A novel approach to physiology education for biomedical engineering students

2007 ◽  
Vol 31 (1) ◽  
pp. 45-50 ◽  
Author(s):  
J. DiCecco ◽  
J. Wu ◽  
K. Kuwasawa ◽  
Y. Sun
Keyword(s):  
Rhode Island ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
Engineering Programs ◽  
Anatomy And Physiology ◽  
Novel Approach ◽  
Engineering Department ◽  
Physiology Laboratory ◽  
The University ◽  
Mathematical Curriculum

It is challenging for biomedical engineering programs to incorporate an indepth study of the systemic interdependence of cells, tissues, and organs into the rigorous mathematical curriculum that is the cornerstone of engineering education. To be sure, many biomedical engineering programs require their students to enroll in anatomy and physiology courses. Often, however, these courses tend to provide bulk information with only a modicum of live tissue experimentation. In the Electrical, Computer, and Biomedical Engineering Department of the University of Rhode Island, this issue is addressed to some extent by implementing an experiential physiology laboratory that addresses research in electrophysiology and biomechanics. The two-semester project-based course exposes the students to laboratory skills in dissection, instrumentation, and physiological measurements. In a novel approach to laboratory intensive learning, the course meets on six Sundays throughout the semester for an 8-h laboratory period. At the end of the course, students are required to prepare a two-page conference paper and submit the results to the Northeast Bioengineering Conference (NEBC) for consideration. Students then travel to the conference location to present their work. Since the inception of the course in the fall of 2003, we have collectively submitted 22 papers to the NEBC. This article will discuss the nature of the experimentation, the types of experiments performed, the goals of the course, and the metrics used to determine the success of the students and the research.

scholarly journals Developing students’ aptitudes through University-Industry collaboration

2015 ◽  
Vol 35 (3) ◽  
pp. 121-128 ◽  
Author(s):  
Miguel Aizpun ◽  
Diego Sandino ◽  
Inaki Merideno
Keyword(s):  
Engineering Students ◽  
Technical Knowledge ◽  
Collaborative Approach ◽  
Engineering Knowledge ◽  
Undergraduate Engineering ◽  
Student Community ◽  
Novel Approach ◽  
Industry Collaboration ◽  
The University ◽  
University Industry

<p>In addition to the engineering knowledge base that has been traditionally taught, today’s undergraduate engineering students need to be given the opportunity to practice a set of skills that will be demanded to them by future employers, namely: creativity, teamwork, problem solving, leadership and the ability to generate innovative ideas. In order to achieve this and educate engineers with both in-depth technical knowledge and professional skills, universities must carry out their own innovating and find suitable approaches that serve their students. This article presents a novel approach that involves university-industry collaboration. It is based on creating a student community for a particular company, allowing students to deal with real industry projects and apply what they are learning in the classroom. A sample project for the German sports brand adidas is presented, along with the project results and evaluation by students and teachers. The university-industry collaborative approach is shown to be beneficial for both students and industry.</p>

Combined Mechanical Engineering Materials Lecture and Mechanics of Materials Laboratory: Cross-Disciplinary Teaching

2005 ◽  
Author(s):  
Michael D. Nowak
Keyword(s):  
Biomedical Engineering ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Soft Tissues ◽  
Materials Science ◽  
Tensile Shear ◽  
Engineering Programs ◽  
Mechanics Of Materials ◽  
Engineering Materials ◽  
Selection Of

