Board 16: Work In Progress: New Pedagogical Strategies for Senior Design BME Projects Involving Industry Partners

KRYSTYNA GIELO-PERCZAK

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Biomedical Engineering Division (BED) Poster Session
Tagged Division: Biomedical Engineering Division (BED)
Page Count: 6
DOI: 10.18260/1-2--46721
Permanent URL: https://peer.asee.org/46721
Download Count: 100

Paper Authors

biography

KRYSTYNA GIELO-PERCZAK University of Connecticut orcid.org/0000-0002-7838-5110

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Dr. Krystyna Gielo-Perczak is an Associate Professor in Residence in the Department of Biomedical Engineering at the University of Connecticut.
Krystyna Gielo-Perczak obtained her combined B.S. and M.Sc. in Aeronautics and Mechanical Engineering and her Ph.D. in Biomechanics and Mechanical Engineering from the Technical University of Warsaw. After earning her Ph.D., she participated in the visiting researcher program of the University of Torino’s 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 industrial partners on several, multidisciplinary biomedical engineering senior design projects. Dr. Gielo-Perczak is best known for crossing the boundaries of traditional research by applying holistic and multidisciplinary approaches to improve the design of exoskeletons, robotics and medical devices.

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Abstract

Decision-making that occurs during the senior design project process may require both standard as well as more creative pedagogical strategies. The goal of this project was to characterize student decision-making processes that occur when skill-based design strategies and procedures prove inadequate. In addition to considering students’ knowledge, the project examined how students applied emotion and intuition strategies to deal with design problems, depending on the complexity of the industrial projects. The analysis focused on projects offered by three different industrial partners: Advanced Mechanical Technology, Inc. (AMTI), located in Watertown, MA; Rowheels, located in Merritt Island, FL; and Hologic Inc., located in Danbury, CT. The AMTI company requested that students design a device and protocol to quantify the effect of possible errors during human balance recordings. Generally, the data output from force plates has errors related to crosstalk, hysteresis, noise, nonlinearity, and questionable manufacturer claims. The errors and their effect on the usefulness of the data need to be determined. By applying the same protocol across three different AMTI force platforms, students could identify errors originating from crosstalk, noise, nonlinearity, and questionable manufacturer claims. Rowheels requested a study to validate the effectiveness of a novel reverse propulsion wheelchair system designed to reduce wheelchair induced shoulder injuries. The company asked students to conduct a small pilot study to compare muscle activation, acceleration, and mobility of conventional and reverse propulsion wheelchairs. Hologic Inc. requested a non-invasive study to compare the physiological stress induced upon mammography patients during compression with the SmartCurve Breast Stabilization system versus the Standard of Care (a flat paddle). This paper proposes a complementary approach to the traditional design pedagogy by combining the ecological concept of affordances with the neural concepts of emotion and intuition. The classical cognitive design engineering framework is extended through the neuro-ecological approach which includes personal student attributes that are important in the design environment. The proposed affordance-, emotion-, and intuition-based models correspond to the three types of student comprehension, namely: knowing, adapting and creating, respectively. The new framework is not a predictive model of student learning, rather, it describes the neuro-ecological learning processes of students and their design environment.

Citation
Format

GIELO-PERCZAK, K. (2024, June), Board 16: Work In Progress: New Pedagogical Strategies for Senior Design BME Projects Involving Industry Partners Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46721

TY - CPAPER
AB - Decision-making that occurs during the senior design project process may require both standard as well as more creative pedagogical strategies. The goal of this project was to characterize student decision-making processes that occur when skill-based design strategies and procedures prove inadequate. In addition to considering students’ knowledge, the project examined how students applied emotion and intuition strategies to deal with design problems, depending on the complexity of the industrial projects.
The analysis focused on projects offered by three different industrial partners: Advanced Mechanical Technology, Inc. (AMTI), located in Watertown, MA; Rowheels, located in Merritt Island, FL; and Hologic Inc., located in Danbury, CT.
The AMTI company requested that students design a device and protocol to quantify the effect of possible errors during human balance recordings. Generally, the data output from force plates has errors related to crosstalk, hysteresis, noise, nonlinearity, and questionable manufacturer claims. The errors and their effect on the usefulness of the data need to be determined. By applying the same protocol across three different AMTI force platforms, students could identify errors originating from crosstalk, noise, nonlinearity, and questionable manufacturer claims.
Rowheels requested a study to validate the effectiveness of a novel reverse propulsion wheelchair system designed to reduce wheelchair induced shoulder injuries. The company asked students to conduct a small pilot study to compare muscle activation, acceleration, and mobility of conventional and reverse propulsion wheelchairs.
Hologic Inc. requested a non-invasive study to compare the physiological stress induced upon mammography patients during compression with the SmartCurve Breast Stabilization system versus the Standard of Care (a flat paddle).
This paper proposes a complementary approach to the traditional design pedagogy by combining the ecological concept of affordances with the neural concepts of emotion and intuition. The classical cognitive design engineering framework is extended through the neuro-ecological approach which includes personal student attributes that are important in the design environment. The proposed affordance-, emotion-, and intuition-based models correspond to the three types of student comprehension, namely: knowing, adapting and creating, respectively. The new framework is not a predictive model of student learning, rather, it describes the neuro-ecological learning processes of students and their design environment.

AU - KRYSTYNA GIELO-PERCZAK
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Board 16: Work In Progress: New Pedagogical Strategies for Senior Design BME Projects Involving Industry Partners
UR - https://peer.asee.org/46721
DO - 10.18260/1-2--46721
ER -