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

sequence for the BIOE Department at the University of Washington. Taylor currently pursues continuous improvement activities through her role as the Un- dergraduate Program Coordinator, with the goal of optimizing bioengineering curriculum design, student learning outcomes, and the overall program experience for students. c American Society for Engineering Education, 2018 Enhancing Student Leadership Competencies Through ReflectionIntroductionThis paper describes the use of pedagogical approaches using reflection to enhance leadershipcompetencies in two bioengineering courses at the University of Washington, building on ourprevious work [1]. Our aim is to 1) provide a set of curricular materials that

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

Paper ID #28879Work in Progress: Embedded Ethical Inquiry and Reflection in aBiomedical Engineering CurriculumDr. Sharon Miller, Indiana University Purdue University Indianapolis Dr. Miller is the Undergraduate Program Director and Clinical Associate Professor of Biomedical Engi- neering at Indiana University Purdue University Indianapolis (IUPUI). After earning her BS in Materials Science and Engineering from Purdue University (West Lafayette), she earned her MS and PhD degrees at the University of Michigan (Ann Arbor). Her current roles include teaching, assisting in program assess- ment, student advising, and helping

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

Paper ID #33666WIP: Effectiveness of Different Reflection Approaches for ImprovingMastery in an Engineering Laboratory CourseMs. Amy N. Adkins, Northwestern University Amy N. Adkins is a PhD candidate in Biomedical Engineering at Northwestern University. She received her M.S. in Biomedical Engineering from Northwestern and her B.S. in Engineering Science from St. Mary’s University in San Antonio. Her technical graduate research is focused on utilizing novel imaging techniques to quantifying adaptation of muscle architecture in humans. She also desires to implement innovative teaching, mentoring, and hands-on problem

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

in reflective learning and personal self reflection in engineering classes in addition to her passion for engineering ethics and conceptual learning.Nozomi Nishimura, Cornell UniversityProf. Isaac Smith, Brigham Young UniversityDr. David M. Small, Cornell University American c Society for Engineering Education, 2021 Enhancing the teaching of research ethics through encounters with patients and reflectionIntroductionResponsible conduct of research is a major element of all engineering disciplines but is especiallyimportant in biomedical engineering. Recently, there has been a movement toward more stringentresearch ethics practices due to

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

 Department of Biomedical Engineering at Georgia Tech is currently infusing entrepreneurial minded learning and critical reflection throughout the undergraduate curriculum. One unique aspect of this effort is the creation of student­faculty partnerships that are focused on developing more entrepreneurially minded and reflective pedagogy within specific core courses. In this pilot effort, eight biomedical engineering students were recruited based on previous course experience, academic performance, and expressed interest in entrepreneurially minded learning and course development. These student partners formed a core team of course implementation assistants (CIA) that were overseen and supported by one faculty member serving as team leader. Six

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

facts rather thanunderstanding key concepts and ideas) without realizing that they may need to adopt a differentapproach as the learning outcomes may have changed. To make the problem worse, studentsdon’t even realize that anything might be wrong with their approach, so even after a poorperformance in midterm examinations, they may relentlessly redouble their previous efforts, onlyto find in the final examination that more of the same strategy does not help.Metacognition, “the process of reflecting on and directing one’s own thinking” [2] can helpstudents become self - directed learners, where students must learn to assess the demands of thetask, evaluate their own knowledge and skills, plan their approach, monitor their progress, andadjust

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

central to thelearning objectives. Anecdotally, students that receivedthe TRAD rubric while writing their reports appeared toscore similarly on the SBG rubric as those given the SBGrubric. One possible explanation is that the TRAD rubricexplicitly requested items that were inherently required tomaster the standard and unfortunately removed the necessity for students to contemplate whichdetails were important. Nonetheless, this preliminary finding supports call for reflection ongrading to enhance future mastery.7 Student weaknesses across quarters were the sameirrespective of the grading rubric (in the areas of “problem identification” and “interpretation”)and highlighted future teaching points. Anecdotally, students with the TRAD rubric appeared

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

student assessment and reflective data, this paper takes a deep dive into lessonslearned, work required, comparisons of didactic approaches, and how students’ assessmentschanged. The first author relates how he, as an old dog and set in using his unlearned teachingmethods, had to learn new tricks in order to survive as an effective instructor during a pandemic.The Quality Matters and the RISE courses prepared the instructor for better online course man-agement, especially for the hybrid fall 2020 term. But the hours required for course managementincreased >10-fold for the fall term over the course as it was previously offered.BR200 used a highly effective interactive synchronous exercise to get naive students fired upabout the biomedical

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, University of Alabama; Memorie Gosa, University of Alabama