We have developed a course combining a Mechanical Engineering Materials Laboratory with a Materials Science lecture for a small combined population of undergraduate Mechanical and Biomedical Engineering students. By judicious selection of topic order, we have been able to utilize one lecture and one laboratory for both Mechanical and Biomedical Engineering students (with limited splitting of groups). The primary reasons for combining the Mechanical and Biomedical students are to reduce faculty load and required resources in a small university. For schools with medium or small Mechanical and Biomedical Engineering programs, class sizes could be improved if they could include other populations. The heterogeneous populations also aid in teaching students that the same engineering techniques are useful in more than a single engineering realm. The laboratory sections begin with the issues common to designing and evaluating mechanical testing, followed by tensile, shear, and torsion evaluation of metals. To introduce composite materials, wood and cement are evaluated. While the Mechanical Engineering students are evaluating impact and strain gauges, the Biomedical Engineering students are performing tensile studies of soft tissues, and compression of long bones. The basic materials lectures (beginning at the atomic level) are in common with both Mechanical and Biomedical student populations, until specific topics such as human body materials are discussed. Three quarters of the term is thus taught on a joint basis, and three or four lectures are split. Basic metal, plastic and wood behavior is common to both groups.

Demand for interdisciplinary laboratories for physiology research by undergraduate students in biosciences and biomedical engineering

2008 ◽  
Vol 32 (4) ◽  
pp. 256-260 ◽  
Author(s):  
Kari L. Clase ◽  
Patrick W. Hein ◽  
Nancy J. Pelaez
Keyword(s):  
Undergraduate Students ◽  
Biomedical Engineering ◽  
National Science Foundation ◽  
Academic Programs ◽  
Multidisciplinary Teams ◽  
Engineering Programs ◽  
Disciplinary Boundaries ◽  
Laboratory Courses ◽  
Physiology Laboratory ◽  
Changing Role

Physiology as a discipline is uniquely positioned to engage undergraduate students in interdisciplinary research in response to the 2006–2011 National Science Foundation Strategic Plan call for innovative transformational research, which emphasizes multidisciplinary projects. To prepare undergraduates for careers that cross disciplinary boundaries, students need to practice interdisciplinary communication in academic programs that connect students in diverse disciplines. This report surveys policy documents relevant to this emphasis on interdisciplinary training and suggests a changing role for physiology courses in bioscience and engineering programs. A role for a physiology course is increasingly recommended for engineering programs, but the study of physiology from an engineering perspective might differ from the study of physiology as a basic science. Indeed, physiology laboratory courses provide an arena where biomedical engineering and bioscience students can apply knowledge from both fields while cooperating in multidisciplinary teams under specified technical constraints. Because different problem-solving approaches are used by students of engineering and bioscience, instructional innovations are needed to break down stereotypes between the disciplines and create an educational environment where interdisciplinary teamwork is used to bridge differences.

scholarly journals TEACHING ANATOMY AND PHYSIOLOGY TO ENGINEERS IN THE BIOMEDICAL ENGINEERING PROGRAM

2012 ◽  
Author(s):  
Zahra Moussavi ◽  
Brian Lithgow
Keyword(s):  
Biomedical Engineering ◽  
Engineering Students ◽  
Complex Problem ◽  
Human Anatomy ◽  
Top Down ◽  
Bottom Up ◽  
Problem Solving Skills ◽  
Undergraduate Level ◽  
Anatomy And Physiology ◽  
Teaching Anatomy

The merger of natural sciences with engineering and creation of biomedical engineering (BME) has brought innovation to the practice of medicine that could only be dreamed about a decade ago. By many accounts, we are now at the outset of Biomedical Century, and the need for engineers, natural scientists and physicians trained in biomedicine is greater than ever. While several universities in US and Canada have started BME program at the undergraduate level, many universities, particularly in Canada, have the BME program at graduate level with some BME related courses at undergraduate level. Therefore, we must be able to teach the fundamentals of human anatomy and physiology to students with engineering background, whom may have no background in biology.While a simple solution might be to refer students to take anatomy courses in the faculty of medicine, the author of this paper believes these courses would be much more efficient if they are taught by an engineer trained in medicine. There are three main approaches in engineering design: top-down and bottom-up and a blend of the two approaches [1-3]. There are many debates as which approach is most efficient in a particular area of science and philosophy. we believe engineers often use top-bottom approach for learning new concepts; through their main discipline, engineers, in general, learn the problem solving skills, in which they try to break a complex problem into several smaller problems and narrow down logically by cause and effect analysis; in another word they follow a top-down approach. Being trained with this approach, therefore, they may feel lost in a basic anatomy or physiology course as they often have a bottom-up approach in teaching the materials. This paper discusses the top-down approach in teaching anatomy and physiology to engineering students, and offers some insights for teaching BME courses.

