time spent interacting with the presenters at around 86% byeducators from a diverse rank level (from student to post-doctoral fellow and professor).Moreover, the engagement with the content continued beyond the duration of the synchronousevent, as indicated by the number of times the Share and Learn webpage [22] was visited andhow these number of visits grew over time.a)b) Figure 1: Why we do what we do: a) quantitative results from the Share and Learn analysis and the impact form the educator community to the educator community, b) map depicting the location of the participants who attended the Share and Learn events who resided in the US.The participants were from 55 unique institutes, with most participation from the universities
have impacted the material reception andretention of the lab concepts and background information (Figure 1F). Students in cohort 2scored significantly higher in lab reports for the VR-based labs as compared to non-VR labs andcompared to cohort 1 VR-based labs (Figure 1G). This may suggest that VR videos may haveprovided a better understanding of the lab procedures and tasks leading to a better-written labreport.Figure 1: (A) Student perception and (B) Experience with VR from Pre VR and Post VR survey from Cohort 2. (C-E) Comparison of VR experience of Cohort 1 and Cohort 2. (F-G) Comparison of Lab quizzes and Lab reports scores.Conclusions and Future DirectionsOverall, this study aims to assess the student perception
warranted. Future workwill also explore extending this intervention to non-lab courses and non-technical writingassignments. In observing assignments beyond writing assignments, it may be possible to makemore definitive conclusions regarding the impact of reduced grading penalties.Bibliography[1] A. G. Eggleston and R. J. Rabb, “Technical communication for engineers: Improving professional and technical skills,” in 2018 ASEE Annual Conference & Exposition, 2018.[2] N. Gnanapragasam, “Evolution of Technical Writing in Senior Design--A Case History.,” Adv Eng Educ, vol. 2, no. 1, p. n1, 2010.[3] B. F. Barton and M. S. Barton, “The Nature and Treatment of Professional Engineering Problems—The Technical Writing Teacher’s
: 10.1037/0021-9010.69.2.334.5. Appendix5.1 Pre-course survey questions 1. What career path are you most interested in pursuing right now? Select all that apply. a. Graduate school b. Medical school c. Biotechnology sector (R&D) d. Lab manager/technician (Academic R&D) e. Consulting f. Other professional school g. Sales/Marketing h. Data analytics i. Software/Hardware engineering j. Other: [open response] 2. How important do you believe communication skills will be in your future occupation? On an integer scale of 1 to 5, where 1 is “Not Important” and 5 is “Very Important”. 3. How comfortable are you with finding and accessing primary technical articles using
Molecular, Cellular and TissueEngineering. These tracks are led by a gateway area core class with an identical (or nearlyidentical) title, apart from the MCTE track—this track is led by BMEXXX: Transport Phenomenain Biological Systems. We reflect in the next section why this core class alone is insufficient toprepare our students for depth in the MCTE track. In their final year of study, students must complete two advanced electives in their chosenarea of focus and one capstone design course. Advancedelectives within the MCTE track (listed in Appendix B)offered in the past five years have skewed as much as 4 to 1in favor of molecular/cellular-focused content over transportphenomena (Fig. 1), with few pre
tailored guidance that the genAI tool was able to return. By incorporatingthese elements, instructors can better prepare students to use genAI tools effectively while stilldeveloping their own critical thinking and writing skills.6. References[1] A. Jaiswal, B. Prince, and V. K. Joshi, "Assessing the Motivation and Emotion Levels of First-Year Engineering Students Enrolled in an Academic Writing Course," presented at the ASEE Portland, OR, 2024, #41796.[2] A. Y. Yasin, W. M. H. W. Shaupil, A. M. Mukhtar, N. I. A. Ghani, and F. Rashid, "The English Proficiency of Civil Engineering Students and a Malaysian Polytechnic," Asian Social Science, vol. 6, no. 6, 2010.[3] T. N. Fitria, "“Grammarly” as AI-powered