Tagged Divisions

Biomedical Engineering

experiences had engineering students observe clinicians and student-clinicians at the Speech and Hearing Center (SHC) during typical therapy sessions with communityclients and reflect on their experiences. In this work, an overview of the logistical elements, asummary of the student feedback from the written reflections and focus groups, and futurerecommendations for the program are presented.Speech Pathology Shadowing SessionsShadowing and clinical placements are a key part of healthcare professional education [2] and webelieve that engineering students will also benefit from observation and interaction with groupsoutside of their discipline. This is supported by recent experiences reported on inter-professionalshadowing for senior medical students

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mark A. Chapman, University of San Diego; G. Bryan Cornwall, University of San Diego

Tagged Divisions

Biomedical Engineering

[23] and fracture fixation devices [24].Written assignment. Students are given a week to read the article and turn in a 1-2 page writtenassignment detailing a summary of the article, an evaluation of the article, and a list of definedterms. In the summary section, students summarize the introduction, materials/methods, resultsand discussion sections of the paper. In the evaluation section, students are asked to reflect onhow the authors have interpreted the data, how the data are presented and the appropriateness ofthe experimental design chosen by the researchers. Furthermore, the students are asked toevaluate whether the authors’ claims are supported by the data as well as if there are any missingexperiments that they would recommend to

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

C. Gunnarsson, Massachusetts Institute of Technology; Camille Birch, University of Washington; Dianne Grayce Hendricks, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

STEM. 2. Identify how cultural concepts of race, gender, sexuality and disability have shaped scientific thought (and vice versa) through history. 3. Critically evaluate literature regarding ethics and diversity in bioengineering. 4. Analyze how engineers handle implicit bias during research and design processes. 5. Propose approaches to promote ethics and diversity in engineering practice.The honors students attended the same class sessions and completed all assignments as their non-honors peers. In addition, the honors students attended a weekly two-hour discussion section andcompleted additional assignments including weekly readings, written reflections, and a finalpaper on a topic of their choice related to the role of

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

inrelated fields indicates students in blended engineering courses have improved attendance,motivation, and collaboration. We hypothesized that restructuring to a blended course wouldimprove coding confidence and competence over the traditional course. Two courses werecompared: one traditional course and another with programming content moved to weekly onlinemodules. A programming project was assigned after completion of the coding material in eachclass. Modules were created using a backwards design approach. The desired codingcompetencies were identified as: pseudocode, loops, matrix operations, and data visualization.Modules for each of these subjects contained review, practice, and reflection components.Review and practice materials were

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

twoundergraduate student developers of this curriculum participated in the honors program,so they were familiar with the rigors and expectations of honors coursework. Finally, thehonors program awards funding for a student teaching assistant for each course selectedthrough the competitive process.Course Topics and ThemesThroughout the course, students are asked to reflect on who gets to be a scientist orengineer, who defines which questions researchers ask and which problems engineerssolve, who benefits from these solutions, and what role social justice plays in science andengineering practice.Through a social justice lens, we explore the ethical implications involved in howtechnologies impact underrepresented people with specific focus on race, gender

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mark A. Chapman, University of San Diego; Gordon D Hoople, University of San Diego; G. Bryan Cornwall PhD P.E., Shiley-Marcos School of Engineering, University of San Diego

Tagged Divisions

Biomedical Engineering

to provide for rich classroom discussions and allow students to reflect onimportant topics they will likely face in their careers with the advent of new biomedicaltechnologies. Topics such as equal access to healthcare, ethical issues surrounding gene editing,and understanding how a user’s background or culture can affect their healthcare needs/desireswill all be discussed and considered throughout our curriculum directly alongside technicaltopics. This approach will allow us to more specifically address the new ABET outcomes(particularly Outcome 2) that call for more integration between social and technical elements.Our first students will not officially begin the BME track until the fall of 2020, but we arepiloting our biomechanics and

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kiersten Lenz, University of New Mexico; Eva Chi, University of New Mexico; Vanessa Svihla, University of New Mexico; Linnea K. Ista, University of New Mexico; Heather Canavan, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

engineeringskills (e.g., computer aided design, manufacturing, and prototype testing) [4].Working in collaborative teams increases critical thinking, test scores, and student engagementwith the material. Additional positive outcomes are increased self-esteem, personal assetidentification, and a gained appreciation of diverse perspectives [5]. Providing students with theopportunity to reflect on key areas of teamwork, such as communication, task management, andcooperation, can increase the effectiveness of team work [6].Research Design and MethodsThis study evaluates the effect of a collaborative prototype design project on students’ learningoutcomes and engagement with course material at a large Hispanic-serving research university inthe Southwest. The

