Using the Entrepreneurial Mindset to Master Kinematics and Human Body Motion in a Biomechanics Course

Andrea T. Kwaczala

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Conference: 2020 ASEE Virtual Annual Conference Content Access
Location: Virtual On line
Publication Date: June 22, 2020
Start Date: June 22, 2020
End Date: June 26, 2021
Conference Session: ENT Division Technical Session: EM Across the Curriculum II
Tagged Division: Entrepreneurship & Engineering Innovation
Tagged Topic: Diversity
Page Count: 14
DOI: 10.18260/1-2--35474
Permanent URL: https://peer.asee.org/35474
Download Count: 496

Paper Authors

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Andrea T. Kwaczala Western New England University

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Andrea Kwaczala is an assistant professor at Western New England University in the biomedical engineering department. She teaches Biomechanics, Product Development and Innovation, Senior Capstone Design and Prosthetic and Orthotic Devices. She focuses on hands-on labs centered on student engagement and project-based learning. She works in affiliation with Shriners Hospitals for Children where her research focuses in the design of assistive technologies to help people with limited mobility move and exercise so they can explore their world, independently. She has a husband and two young sons and they all love playing golf and adventuring outside together as a family.

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Abstract

Engineering analysis of the human body through kinematics and dynamic motion can be a challenging task that is daunting to undergraduate students. The analysis process starts by creating a framework of understanding in dynamics, calculus and anatomy and physiology. Most critically, students must develop a concrete knowledge of joint movement, gait and current technologies used to analyze human body motion characterized by locomotion or kinematics [1]. Students then must combine this knowledge with understanding of forces and muscle mechanics to understand how the body generates power or kinetics [2], all working succinctly to perform locomotion. By using a semester-long project to introduce engineers to the entrepreneurial mindset, students are given the chance to engage in difficult technical material in an impactful way while learning new skills not typically taught in the engineering classroom.

A major key to the module's success was to allow students to choose their own topic, which allowed them to foster their curiosity and engage more genuinely with the content. Mavromatti et. al also demonstrated the importance of student-selected projects to help with motivation and personal interest with the subject matter [3]. Student feedback on the ability to select the project was observed: “I liked how we had freedom to decide what we wanted to do for our human performance project, it makes the work more fun and felt more like a personal success once it was done.” Above all, this demonstrated the ability of students to make deep connections with the course material, and finding value in their own curiosity driven biomechanics project.

The module was designed to be a project based learning (PBL) application of human body motion. Students developed projects that used digital goniometers recorded by PowerLab in ADInstruments LabChart software (ADInstruments, Co, Colorado Springs CO), and video analysis for joint angle, position, veloicty and acceleration of body segments using Kinovea software (Open Source, Kinovea.org). Students designed their own study and executed an experimental setup for collecting human subject data and completed statistical analysis on the data. In addition to the technical content, students were required to think entrepreneurially to develop entrepreneurial minded learning (EML) skills. For project completion, they had to submit an IRB for human subject testing considering the ethical concerns of performing human subject testing. They completed a market analysis report, used scientific data to present technical content in an elevator pitch to stakeholders and delivered a non-technical brief to the CEO of their company. Engineers had to identify a reimbursement strategy to make human body motion data lucrative for their organization. The introduction of business content in a technical course provided an opportunity for engineers to learn how they could become a part of real-world business and organizational teams once they enter the workforce.

The data collection tool, to assess the efficacy of this module, was comprised of a student survey delivered before the start of the project and at the conclusion of the work. Surveys were approved by the university's Institutional Review Board (IRB) prior to their use. To maintain confidentiality, students were randomly assigned a 6-digit code that was used to pair responses on the pre- and post-module surveys. The surveys consisted of both short answer and multiple choice technical questions regarding the field of biomechanics, as well as 5-choice Likert-scale questions that prompted students to rate their current level of knowledge/ability regarding various EML skills.

The greatest improvements in entrepreneurial skills was in investigating the market, and creating a preliminary business model with 94, and 154 increase on Likert-scores, respectively (Student’s t-test: pre- vs. post-survey, p<0.001). Additionally, the student’s sense of ability at evaluating the technical feasibility, customer value and societal benefits or economic feasibility increased by 43% (p<0.001). Students also improved on their ability to identify an opportunity, assess policy and regulatory issues, communicate engineering solutions in economic terms and validate market interest with 29, 44, 56 and 51% increase in Likert-scores, respectively (Student’s t-test: pre- and post-survey scores: p<0.05). In general, the project was well received by the students and demonstrated improved awareness and ability to think with an entrepreneurial mindset.

Keys to successful implementation of this module include providing a fast-paced curriculum in the first 6 weeks of class to get all students up to speed on core course material, the laboratory equipment and motion analysis technology, as well as thorough introduction to the project requirements. The faculty member had to be willing to research and develop competencies in several areas including sports performance, injury biomechanics, and clinical assessments of gait and human movement to provide technical feedback throughout the semester. Each project required individualized feedback for design of experiments, statistical analysis, experimental setup and scientific writing. To allow enough student-faculty interaction, the project was run during a 4-hour lab block that met weekly, and was associated with the biomechanics course. The students were given at least 6 weeks of open lab time to specifically work on the project. It was critical to provide rubrics, concrete deadlines and rapid feedback on deliverables throughout the semester to keep students on track and engaged with the material. Overall, students preferred this style of learning and found the project tremendously helpful in creating connections with the course content. This work could serve as a learning opportunity for professors trying to introduce entrepreneurship in a course with rigorous engineering content.