scholarly journals Developing Autonomy Through Student-Centered English Language Learning Process for Engineering Students

2018 ◽  
pp. 34-58
Author(s):  
Marian Lissett Olaya
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Engineering Students ◽  
Language Education ◽  
Language Performance ◽  
Student Centered ◽  
Engineering Programs ◽  
Starting Point ◽  
The University

This article focuses on how the incorporation of autonomy into university students’ learning process improves their English language performance. The participants of this study were 25 students of engineering programs in a public university. Data collection was done through observation, a survey, and a group interview. Two categories that emerged after the data analysis supported the main finding that technology-based activities can be conceived as a starting point for the incorporation of autonomous learning in the English language education at the university.

scholarly journals EMBEDDING LIBRARIANS IN ENGINEERING PROGRAMS: THREE CASE STUDIES WITH ENGINEERING STUDENTS

2020 ◽  
Author(s):  
Rachel Figueiredo ◽  
Helen Power ◽  
Kate Mercer ◽  
Matthew Borland
Keyword(s):  
Case Studies ◽  
Information Needs ◽  
Engineering Students ◽  
Lessons Learned ◽  
Formal Structure ◽  
Engineering Programs ◽  
Embedded Model ◽  
College Of Engineering ◽  
The University ◽  
Information Landscape

As the information landscape becomes increasingly complex, librarians must adapt accordingly. With information so readily available, students overestimate their research skills and lack awareness of how the library can help. However, librarians’ academic training makes them ideal resources to support students’ complex information needs - whether students know it or not. In this paper, we argue that embedded librarianship is the solution to this disconnect between librarian and user. Specifically, this paper provides case studies at two Canadian universities of librarians approaching embedded librarianship from different directions. At the University of Waterloo, two engineering librarians worked toward an embedded model of librarianship where this was not yet an established model in the Faculty of Engineering. At the University of Saskatchewan, a librarian was hired with the intention of the new position being embedded, without a formal structure or precedent for this within the College of Engineering.  The term “embedded librarian” describes a service model where an academic librarian participates in an academic course or program on a continuing basis in order to understand the learning objectives and determine which resources best support them. In order to “do this, the librarian has to be familiar with the work and understand the domain and goals. Doing this, the librarian becomes an invaluable member of the team” [1]. The variables associated with embeddedness include location, funding, management and supervision, and participation [1]. To this end, the authors explore how each of these variables contribute to the success of moving towards this embedded model: how moving out of the library influences overall connection, how they acquired funding to grow a new collection, how management supports the overall goal, and how sustained participation in the program grows new opportunities.  At both universities, librarians have seen most success embedding in programs with a strong emphasis on integrated STEM education where the focus is on providing real-world context with the aim of graduating well-rounded engineers [2]. The authors will discuss how programmatic learning outcomes and trends in integrated and interdisciplinary education have allowed them to stretch beyond the traditional boundaries of academic librarianship to demonstrate value to the Engineering departments in new ways.  This paper reports on the experiences, advantages, and lessons learned in moving toward this model, and provides concrete examples for adapting these concepts to programs at other institutions. Through an intrinsic case study [3] the authors aim to understand how librarians’ embeddedness can adapt and change to support student learning in different contexts. This session is targeted towards practicing engineering librarians and engineering faculty members and educators. Attendees will leave the session with ideas on how to stimulate new partnerships between their library and Engineering programs.  

scholarly journals Student Attainment Measurement System in Civil Engineering Undergraduate Programme:

2021 ◽  
Vol 17 (2) ◽  
pp. 191
Author(s):  
Mazlina Mohamad ◽  
Oh Chai Lian ◽  
Mohd Raizamzamani Md Zain ◽  
Balqis Md Yunus ◽  
Norbaya Hj. Sidek
Keyword(s):  
Measurement System ◽  
Engineering Students ◽  
Civil Engineering ◽  
Academic Staff ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Outcome Based Education ◽  
The University ◽  
The Impact

