, "Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research," Computers & Education, vol. 87, pp. 218-237

Conference Session

Improving the BME Classroom on the Ground and Virtually

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rucha Joshi, University of California, Davis; Jennifer H. Choi, University of California, Davis

Tagged Divisions

Biomedical Engineering

backside of your concept map, please write down answers to : a) In your presentation, what about that concept was difficult to explain to peers? b) What ideas did you get from the group to understand this concept better?While concept map exercise was completed by all students when they came to the class wherediscussion activity was held, the self-reflection on concept maps was turned in by 46 students outof 86, for an extra credit. From student responses to prompt a), the difficulties students reportedin explaining to peers were thematically coded. The frequency of the concepts mentioned asdifficult to explain was also accounted for generating a word cloud. Student responses to promptb) were analyzed to get an insight

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Timothy E. Allen, University of Virginia

Tagged Divisions

Biomedical Engineering

simulations, plotting results, and comparing theirsimulations to the physiological literature. Student feedback based on free-response questions inthe end of course surveys both years revealed that students were confident in their ability toimplement and apply a model to a physiological system (although two students out of 34 whoanswered the free response question expressed a desire for more model-building fundamentals).The results regarding understanding physiological concepts were more mixed, however, withmean scores on the exams at 80%, and just over half of the students performing B- or worse onthose assignments. (These results were quite consistent among the final exam in 2019 and thethree shorter midterms in 2020. All exams were open-notes and

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Loay A. W. Al-Zube, University of Mount Union; Chad S. Korach, University of Mount Union; Joshua Gargac, University of Mount Union

Tagged Divisions

Biomedical Engineering

Paper ID #33257WIP: A New Undergraduate Biomedical Engineering Program: An Innova-tiveProgram in a Liberal Arts InstitutionDr. Loay A. W. Al-Zube, University of Mount Union Loay Al-Zube is an Associate Professor of Biomedical Engineering at the University of Mount Union in Alliance, Ohio.Dr. Chad S. Korach, University of Mount Union Chad Korach is the Director of the School of Engineering and an Associate Professor of Mechanical Engineering at the University of Mount Union in Alliance, Ohio.Dr. Joshua Gargac, University of Mount Union Joshua Gargac is an assistant professor of mechanical engineering at the University of Mount

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Mays, Michigan State University; Valerie A. Troutman, Milwaukee School of Engineering; Geoffrey William John Grimm; Elizabeth Rose Pollack, Michigan State University ; Michele J. Grimm, Michigan State University

Tagged Divisions

Biomedical Engineering

Paper ID #33650Work in Progress: Creative Biomechanics Project Using an InteractiveDigital Experience as an Alternative Laboratory (IDEAL) – Phase 2Dr. Elizabeth Mays, Michigan State University Elizabeth earned her BSE and MSE in Biomedical Engineering at the University of Michigan, Ann Arbor, MI. She then earned her PhD in Biomedical Engineering from Wayne State University, Detroit, MI. Elizabeth is currently a Post-doctoral Research Associate at Michigan State University, with a focus on Engineering Education research, specifically with using creative teaching methods to encourage student engagement, learning, and

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Arash Mahboobin, University of Pittsburgh; Mark Gartner, University of Pittsburgh

Tagged Divisions

Biomedical Engineering

Paper ID #32862WIP: Defining Design as a Guide for Quality ImprovementDr. Arash Mahboobin, University of Pittsburgh Dr. Mahboobin is an assistant professor and undergraduate program director in the Department of Bio- engineering. His research interests include engineering education (curriculum and laboratory develop- ment), computational and experimental human movement biomechanics, and bio-signal processing.Mark Gartner, University of Pittsburgh American c Society for Engineering Education, 2021 Work in Progress: Defining Design as a Guide for Quality

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicholas J. Caccese, CBE Consultants, Inc.; Robert S. Cargill II P.E., CBE Consultants, Inc.; Ruth Ochia P.E., Temple University

Tagged Divisions

Biomedical Engineering

Paper ID #34467WIP: Enhancing Student Understanding of Impact Dynamics Using aJupyter-Based Simulation Tool for Injury AnalysisMr. Nicholas J. Caccese, CBE Consultants, Inc. Mr. Nicholas Caccese is a Technical Associate at CBE Consultants, Inc. Mr. Caccese is gaining expe- rience applying biomechanics to a variety of real-world problems, including: automotive collisions; falls from various heights and in various orientations; impacts from falling objects; injuries resulting from the misuse of a variety of devices; and amusement ride verification. After completing an M.S. and B.S. pro- gram in Biomedical Engineering at

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tye D. Martin, University of New Mexico; Veronica Mitchell ; Heather E. Canavan, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

