Merrill, T. (2013, June), Work in Progress: Computational Modeling of Biomedical Devices with Active Learning Strategies   Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22769

\bibitem{asee_peer_22769}
  Merrill, T. (2013, June), \emph{Work in Progress: Computational Modeling of Biomedical Devices with Active Learning Strategies }
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22769

Tom Merrill.  "Work in Progress: Computational Modeling of Biomedical Devices with Active Learning Strategies ".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22769 Internet.  24 Jun, 2024

\bibitem{asee_peer_22769}
  Tom Merrill.
  "Work in Progress: Computational Modeling of Biomedical Devices with Active Learning Strategies ".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22769 Internet.  24 Jun, 2024

@INPROCEEDINGS{asee_peer_22769
author = "Tom Merrill"
title = "Work in Progress: Computational Modeling of Biomedical Devices with Active Learning Strategies "
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22769}
number = {10.18260/1-2--22769}
}

TY  - CPAPER
AB  - Computational Modeling of Biomedical Devices with Active LearningStrategies – Works in ProgressToday’s medical device market is vast. It is also competitive. As a result, there is a need forbiomedical engineers to know how to model new designs quickly and effectively. To train futureengineers to meet this need, over the last three years we have developed an innovative seniorelective and master’s level class that combines active learning strategies with today’s latestmodeling tools.The instruction is broken into four components:1) a review of past transport principles(momentum, heat, and mass), 2) an appreciation of the power and effort necessary to solveproblems numerically, 3) how to use a commercial finite element package to solve biomedicaltransport problems, and 4) the practical considerations in a real medical device company. Thesefour distinct areas are not siloed, instead continually woven together.For example, at the start of the class, glaucoma is briefly described. No treatment details areprovided. Using active learning techniques such as think-pair-share, Jigsaw, and brainstorming,the classroom identifies and explains various modes of treatment possibilities. To provideopportunities for higher level Bloom’s Taxonomy activities, we ask the students to model drugdelivery into the eye and evaluate and judge the process. Are there ways to increase drugconcentrations at particular time intervals? Is there any concern about residual drug levels at theend of the study duration? Is there a better of delivering the drug? Are drugs the best approach?The final third of the class is focused on collaborative learning. Two to three students take on aself-selected biomedical problem. Entire class periods are dedicated to modeling the problem.With seven or eight different teams working together there is excellent cross-pollination ofmodeling “tricks”. Their final report spans problem formulation to results verification throughtesting or comparison with published literature. Parametric studies are done to explore designimprovement potentials – once again seeking higher level Bloom’s Taxonomy activities.As a result of this class each year we have had increased student activity in a university-wideSTEM symposium as well as the annual ASME Summer Bioengineering Conference. In thefuture we plan to integrate this course into a new NSF TUES grant entitled: Organ-izing theCurriculum - Enhancing Student Understanding of Core Engineering Concepts throughBiomedical Activities (Grant No. 1140631).
AU  - Tom Merrill
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Work in Progress: Computational Modeling of Biomedical Devices with Active Learning Strategies 
UR  - https://peer.asee.org/22769
DO  - 10.18260/1-2--22769
ER  -