Abstract : In ensuring the quality of the offered programs in Malaysia, it is crucial to comply with the long chain of Quality Management processes in obtaining and maintaining accreditation of undergraduate engineering programs. One of the processes is to continually and effectively measure the students’ attainment of program outcomes amid the implementation of Outcome-Based Education. This paper focuses on MyCOPO system, the evaluation of undergraduate bachelor degree engineering students’ attainment measurement system in the Faculty of Civil Engineering, Universiti Teknologi MARA, Shah Alam. A quantitative survey has been conducted to measure academic staff and students’ satisfaction level of MyCOPO implementation in the faculty. This survey has been conducted in line with the university strategy in promoting organisation operational excellence via MyCOPO system, where 47 and 227 respondents were recorded for academic staff and students, respectively. Two sets of questionnaires were designed to determine the impact of the system, the effectiveness on delivery and quality of the system and users’ happiness index. This system is found to be impactful in ease the work, increase the quality and provide satisfaction to related parties. The usage of MyCOPO system is effective and the average rating of happiness index for academic staff and students are 8.2 and 7.2 out of 10 for happiness index, respectively.   Keywords: Attainment measurement system, Civil engineering, outcome-based education, satisfaction.  

scholarly journals Henry Lewis Guy, 1887-1956

1958 ◽  
Vol 4 ◽  
pp. 98-101
Keyword(s):  
Mechanical Engineer ◽  
Steam Turbine ◽  
Technical Progress ◽  
Engineering Students ◽  
Prime Mover ◽  
Technical School ◽  
Railway Company ◽  
Science Degree ◽  
Engineering Department ◽  
The University

Sir Henry Lewis Guy was born at Penarth, near Cardiff, on 18 June 1887, and died on 20 July 1956, aged 69 years. He began his career as a pupil of the late T. Hurry Riches, Chief Mechanical Engineer of the Taff Vale Railway Company, in 1903. Studying at the Technical School, he obtained a scholarship to the University of Wales and Monmouthshire and for three years he studied under Professor A. C. Elliott, who was the head of the Engineering Department. Guy took a triple course of Mechanical, Civil and Electrical Engineering and he obtained the University Diploma in all three branches, which was a feat indicative of his diligence and capacity for study. In his early days, he concentrated so much on technology that he did not matriculate and this prevented him from taking the University of Wales degree of engineering. This was made good in later years when he was honoured with a Doctor of Science degree. Guy was one of the outstanding engineering students at Cardiff. Each year he carried off many of the high prize awards. He was a deep thinker and absorbed in technical progress and although attracted to locomotive engineering he realized, even as a student, that the steam locomotive and even reciprocating engines did not offer a great future for more than a limited number of mechanical engineers and even as a student he made up his mind that the prime mover of the future was the steam turbine.

scholarly journals EXPERIENCE TEACHING CIRCUIT COURSES TO CIVIL ENGINEERS

2021 ◽  
Author(s):  
Michael Cooper-Stachowsky ◽  
Ayman El-Hag
Keyword(s):  
Student Satisfaction ◽  
Engineering Students ◽  
Electrical Engineering ◽  
Deep Understanding ◽  
Circuit Theory ◽  
Engineering Programs ◽  
Experience Teaching ◽  
And Performance ◽  
The University ◽  
Civil Engineers

At the University of Waterloo, students from many non-electrical engineering programs are required totake basic circuits courses. These courses are often disliked by students who do not see their relevance andcannot contextualize the material. In 2019 a new version of this course was developed to cater to the specific needs of civil engineering students. The new course was based around teaching civil engineers circuit theory through relevant examples and focusing on the content that civil engineers would reasonably be expected to see in the field.  Lab exercises were developed to encourage independent capacity in circuit building and deep understanding of sensors and instrumentation. Student satisfaction with the course and performance on assessments has increased with the changes.

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