Citation
Format

Kwaczala, A. T. (2020, June), Using the Entrepreneurial Mindset to Master Kinematics and Human Body Motion in a Biomechanics Course Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35474

TY - CPAPER
AB - Engineering analysis of the human body through kinematics and dynamic motion can be a challenging task that is daunting to undergraduate students. The analysis process starts by creating a framework of understanding in dynamics, calculus and anatomy and physiology. Most critically, students must develop a concrete knowledge of joint movement, gait and current technologies used to analyze human body motion characterized by locomotion or kinematics [1]. Students then must combine this knowledge with understanding of forces and muscle mechanics to understand how the body generates power or kinetics [2], all working succinctly to perform locomotion. By using a semester-long project to introduce engineers to the entrepreneurial mindset, students are given the chance to engage in difficult technical material in an impactful way while learning new skills not typically taught in the engineering classroom.

A major key to the module&#39;s success was to allow students to choose their own topic, which allowed them to foster their curiosity and engage more genuinely with the content. Mavromatti et. al also demonstrated the importance of student-selected projects to help with motivation and personal interest with the subject matter [3]. Student feedback on the ability to select the project was observed: “I liked how we had freedom to decide what we wanted to do for our human performance project, it makes the work more fun and felt more like a personal success once it was done.” Above all, this demonstrated the ability of students to make deep connections with the course material, and finding value in their own curiosity driven biomechanics project.

The module was designed to be a project based learning (PBL) application of human body motion. Students developed projects that used digital goniometers recorded by PowerLab in ADInstruments LabChart software (ADInstruments, Co, Colorado Springs CO), and video analysis for joint angle, position, veloicty and acceleration of body segments using Kinovea software (Open Source, Kinovea.org). Students designed their own study and executed an experimental setup for collecting human subject data and completed statistical analysis on the data. In addition to the technical content, students were required to think entrepreneurially to develop entrepreneurial minded learning (EML) skills. For project completion, they had to submit an IRB for human subject testing considering the ethical concerns of performing human subject testing. They completed a market analysis report, used scientific data to present technical content in an elevator pitch to stakeholders and delivered a non-technical brief to the CEO of their company. Engineers had to identify a reimbursement strategy to make human body motion data lucrative for their organization. The introduction of business content in a technical course provided an opportunity for engineers to learn how they could become a part of real-world business and organizational teams once they enter the workforce.

The data collection tool, to assess the efficacy of this module, was comprised of a student survey delivered before the start of the project and at the conclusion of the work. Surveys were approved by the university&#39;s Institutional Review Board (IRB) prior to their use. To maintain confidentiality, students were randomly assigned a 6-digit code that was used to pair responses on the pre- and post-module surveys. The surveys consisted of both short answer and multiple choice technical questions regarding the field of biomechanics, as well as 5-choice Likert-scale questions that prompted students to rate their current level of knowledge/ability regarding various EML skills.

The greatest improvements in entrepreneurial skills was in investigating the market, and creating a preliminary business model with 94, and 154 increase on Likert-scores, respectively (Student’s t-test: pre- vs. post-survey, p&amp;lt;0.001). Additionally, the student’s sense of ability at evaluating the technical feasibility, customer value and societal benefits or economic feasibility increased by 43% (p&amp;lt;0.001). Students also improved on their ability to identify an opportunity, assess policy and regulatory issues, communicate engineering solutions in economic terms and validate market interest with 29, 44, 56 and 51% increase in Likert-scores, respectively (Student’s t-test: pre- and post-survey scores: p&amp;lt;0.05). In general, the project was well received by the students and demonstrated improved awareness and ability to think with an entrepreneurial mindset.

Keys to successful implementation of this module include providing a fast-paced curriculum in the first 6 weeks of class to get all students up to speed on core course material, the laboratory equipment and motion analysis technology, as well as thorough introduction to the project requirements. The faculty member had to be willing to research and develop competencies in several areas including sports performance, injury biomechanics, and clinical assessments of gait and human movement to provide technical feedback throughout the semester. Each project required individualized feedback for design of experiments, statistical analysis, experimental setup and scientific writing. To allow enough student-faculty interaction, the project was run during a 4-hour lab block that met weekly, and was associated with the biomechanics course. The students were given at least 6 weeks of open lab time to specifically work on the project. It was critical to provide rubrics, concrete deadlines and rapid feedback on deliverables throughout the semester to keep students on track and engaged with the material. Overall, students preferred this style of learning and found the project tremendously helpful in creating connections with the course content. This work could serve as a learning opportunity for professors trying to introduce entrepreneurship in a course with rigorous engineering content.

AU - Andrea T. Kwaczala
CY - Virtual On line
DA - 2020/06/22
PB - ASEE Conferences
TI - Using the Entrepreneurial Mindset to Master Kinematics and Human Body Motion in a Biomechanics Course
UR - https://peer.asee.org/35474
DO - 10.18260/1-2--35474
ER -