This study used the unrealized potential of citizen science as an innovative educational tool with the aim of enhancing research and learning experience of students in several engineering design and manufacturing courses with a particular focus on sustainabilityrelated topics. Citizen science has been employed as a data collection and educational tool in two engineering courses at the University at Buffalo in which students were tasked with reporting examples of good and bad designs they observe in their everyday life. The results revealed the significant potential of citizen scientists to report innovative and informative design and manufacturing ideas. (C) 2018 The Authors. Published by Elsevier B.V. Peer-review under responsibility of the scientific committee of the 46th SME North American Manufacturing Research Conference.

Biomedical engineering (BME) is a demanding field of study since students must develop not only technical skills in engineering, but also a solid understanding of human physiology. This has often been addressed in the BME curriculum by the inclusion of stand-alone courses in anatomy and physiology, which attempt to provide students with the background knowledge needed to be successful in the medical field [1]. However, the large volume of anatomical structures and physiological principles covered in these courses can make them quite challenging for students, especially considering how different this type of content is from other engineering courses (e.g., instrumentation, materials science, etc.) [2,3]. Moreover, many students struggle in these medically-focused courses to make connections between the underlying physiology and their work as engineers (e.g., development of a medical device). As a result, modules are sought that connect physiology course content to medical technologies in an authentic, active-learning format. Here, we describe a new module that uses entrepreneurially minded learning (EML) to engage BME students in a case study involving global markets for medical devices [4,5]. In this module (developed for a junior-level engineering physiology course) students were presented a scenario involving a company that is considering taking an existing medical device (e.g., blood glucometer) into new markets. The central question of the assignment is whether there is a global market for this product, or if it is only suitable for use in the domestic market. Students were assigned a particular region/country of the world to explore (e.g., Europe, South America, Asia, etc.), including metrics to investigate such as clinical relevance, economics, and technical feasibility. Ultimately, the students were asked to provide a recommendation as to whether there is a market opportunity to exploit, or if the device should remain in the U.S. marketplace. The students were also exposed to the underlying physiology behind the disease condition related to this medical device, which was the only topic from this module that was covered in the course prior to this intervention. In order to assess the impact of the new learning module, pre- and post-module surveys were developed and administered. The surveys were approved by the Institutional Review Board (IRB) at XXX 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 technical questions (e.g., short answer and multiple choice) regarding the case study as well as 5-choice Likert-scale questions that prompted students to rate their current level of knowledge/ability regarding various EML skills. Pre- and post-module survey responses were compared using a one-tailed, paired-t-test with a significance level of 0.05. Of the 21 students in the course, 20 completed both the pre- and post-module surveys (95% response rate, N=20). The results from analysis of the surveys showed that the modules led to increased student-reported confidence in 7 out of 12 proposed EML skills, including investigating the market (p=7.4x10-5), evaluating technical/economic feasibility (p=2.9x10-5), and communicate an engineering solution in economic terms (6.4x10-5). Additionally, student performance on the technical questions increased from an average score of 55 ± 27% on the pre-module survey to 78 ± 20 % on the post-module survey (p=0.002). Since the results from the first implementation of the new module were successful, it is expected that it will be continued to be implemented in future versions of the course. The case study used in the first iteration could be altered to investigate alternative combinations of diseases and medical devices, enabling the instructor to implement the module at other points along the course timeline. Additionally, the module could be tailored to other engineering courses outside of BME by changing the focus from a medical device to a consumer product. References [1] R. Linsenmeier, D. Gatchell, Physiology concepts and physiology problems for biomedical engineering students, Proceedings of the 2008 ASEE Annual Conference. [2] H.E. Gunter, M.A. D’Avila, S. Sadeghpour, R. Vijaykumar, J.V. Bonventre, Educational innovation in physiology: Capillary filtration, Proceedings of the 2003 ASEE Annual Conference. [3] J.L. Cezeaux, T.K. Keyser, Introducing active learning strategies into an undergraduate engineering physiology course, Proceedings of the 2018 ASEE Annual Conference. [4] A.L. Gerhart, D.D. Carpenter, R.W. Fletcher, E.G. Meyer, Combining discipline-specific introduction to engineering courses into a single multi-discipline course to foster the entrepreneurial mindset with entrepreneurially minded learning, Proceedings of the 2014 ASEE Annual Conference. [5] E. Jablonski, Fostering intra- and entrepreneurship in engineering students, Proceedings of the 2014 ASEE Annual Conference.

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.

