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Using Quantified Self as a Learning Tool to Engage Students in Entrepreneurially Minded Learning and Engineering Design

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Tagged Division

Entrepreneurship & Engineering Innovation

Page Count

8

DOI

10.18260/p.27161

Permanent URL

https://peer.asee.org/27161

Download Count

111

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Paper Authors

biography

Michael J. Rust Western New England University

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Michael J. Rust received his B.S. and Ph.D. degrees in Electrical Engineering from the University of Cincinnati, Cincinnati, OH, in 2003 and 2009, respectively. During his undergraduate training, he worked for Ethicon Endo-Surgery and AtriCure, companies which specialize in the development of novel surgical devices. While completing his doctoral dissertation, Dr. Rust served as an NSF GK-12 Graduate Fellow, which allowed him to develop hands-on engineering activities for high school students. In 2009, he joined the faculty of Western New England University where he currently holds the position of Associate Professor of Biomedical Engineering. He currently teaches undergraduate courses in bioinstrumentation, physiology, lab on a chip, and global health. Dr. Rust is a member of the Biomedical Engineering Society (BMES) and the American Society for Engineering Education (ASEE). His research interests involve the development of point-of-care medical technologies, including bioinstrumentation for use in low-resource settings.

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biography

Mansoor Nasir Lawrence Technological University

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Dr. Mansoor Nasir received his B.Sc. in Electrical Engineering from the University of Cincinnati and Ph.D. in Bioengineering from the University of California-Berkeley. He worked as a research scientist at the U.S. Naval Research Laboratory in Washington, D.C. before joining the Department of Biomedical Engineering at Lawrence Technological University. He has several publications in the areas of microfluidics, chemical and biological sensors, and MEMS technology. He is also passionate about engineering pedagogy. He has not only published articles on engineering education but has also led several workshops on using instructional methodologies that make classroom instruction more engaging and effective.

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biography

Eric G. Meyer Lawrence Technological University

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Dr. Meyer directs the Experimental Biomechanics Laboratory (EBL) at LTU with the goal of advancing experimental biomechanics understanding. Dr. Meyer teaches Introduction to Biomechanics, Tissue Mechanics, Engineering Applications in Orthopedics, and Foundations of Medical Imaging. He has been an active member of the engineering faculty committee that has redesigned the Foundations of Engineering Design Projects course that is required for all freshmen in the College of Engineering at LTU. This committee is currently designing a new sophomore-level Engineering Entrepreneurship Studio that will also be required for all students as a continuation of the “Foundations Studio.” He has published 33 peer-reviewed journal and conference proceeding articles. At LTU, Meyer offers a number of outreach programs for high school students and advises many projects for undergraduate students.

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Abstract

A learning module was developed to engage students in entrepreneurially minded learning (EML) and engineering design through an activity related to the Quantified Self (QS). This social movement, which involves the measurement of parameters within one’s own daily life, was used as the basis for investigating new concepts for devices to aid individuals with disabilities. The learning module was implemented in a sophomore level course in biomedical engineering at Western New England University. Results from assessment using pre- and post-module surveys showed increased student-reported knowledge/ability regarding a variety of EML concepts, including opportunity recognition and communicating solutions in terms of societal benefits. Additionally, while the present activity used QS to investigate a biomedical-related problem, the module could be tailored to fit the needs of a variety of engineering disciplines so as to engage other students in EML.

Rust, M. J., & Nasir, M., & Meyer, E. G. (2016, June), Using Quantified Self as a Learning Tool to Engage Students in Entrepreneurially Minded Learning and Engineering Design Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27161

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