Taxonomy. (a) Illustration summarizing previous literature and a pre/post lecturetest study conducted by Dr. Alissa Brink. (b) The illustration depicts this study’s method inintegrating lecture learning outcomes with Bloom's Taxonomy in pre/post self-assessment toevaluate student learning from the lecture. (c) Students' scores from pre/post self-assessmentconducted before and after the lecture, categorized according to different levels of Bloom'sTaxonomy.IntroductionFormative assessment is an ongoing process to check on student’s understanding and support theirprogress. Formative assessment is a crucial tool in engineering education, known for enhancingstudents’ progress towards achieving learning outcomes. In bioengineering education
correct responses for (A) all questions combined, (B) individual multiple-choice questions, and (C) topics covered by the questions (Resource: 1-7, Tool: 8-11, Reading: 12) for each BME class. All results in A are statistically significant. For B and C, the solid lines indicate statistical significance
Paper ID #36693Story-Driven Learning in Biomedical Engineering: Quantifying Empathy inthe Context of Prompts and PerceptionsDr. Stephanie Jill Lunn, Florida International University Stephanie Lunn is an Assistant Professor in the School of Universal Computing, Construction, and En- gineering Education (SUCCEED) and the STEM Transformation Institute at Florida International Uni- versity (FIU). She also has a secondary appointment in the Knight Foundation School of Computing and Information Sciences (KFSCIS). Previously, Dr. Lunn served as a postdoctoral fellow in the Wallace H. Coulter Department of Biomedical Engineering at
. 48–54, Mar. 2014, doi: 10.2505/4/jcst14_043_04_48.[5] G. D. Saenz, L. Geraci, and R. Tirso, “Improving metacognition: A comparison of interventions,” Applied Cognitive Psychology, vol. 33, no. 5, pp. 918–929, Sep. 2019, doi: 10.1002/acp.3556.[6] “Analyze Exam Errors - University of Guelph Mclaughlin Library.” [Online]. Available: https://guides.lib.uoguelph.ca/c.php?g=697429&p=5011754[7] K. VanLehn, S. Siler, C. Murray, T. Yamauchi, and W. B. Baggett, “Why Do Only Some Events Cause Learning During Human Tutoring?,” Cognition and Instruction, vol. 21, no. 3, pp. 209–249, Sep. 2003, doi: 10.1207/S1532690XCI2103_01.
-student-agency-in- active-learning. [Accessed: Jan. 10, 2025]. 2. L. A. Rose, J. R. McKinney, and K. K. Scoggins, "The pen is mightier than the keyboard: Implementing digital ink in the engineering, humanities, mathematics, and science classrooms," Proc. ASEE Annual Conf. Expo., 2019. [Online]. Available: https://peer.asee.org/the-pen-is-mightier-than-the-keyboard-implementing-digital-ink-in- the-engineering-humanities-mathematics-and-science-classrooms. [Accessed: Jan. 10, 2025]. 3. A. S. Hwang, B. T. S. Choi, and C. Y. Lee, "Integrate the iPad, Apple Pencil, and GoodNotes to enhance teaching effectiveness," Proc. ASEE Annual Conf. Expo., 2021. [Online]. Available: https://peer.asee.org/integrate-the
Society chapter at UCD, where she serves as the graphics designer and actively contributes to the Outreach and Fundraising committees. Alongside her involvement in BMES, Angelika is an enthusiastic member of B-Hours, a student-run organization dedicated to projects benefiting clinics in Sacramento. Focusing her course studies in cell and tissue engineering, Angelika is currently seeking research opportunities to further explore her passion in bioprinting and regenerative medicine. ©American Society for Engineering Education, 2025 Work in progress: Preparing Biomedical Engineers to Tackle Biases in Machine LearningIntroductionFrom just 21 FDA-authorized (including
and hegemony: Changing engineers," inProceedings of the 23th HERDSA Annual Conference, Toowoomba, Australia, 2000, pp. 2-5.[7] T. Litzinger, L. R. Lattuca, R. Hadgraft, and W. Newstetter, "Engineering Education andthe Development of Expertise," Journal of Engineering Education, vol. 100, no. 1, pp. 123-150,2011/01/01 2011, doi: https://doi.org/10.1002/j.2168-9830.2011.tb00006.x.[8] B. Lutz and M. C. Paretti, "Exploring the Social and Cultural Dimensions of Learning forRecent Engineering Graduates during the School-to-Work Transition," Engineering Studies, vol.13, no. 2, pp. 132-157, 2021/05/04 2021, doi: 10.1080/19378629.2021.1957901.[9] L. Mamedova, A. Rukovich, T. Likhouzova, and L. Vorona-Slivinskaya, "Onlineeducation of