Modules that focus on entrepreneurially minded learning (EML) were developed for inclusion in 2nd-year core engineering courses at Western New England University. The courses in which modules were implemented include Statics (ME 202) and Probability & Statistics (IE 212); these courses were selected to maximize coverage in the curriculum since all undergraduate engineering majors take one or both of these courses during their studies. The Statics module involved a case study focused on a historical engineering failure, allowing students to gain an understanding of why the structure failed and ways the design could be improved. The module in Probability & Statistics consisted of market research analysis that was used to make a data-driven decision on where to locate a new facility for a fictitious company. Results from pre- and post-activity surveys for these modules showed statistically significant changes in student-reported knowledge/ability regarding various EML skills, including importance of investigating the market (IE 212) and evaluating customer needs (ME 202). Additionally, student answers to free response questions indicate the modules were successful in challenging the students’ perception of EML and the importance of EML skills.

A Learning Module Involving Point-of-Care Testing and Team- Based Design Implemented in an Upper Level Biomedical Engineering Elective CourseRecently, there has been significant interest within the medical community for the developmentof devices to enable point-of-care testing (POCT) [1, 2]. These technologies allow clinicalmeasurements to be made wherever the patient is located, such as inside ambulances and homesas well as in the field during disaster relief [2]. Due to this growing interest, there is a need forbiomedical engineers that have experience with POCT, including the inherent challengesinvolved with the use of portable devices outside of a hospital setting. In this work, a learningmodule was developed and implemented in an upper level biomedical engineering course toprovide students experience with practical aspects of POCT through a team-based design project.The design project was integrated within XXX – Biosensors, BioMEMS, and Nanomedicine,which introduces students to the use of micro- and nanotechnologies in biomedical and lifesciences. In the previous course offering, a lecture was provided that introduced the topic ofPOCT to students, including the use of miniaturized components to enable the creation ofportable instruments. In the revised course format, a team-based design project was implementedto provide students with practical training regarding the use of POCT devices in harshenvironmental conditions. The project, which was introduced on the first day of the class andsubsequently worked on throughout the semester, involved the development of a container thatcould protect a POCT device from extreme temperatures when used outside of a hospital setting(e.g., by medical responders during disaster relief). Once the project was initiated, the classdivided into teams of 3-4 students, and each team was assigned one of the project subsystems(thermostat, thermoelectric cooler, accelerometer, power supply). Throughout the semester, thegroups worked on their subsystems by completing tasks related to background research, design,ordering parts, assembly, and testing. While each group worked independently, significant inter-group communication was required since each subsystem was dependent upon the others tocreate the final integrated device, which was a thermostat controlled container for keeping thePOCT device and reagents within their specified operating ranges.In order to assess the impact of the new learning module on student interest and attitudes towardthe POCT field, a set of pre- and post-course surveys was developed and administered. Thesurveys used 5-choice Likert questions, which were analyzed using a one-tailed, paired t-testwith a significance level of 0.05. The results from the surveys (Fig. 1) showed increased student-reported knowledge regarding POCT (p=4.15x10-5), confidence in their ability to develop POCTdevices (p=3.24x10-6), level of interest in pursuing further studies/training in the area of POCT(p=0.0027), likelihood in pursuing a career in the area of POCT (p=0.0064), and suitability ofPOCT devices for solving problems in medicine and biology (p=0.0135).Due to the success of the new learning module, which was implemented for the first time in Fall2012, it is expected that subsequent course offerings will maintain the team-based design projectapproach for introducing POCT to students. Additionally, the project topic may be modified tooffer training in different aspects of POCT device development.References[1] C.M. Curtis, R.F. Louie, J.H. Vy, W.J. Ferguson, M. Lam, A.-T. Truong, M.J. Rust, and G.J. Kost, “Innovations in point-of-care testing for enhanced United States disaster caches,” American Journal of Disaster Medicine, vol. 8, no. 3, pp. 181-204, Summer 2013.[2] W. Karlen, Ed., Mobile Point-of-Care Monitors and Diagnostic Device Design, Boca Raton, FL: CRC Press, 2015. 5.0 Student Responses (0-4 Likert Scale) * * * 4.0 * * 3.0 2.0 1.0 0.0 (a) (b) (c) (d) (e) 1Figure 1. Results from student surveys (Likert scale 0-4) comparing responses on pre-course(left) and post-course (right) surveys regarding POCT: (a) student level of knowledge; (b),student confidence in their ability to develop devices; (c) student level of interest in pursuingfurther studies/training; (d) student likelihood in pursuing a career in this area; (e) student ratingof the suitability of POCT devices for solving problems in medicine and biology.