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Steven Higbee, Indiana University Purdue University, Indianapolis; Sharon Miller, Indiana University Purdue University, Indianapolis

Tagged Divisions

Biomedical Engineering

approaching a design problem orproject. Students’ self-reflections of design confidence before and after each project werecollected. Students were also asked to rate how worthwhile and how enjoyable they found eachproject using a reflection grid [16].Results and DiscussionDemonstrating Knowledge of Engineering Design Process: Students engaged in each projectdemonstrated knowledge gains of the BME design process (Table II). Specifically, both projectshelped students identify components of the FDA waterfall diagram (p < 0.005) and apply themappropriately. Students in the 200-level course made gains in identifying design specifications (p= 0.028), whereas students in the 300-level course showed increased knowledge of designrequirements (p = 0.014

Conference Session

Active Learning in BME, Session I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brian P. Helmke, University of Virginia; William H. Guilford, University of Virginia

Tagged Divisions

Biomedical Engineering

learning gains in a course in physiology forengineers [7]. Since these learning gains represent only one way to evaluate outcomes, they donot necessarily reflect other aspects of the classroom such as learner satisfaction or quality ofstudent-faculty interactions. The goal of this study was to ask whether a blended learningenvironment based on low-stakes formative assessments improves students’ satisfaction with thelearning environment and quality of student-faculty interactions.Research MethodsCourse descriptionsTwo sections of a sophomore-level physiology course in biomedical engineering were taught inthe same semester by two different instructors, as reported previously [7]. Both sections requiredreading assignments from the Guyton and Hall

Conference Session

Innovative Course Structures and Learning Environments

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian P. Helmke, University of Virginia

Tagged Divisions

Biomedical Engineering

rather than on how closely they metthe learning objectives of the activity or assessment.In a “specifications grading” system [2], students earn credit for completing activities (or bundlesof activities) by meeting clearly defined specifications shared at the time of assigning theactivities. If the work does not meet the specifications, then credit is not earned. This system hasseveral advantages. Specifications are closely mapped to the learning objectives for the activitiesand the course, making it easier to document and to reflect on learning. Students focus theireffort on meeting specifications much as they would in the professional field when addressingclient needs or competing for a project bid. Specifications can include aspects of the

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

non-prescriptive way tohelp students and faculty consider sustainability, while building their capacity to thinkingin four interconnected ways (systems, values, strategies, future). The framework is at theintersection of several movements within engineering education and is a way to craft anditerate upon learning environments that are challenge-based, real-world and seeded withhooks for independent inquiry and self-reflection (Stibbe and Luna, 2009; NationalResearch Council 2000; Caine et al. 2009; Bybee, 2002; Byrne, 2010; Huntzinger, 2007).Below each of the ways of thinking are reviewed (modified from the SEFT) and pairedwith a pedagogical movement within engineering education.Systems Thinking and Wicked ProblemsSystems Thinking advocates

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine E. Reuther, Columbia University; Rachel Diane Field, Columbia University; Aaron Kyle, Columbia University

Tagged Divisions

Biomedical Engineering

monitoring market) Pre-natal monitoring of pre- equipment and kit) eclampsia in Haiti Table 2. Project Topics and Sample ContributionsTeaching Methods. Our within-semester survey results (response rate=80%) reflect “stronglyagree” or “agree” in 100% of the student responses that the inclusion of case studies and externalspeakers support their learning in the course. 93% of the student responses also indicate“strongly agree” or “agree” that the interdisciplinary classroom environment and the groupproject support their learning in the course. Our final course survey results (response rate=80%)reflect “strongly agree” or “agree” in 100% of the student responses that

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

number of students. Wehere report on the inaugural year of our Clinical Scholars program, its impact on participants,and lessons learned on how to broaden its impact to non-participating students via our BMEcurriculum.Scholar selectionApplicants to the clinical immersion program must be either rising 3rd or rising 4th yearbiomedical engineering students. As a result, by the time they enter the clinical environment allparticipants will have completed one semester of quantitative human physiology, and a course incell and molecular biology for engineers. A holistic yet targeted admissions process helps toensure the diversity of the Clinical Scholar cohorts. Finalists are selected based on their responseto several reflective questions rather than on

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

as availability of instructional resources to support this initiative.The course involves a 10-week project, along with weekly engagement and reflection activitiesthat are designed to promote critical thinking and collaboration. Students were required toparticipate in a moderated discussion forum at least twice every week.• Discussion Forum: Each student was required to initiate a new topic of discussion (initiation thread) related to the overall theme of the week as well as engage in a discussion with posts from one or more peers (engagement thread). Both initiation and engagement threads were meant to allow for weekly reflection among students and low-stakes assessment by course facilitators. Measures such as number of posts