Statistics: United States”, Disabled World, 2018. Available: https://www.disabled- world.com/disability/statistics/mobility-stats.php4. S. Warren, “Student Proposals for Design Projects to Aid Children with Severe Disabilities” Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016. 10.18260/p.259265. M. M. Das, S. B. Lee, L. H. Lineberry, C. A. Barr, “Why Inclusion Programs are Beneficial to Students with Disabilities and How Universities can Help: Perspectives of Students with Disabilities” Paper presented at 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia, 2018. Available: https://www.jee.org/295936. D. Gibson, P. Brackin

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

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

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

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

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

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

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

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Isabel Miller, University of Illinois at Urbana - Champaign; Sara Xochilt Lamer, University of Illinois at Urbana - Champaign; Karin Jensen, University of Illinois at Urbana - Champaign; Holly M. Golecki, University of Illinois at Urbana - Champaign

Tagged Divisions

Biomedical Engineering

specific impact of theactivities in promoting wellness, as well the use of wellness techniques and campus resourceslongitudinally after participating in the course.AcknowledgmentsThis project was supported by the University of Illinois Faculty Retreat Grant and theDepartment of Bioengineering. The authors thank the students for sharing their perspectives. References [1] X. Wang, S. Hegde, C. Son, B. Keller, A. Smith, and F. Sasangohar, “Investigating Mental Health of US College Students During the COVID-19 Pandemic: Cross-Sectional Survey Study,” J. Med. Internet Res., vol. 22, no. 9, p. e22817, Sep. 2020, doi: 10.2196/22817. [2] A. Kecojevic, C. H. Basch, M. Sullivan, and N. K. Davi, “The impact of the COVID-19 epidemic on mental

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maryam Mobed-Miremadi, Santa Clara University; Navid Shaghaghi, Santa Clara University; Gangshu Cai, Santa Clara University; Prashanth Asuri, Santa Clara University

Tagged Divisions

Biomedical Engineering

Paper ID #32932WIP: Student Training in Data Analytics Approaches for BioprocessingThrough Co-Curricular ActivitiesDr. Maryam Mobed-Miremadi, Santa Clara University Dr. Maryam Mobed-Miremadi is a Senior Lecturer at Santa Clara University. She is a chemical engineer (B Eng, M Eng, McGill University Canada) by training with an emphasis on transport and microencapsu- lation technologies for bioengineering applications. She graduated from McGill University with a Ph.D. in Chemical Engineering having conducted her research at the Artificial Cells and Organs Research Centre. Following graduate school she spent 12 years in the

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dianne Grayce Hendricks, University of Washington; Yuliana Flores, Human Centered Design & Engineering, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

-94-007-6350-0.[07] Adams, Maurianne, Lee Anne Bell, and Pat Griffin (Editors), Teaching for Diversity and Social Justice: A Sourcebook, Routledge, 2nd Ed., 2007.][08] The National Academy of Engineering Center for Engineering Ethics and Society https://www.nae.edu/26187/CEES. Accessed 19 Apr. 2021.[09] The Ohio State University, Advancing Technology That Promotes Social Justice for Humanity. https://hevcp.engineering.osu.edu/. Accessed 19 Apr. 2021.[10] Engineering, Social Justice, and Peace network. http://esjp.org/. Accessed 19 Apr. 2021.[11] "Intelligent Machinery, Identity, and Ethics" course website https://intelligentmachinerycourse.com/. Accessed 19 Apr. 2021.[12] Johnson, K., & Leydens, J. A., & Moskal, B

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 Divisions

Biomedical Engineering

emphasis on rigorous understanding of both. American c Society for Engineering Education, 2021 Work in Progress: Biomedical Sensors Laboratory Activities Using LabVIEW and Adaptation for Virtual InstructionIntroductionBiomedical Engineering (BMED) practice often reflects a “systems engineering” perspective onelectrical and/or mechanical devices or systems that interact with a biological sample. Thesuccessful Biomedical Engineer understands the breadth of physics and physiology involved inthe design and testing of a new system. Across subdisciplines within the field, there is a need tounderstand and quantitatively describe and evaluate measurement systems. An

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eric Gary Fuller, University of Florida

Tagged Divisions

Biomedical Engineering

activities and feedback sessions instead of Zoom (or similar platforms). Mozilla Hubsis a 3D virtual social experience in which students can create their avatar, move about the scene,talk with others, upload media, and much more. Through interactions that more closely mimicnatural human engagement coupled with a video game-like platform Mozilla Hubs has thepotential to create a refreshing break from the typical virtual discussion format and reduce thefatigue from online classes or meetings. The use of Mozilla Hubs is recommended for informalgroup discussions or feedback sessions, such as the poster rough draft feedback session examplegiven in this work. Students are reporting increased stress, isolation, and mental health concerns [1