] B. E. Farley, “The medical device industry and the biomedical engineer: current status and future trends,” IEEE Eng. Med. Biol. Mag., vol. 8, no. 3, pp. 27–32, Sep. 1989, doi: 10.1109/51.35575.[5] R. W. Lent, S. D. Brown, and G. Hackett, “Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance,” Journal of Vocational Behavior, vol. 45, no. 1, pp. 79–122, Aug. 1994, doi: 10.1006/jvbe.1994.1027.[6] N. A. Fouad et al., “Barriers and Supports for Continuing in Mathematics and Science: Gender and Educational Level Differences,” Journal of Vocational Behavior, vol. 77, no. 3, pp. 361–373, Dec. 2010, doi: 10.1016/j.jvb.2010.06.004.[7] R. W. Lent, S. D. Brown, and G. Hackett, “Social
71% 38% 7% 0% Cohort 4 81% 49% 12% 5%Figure 1. (A) Cohort 4, which had progressed the furthest through the degree program, could betterarticulate unique jobs for BMEs, compared to Cohorts 1, 2, and 3. (B) Cohort 4 could betterarticulate specific industry job titles and roles, compared to Cohorts 1 and 2. (C) Cohorts 1, 2, 3,and 4 demonstrated similar abilities toward identifying relevant skillsets and experiences thatundergraduate students should obtain or pursue during their undergraduate tenure. * = p < 0.05; ns= no significance.To assess student knowledge of specific industry job titles and roles, students were asked
, no. 4, pp. 517–542, 2003.[5] D. Bairaktarova and A. Woodcock, “Engineering student’s ethical awareness and behavior: Anew motivational model,” Science and Engineering Ethics, vol. 23, no. 4, pp. 1129–1157, 2016.[6] L. Shuman, C. Mitcham, B. Olds, R. Miller, H. Wolfe, M. Besterfield-Sacre, R. Pinkus, andM. Sindelar, “Can our students recognize and resolve ethical dilemmas?,” 2004 AnnualConference Proceedings.[7] M. C. Jaklevic, “No shield from X-rays: How science is rethinking lead aprons,” KaiserHealth News, 16-Jan-2020. [Online]. Available: https://khn.org/news/no-shield-from-x-rays-how-science-is-rethinking-lead-aprons/. [Accessed: 28-Feb-2023].[8] Y. Heo, H. Chun, S. Kang, W. Lee, T. Jang, and J. Park, “Relating factors to wearingpersonal
Paper ID #39586Designing Capstone Experiences for Interdisciplinarity in BiomedicalEngineering EducationProf. Holly M. Golecki, University of Illinois, Urbana-Champaign Dr. Holly Golecki (she/her) is a Teaching Assistant Professor in Bioengineering at the University of Illinois Urbana-Champaign and an Associate in the John A Paulson School of Engineering and Applied Sciences at Harvard University. She holds an appointment at the Carle-Illinois College of Medicine in the Department of Biomedical and Translational Sciences. She is also a core faculty member at the Institute for Inclusion, Diversity, Equity, and Access in
Paper ID #40465Board 3: WIP - Bachelor of Science in Engineering Technology withBiomedical Concentration (BMET) Curriculum DevelopmentDr. Iftekhar Ibne Basith, Sam Houston State University Dr. Iftekhar Ibne Basith is an Assistant Professor in the Department of Engineering Technology at Sam Houston State University, Huntsville, TX, USA. Dr. Basith has a Ph.D and Masters in Electrical and Computer Engineering from University of Windsor, ON,Vajih Khan, Sam Houston State University Lecturer SHSU Department of Engineering Technology Mr. Khan has 20+years of industry experience helping companies successfully design and launch
Paper ID #46350Conducting an International Med-IoT Project under the Innovation-BasedLearning ModelMr. Victor Tsui, University of North Dakota Victor Tsui is a Professional Chemical Engineer and a multidisciplinary biomedical engineer by train for over 30 years in biotech companies in San Francisco Bay Area. Victor graduated from Hong Kong Polytechnics University and University of Wisconsin with a master’s degree in engineering. He obtained a bachelor’s degree in computer science and certificate in project management. Victor is a co-founder for ”Powder Pharmaceuticals” a needle-free drug delivery device manufacturing in
Department of Mechanical Engineering. After that, she gained academic and teaching experience by serving as a faculty member at several universities around the world, including WPI, the University of Oregon, the University of Waterloo and the University of Toronto, Victoria University of Technology, and the Technical University of Warsaw. Just prior to joining the University of Connecticut, she worked as a scientist at the Liberty Mutual Research Institute for Safety and Health in Hopkinton for seven years. Her education interests center on multidisciplinary and systems engineering design approaches, and include modelling, data analysis and simulation software. Presently, at the University of Connecticut, she collaborates with
