Conference Session

Biomedical Engineering Division (BED): Best of Works in Progress

Collection

2023 ASEE Annual Conference & Exposition

Authors

Uri Feldman, Wentworth Institute; George D. Ricco, University of Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

maycapture and analyze one of their own physiological signals. Flash-labs are designed to takebetween 20-30 minutes in class, with about 60 minutes of follow up work to be completedoutside of class. Students execute the activities, then report on and discuss their findings withtheir classmates in small groups and through reports and reflective posts in their DSP-Portfolio.DSP-PortfolioOriginally, after completing each Flash-lab, students submitted their findings and observations asassignments onto the learning management system (LMS). However, this was limiting becauseonly the instructor got to review the assignments. To further enhance in-class collaboration andengagement, in the spring of 2022, DSP-portfolios were added for students to share their

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Callan E. Monette, Stanford University; Alexis Seymour, Stanford University; William T Yu, Stanford University; Leighton Terrance Wan, Stanford University; Andrew Sho Perley, Stanford University, Department of Bioengineering; Ross Daniel Venook, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

,” Commun. Teach., vol. 22, no. 4, pp. 116–129, Oct. 2008, doi: 10.1080/17404620802382680.[10] J. Gilmore, M. A. Maher, D. F. Feldon, and B. Timmerman, “Exploration of factors related to the development of science, technology, engineering, and mathematics graduate teaching assistants’ teaching orientations,” Stud. High. Educ., vol. 39, no. 10, pp. 1910–1928, Nov. 2014, doi: 10.1080/03075079.2013.806459.[11] M. Di Benedetti, S. Plumb, and S. B. M. Beck, “Effective use of peer teaching and self-reflection for the pedagogical training of graduate teaching assistants in engineering,” Eur. J. Eng. Educ., pp. 1–16, Apr. 2022, doi: 10.1080/03043797.2022.2054313.[12] J. Agarwal, G. Bucks, and T. J. Murphy, “A Literature

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexis Ortiz-Rosario, The Ohio State University; Ali Kaveh Rahimi

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

to performtwo interviews with stakeholders or individuals integral to the business. The experienceculminated with a project that required students to create a solution related to disabilitypolicy, workforce management, health/behavioral safety, or technology in the company. Inthe classroom, students were assigned complementary readings on the design process,completed weekly reflections on their learning experiences and weekly readings, anddiscussed the project, the progress, and the resources they required from either faculty orindustry mentors.Being a pilot program, a few challenges were identified. The challenges include framing anadequate assessment framework and balancing the synergy between the work studentsperform inside and outside

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Zhinan Wang, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

’ learning capability throughindividual development and peer engagement. The course design allows students to activelyparticipate in learning as a “resident” living in a “neighborhood”. Besides the traditionalindividual work, various group activities are performed inside one group and among multiplegroups, or the “households”. Students feel more obligated to better performance and high-qualitylearning outcomes. Another focal point of this study is the assessment of student learning underthe proposed course frame, where tailored tutorials and guidance are vital. Although supportfrom the teaching team is essential in this “neighborhood”, we still want to put students in thecenter as the leader of their study. The ongoing data collection reflects the

Conference Session

Biomedical Engineering Division (BED) Technical Session 2: Experiential Learning in Biomedical Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marla Hilderbrand-Chae, University of Massachusetts, Lowell ; Shalain Iqbal Siddiqui; Chiara E. Ghezzi; Bryan Black, University of Massachusetts, Lowell; Janna Jobel, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

to feelings of success, and the qualities of mentorship thataffected STEM identity.The research of Dou and Cian (2022) quantitatively determined the significant contribution ofhome support in self-recognition as a STEM person and in the development of a STEM identityin URM undergraduates [5]. In this study, the qualitative analysis of interviews from three highschool student interns, two parents and two faculty mentors reflect what is seen at theundergraduate level - authentic science lab experiences result in an increase in STEM identityand interest. The positive influence of direct faculty mentorship in a research experience alsomirrors what is seen in UREs. Two unique themes emerged from this study – the importance ofthe parent

Conference Session

Biomedical Engineering Division (BED) Technical Session 3: Technology in Biomedical Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Deborah Moyaki, University of Georgia; Dominik May, University of Wuppertal; Nathaniel Hunsu, University of Georgia; Pravalika Irukulla, University of Georgia; Cheryl T. Gomillion, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

’ responses are presented below.Concept Representation: This theme discusses how learners perceived the VR labs to havedisplayed learning concepts they were designed for. Some of the participants commented thatthe VR labs displayed the intended learning concepts in a way that made them mentallyrelatable. Their perception of the VR for the lab reflected perceptions about the utility valueand tool efficacy of the VR labs. More than half of the participants thought the VR labs gavea good visual representation of abstract concepts introduced during classroom lectures. Forexample, a student commented as follows: “This was important in showing what a real cell culture would look like ………. better than having read a textbook.”This