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

Outcome Feature and GradebookCanvas allows for real-time assessment of students’ progress towards mastery of a skill. Afterinputting the standards and associated descriptions as outcomes we created lab report rubricsusing these outcomes. All standards are scored on a scale from one to five where one equates to“novice” and five is “distinguished”. We set a level of “3” out of “5” as reflecting sufficientmastery for each skill. Then these scores are given various weightings to produce a final reportscore which directly comprises a percentage of the final grade. The four reports comprise 7.5%,10%, 12.5%, and 15% of the final grade respectively. Building the rubric with outcomesallowed for quick visual feedback regarding progression towards mastery

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

about themselves. Out of 119 behaviorsmentioned in the peer evaluation, 113 were positive behaviors. Similarly, 88 out of 92 behaviorswere positive in self-evaluation. The positive behaviors mentioned most often were beingdependable, cooperating and communicating with each other, as well as putting forth effort.However, students mostly discussed these behaviors in terms of accomplishing work, which maymean that some teams are merely dividing up work and not truly collaborating with one another.Additionally, since the surveys were conducted at the end of the course, teammates were notgiven an opportunity to reflect upon their behaviors.Ongoing WorkFor the reasons discussed above, students may need guidance on how to be an effective teammember

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William H. Guilford, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

bias score, and was -1.50 -0.50 0.50 1.50collected on a scale of 0-10. In Pre-course explicit career biasorder to compare these scores oncomparable scales, we generatedan explicit career bias score by Figure 2: Pre-course implicit bias is predicted by explicit bias. Positive values indicate a bias toward engineering over medicine.subtracting their interest inmedicine from their interest in engineering and dividing by 10. Positive values in either scorerepresent a bias toward engineering, while negative scores reflect a bias toward medicine.As a measure of validation of our implicit measure, we

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

were then asked to reflect on the how well the information was communicated andwhere gaps occurred in their understanding of how to replicate the original experiment. Studentsfrom both groups were assessed based their clarity and ability to reproduce results.Background:This study takes an interdisciplinary and cross institutional approach to achieving learningoutcomes and reinforcing the importance of professional communication in survey styleundergraduate Introduction to Biomaterials courses. The Biomaterials courses each cover a rangeof selected topics including an extended review of polymeric biomaterials starting withfundamental concepts surrounding polymer material properties such as viscoelasticity; a detailedanalysis of metallic alloys

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Steven Higbee, Indiana University Purdue University, Indianapolis; Sharon Miller, Indiana University Purdue University, Indianapolis

Tagged Divisions

Biomedical Engineering

found eachproject and reflected on the integration of prior coursework into their design projects. Finally,student design reports were scored by instructors and students self-reported design mastery,using a common rubric.Results and Discussion: After completing each integrated project, students demonstratedimproved design knowledge and cognizance of integrating prior coursework knowledge intotheir designs. Students also reported significant confidence gains in four major areas: (1) designprocess and approach, (2) working with hardware, (3) working with software and interfacingwith hardware, and (4) communicating results. Focus group responses support the observedquantitative improvements in student design confidence. Further, instructor scoring

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

. Survey responses were first descriptively coded, guided bythe research question. Throughout the coding process, themes were the unit of analysis.Subsections of text within an individual response were deemed to contain essential thought, andthen coded accordingly. This process is in line with utterance coding within verbal qualitativeanalysis [30]. All coding was performed by two researchers, and the researchers reached 100%consensus after discussion in inter-rater reliability (IRR). Focused codes were developed [31], [32] to further interpret Incubator participantunderstandings of teaching and learning. In developing our codes, we asked a more specificquestion: How are BME students’ articulations of teaching and learning reflecting

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

of 294 students are assessed over five semesters. Average class grades andgrade distributions are statistically compared using ANOVA and Z test, respectively. Moreover,a 15-question survey was used to evaluate PBL through a five-level Likert scale. Selectedstudent comments from end-of-semester course surveys are included when informative. Finally,qualitative instructor reflections are presented.Preliminary Results and Reflections Course Grades: Grades were not curved in any semester and the type and level of formativeand summative assessments were equivalent, thus the mean average class grades offer directcomparison of mastery of learning outcomes assessed. There was no statistical differencebetween the final grades (p=0.2; average 91.3

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

they foundthroughout the challenge and that might have been useful for all sessions. The journal and theglossary not only reflected UIs found in many investigative point-and-click games (e.g., Phoenix Figure 1: Investigator A Terminal A) Students were given a unique Case ID. After pressing start, the terminal appeared with