Paper ID #43292Board 20: Work in Progress: Understanding Student Perceptions and Use ofGenerative Artificial Intelligence for Technical WritingDr. Amy N Adkins, North Carolina State University Amy N. Adkins is a n Assistant Teaching Professor in the Joint Department of Biomedical Engineering at University of North Carolina (UNC) and North Carolina State University (NCSU). She received her Ph.D. and M.S. in Biomedical Engineering from Northwestern University and her B.S. in Engineering Science from St. Mary’s University in San Antonio. Her technical research which relates to her PhD Dissertation is focused on utilizing
Paper ID #42391Board 8: Work in Progress: Bridging Theory and Practice: Innovation-BasedLearning and NSF I-Corps in Modern Engineering Education.Abigail Tubbs, University of North Dakota I am a PhD student in Biomedical Engineering at the University of North Dakota. My team consists of a mix of graduate and undergraduate students who worked collaboratively on this abstract.Ms. Paige Beduhn, University of North Dakota I am an undergraduate student in my 3rd year in Biomedical Engineering at the University of North Dakota. I am a Coauthor on this paper.Ryan Striker, University of North Dakota Ryan Striker is a life-long
Paper ID #48187BOARD # 17: Students Learning Experiences in VR LaboratoriesDeborah Moyaki, University of Georgia Deborah Moyaki is a doctoral candidate in the Engineering Education and Transformative Practice program at the University of Georgia. She holds a bachelor’s degree in Educational Technology and is excited about the possibilities technology offers to the learning experience beyond the formal classroom setting. Her research focuses on improving the educational experience of engineering students using merging technologies such as virtual reality and artificial intelligence.Dr. Nathaniel Hunsu, University of
Paper ID #38475Board 21: Work In Progress: Jigsaws as an Effective Approach forDeveloping Analytical and Collaboration Skills in Healthcare Systemsand Process Design CoursesDr. Uri Feldman Uri Feldman is an Assistant Professor of Biomedical Engineering in the School of Engineering at Went- worth Institute of Technology in Boston. He received a Ph.D. from the Massachusetts Institute of Tech- nology’s Media Lab, a B.S. in Electrical Engineering from Case Western Reserve University in Cleveland, and an M.S. in Electrical Engineering from University of Illinois at Urbana Champaign. As a Postdoctoral Fellow at Harvard Medical
influences vascular smooth muscle cell glucose metabolism and studying how cell alignment can change vascular smooth muscle cell metabolism. Her current research interests focus on applying her vascular mechanobiology knowledge to vascular calcification and the related cardiovascular diseases. Additionally, Dr. Mathieu teaches multiple classes in Biomedical Engineering, Engineering and Physics. ©American Society for Engineering Education, 2024 Work in Progress: Development and Assessment of an Innovative, Student- Centered Biomechanics CourseIntroductionBiomechanics is an essential course in a biomedical engineering curriculum studying the structure,function and motion of the
Paper ID #43065IDEAL Creative Biomechanics Project and the Impact on Students’ Engagement(Phase III)Dr. Michele J. Grimm, State University of New York at Albany Michele J. Grimm, PhD, became Dean of the College of Nanotechnology, Science, and Engineering at the University at Albany (SUNY) in August 2022. She previously held an endowed professorship in mechanical engineering at Michigan State University (2019-2022), was a program director at the National Science Foundation (2016-2019), and spent 25 years on the faculty of Wayne State University (1994-2019). While at Wayne State, she established the Department of Biomedical
Paper ID #44050Board 5: Work in Progress: Effectiveness and Utility of Video Feedback forCAD ModelsDr. Julian M Lippmann, University of Miami Julian Lippmann has been a Lecturer in the Department of Biomedical Engineering at the University of Miami since 2019, where he teaches Biomedical Design, Biofluid Mechanics, and Solid Modeling with SolidWorks. Prior to this, he was an Assistant Teaching and Research Professor at the University at Buffalo, SUNY in the Department of Biomedical Engineering for 9 years. He holds a Ph.D., M.S., and B.S. in Mechanical Engineering from the University of California, Berkeley where he