The ongoing development and continuous quality improvement of an undergraduate program in engineering entrepreneurship, innovation, and leadership at a university is shared. We present the development timeline from program inception and the operational processes and practices undertaken during the first five years of the program, culminating in our proceeding through ABET accreditation (in the past year). The concept of "leadership engineering" was first coined in 2011, and the development of the plans for a new generation degree program offering proceeded through to 2013 when the proposal for the establishment was passed through the university procedures and proceeded to achieve approval from the public university system. The original proposal was adapted to be titled "Engineering Leadership" – now coined the E-LEAD degree program – and is the first of a kind in the US; the degree offering was ratified and approved by the Texas Higher Education Coordinating Board in October 2014. The first students began undertaking technical engineering courses at the university, taught within conventional engineering disciplinary departments, during 2013. Through achieving this head start, along with completing inaugural groundbreaking special topics classes in leadership engineering subjects in 2014, we celebrated our first cohort of students graduating in May 2017. We have since achieved two further graduating cohorts; in May 2018, and May 2019, and in this contribution, we share their characteristics and achievements. During the course of these pioneering students' programs, a number of innovations in teaching methods and curriculum proceeded. These improvements were aided by a partnership with Olin College. Methods and approaches to core engineering courses taught in the Olin engineering degree program were adapted to teach engineering leadership at the university. The resulting program has a unique character, emphasizing small cohorts deeply engaged in learning in a hands-on project-based studio environment. As of October 2019, the program has thus been operational for 5 years. Three versions of the degree plan have in essence proceeded, and these will be elaborated in the paper: The first period, proceeding from commencement through to the 2016 catalog, involved the testing and inauguration period described above, including practicing Olin adoptions and adaptations of several courses. During this phase of the program two tracks were offered: business, called sequences, provided to guide students along with several of the many optional pathways in their degree aspirations. The second period followed, with the introduction of sequences in our 2017 catalog, to provide students scaffolding and guidance in technical engineering coursework pathways; in topical areas such as biomedical engineering, computer sciences, mechanics, and materials science and engineering. The third and latest development period began in earnest in fall 2019; it includes further improvement and specification of options and clarifying pre-requisite and degree program coursework pathways. Progress further includes ABET accreditation, aligned to time with the university's existing, regular ABET program process. Further initiatives include changes and improvements in the curriculum offerings, including business engineering, ethics, finance, innovation and technology, and entrepreneurship practices. All the while the program has gained in status and function, with all student two-semester senior capstone experiences being industry-partner funded, for example, and strong recruitment of students occurring into US and international industries, graduate schools, and government. We will share students' stories of pathways to employment, before, as a finale to this paper, conjecturing some future directions and options for ongoing program development.

Objective: To train a machine-learning (ML) algorithm to classify stumbling in transfemoral amputee gait. Methods: Three subjects completed gait trials in which they were induced to stumble via three different means. Several iterations of ML algorithms were developed to ultimately classify whether individual steps were stumbles or normal gait using leave-one-out methodology. Data cleaning and hyperparameter tuning were applied. Results: One hundred thirty individual stumbles were marked and collected during the trials. Single-layer networks including Long-Short Term Memory (LSTM), Simple Recurrent Neural Network (SimpleRNN), and Gradient Recurrent Unit (GRU) were evaluated at 76% accuracy (LSTM and GRU). A four-layer LSTM achieved an 88.7% classic accuracy, with 66.9% step-specific accuracy. Conclusion: This initial trial demonstrated the ML capabilities of the gathered dataset. Though further data collection and exploration would likely improve results, the initial findings demonstrate that three forms of induced stumble can be learned with some accuracy. Significance: Other datasets and studies, such as that of Chereshnev et al. with HuGaDB, demonstrate the cataloging of human gait activities and classifying them for activity prediction. This study suggests that the integration of stumble data with such datasets would allow a knee prosthesis to detect stumbles and adapt to gait activities with some accuracy without depending on state-based recognition.

Additive manufacturing with local composition control is uniquely suited for the development and exploration of advanced materials with compositionally graded structures. A fused filament fabrication printer was designed with in situ composition control facilitated by using an active-mixing hotend. Stepper motors drive three filament extruders and a mixing rod in proportions instructed by a print file to control composition and material distribution within extrusions. Composition tailoring was demonstrated by printing specimens with twelve distinct regions each consisting of unique filament mixtures. Local control of composition was demonstrated by printing a variety of specimens with composition gradients having horizontal, vertical, radial, and circumferential orientations. The tensile properties of printed materials were modified by printing with mix ratios of polylactic acid and thermoplastic polyurethane. Eight blend ratios were tested in tension and have tensile moduli ranging from 17.3 to 3480 MPa. These methods demonstrate advanced capabilities that are well suited for manufacturing functionally graded structures.

Approximately 82% of amputees prefer microprocessor knees (MPKs) to the passive alternatives. However, the cost of these devices makes them inaccessible for many patients. The aim of this research is to develop an affordable MPK that allows for stumble reduction and flexion dampening at a fraction of the cost of similar devices. The GKnee was developed by a sophisticated mathematical model that can effectively calculate geometric configuration and simulate forces transferred through a prosthetic knee at any given point through the gait cycle. With a median error of 6%, the mathematical model was developed to the point of reasonable accuracy for determining component placement and force interactions. The model served as a valuable tool to assist in the iterative design process of the GKnee, influencing component selection for the hydraulic system and frame design. This model was then validated using a compression rig and a mock GKnee prototype. The GKnee was then evaluated for its ability to perform under expected loading conditions, using compression testing and dynamic flexion testing. This research led to the development of a sub USD 500 microprocessor prosthetic, while remaining under 2.27 kg.

For prosthesis users, knee units can range from simple devices costing $2000 up to $45,000 for high-end, microprocessor-controlled systems. These higher-end electronic knees provide significant advantages in stability, gait, and metabolic rate compared to their passive or mechanical counterparts. However, the high cost of such systems makes them inaccessible to most amputees. In this study, it was hypothesized that a microprocessor knee could be manufactured for less than $1000, with comparable stability and user experience to a high-end industry standard device. A prototype (E-Knee) was designed with a specific emphasis on stance stability, and was tested during patient gait trials. The gait trials used a repeated measures design to compare three knee devices (a simple passive knee, the prototype E-Knee, and a high-end knee). Ground reaction forces and a functionality questionnaire were used to compare devices. A microprocessor locking test was used to evaluate the prototype’s ability to prevent falls. Building on the LIMBS M3, a passive four-bar polycentric device, the E-Knee added sensing, computing, and controlling capabilities for a material cost of $507. Initial data from a two-subject trial served as proof-of-concept to validate the prototype and found that it improved gait by providing more stability than the M3 and had more gait-pattern similarities to the Ottobock C-Leg than to the M3. Patients reported no perceived differences in stability between the E-Knee and the C-Leg. Patient trials supported that the E-Knee prototype behaved more naturally than the low-end M3 device and had similar ground reaction forces to the C-Leg.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Is a successful r esear ch labor ator y possible with under gr aduate students alone? Roger V. Gonzalez, J uan Lopez, and Paul Leiffer LeTour neau Univer sity Abstract Developing a successful research laboratory with qualified graduate students is a demanding venture. Trying to accomplish this with undergraduate students alone, given the demanding academic load and steep research learning curve is daunting. Nevertheless, during the past eight years the Biomedical Engineering Faculty at LeTourneau University have managed to develop a successful undergraduate research program and secure multiple external funding sources. Laboratory research has been intricately woven into the undergraduate engineering curriculum and is a key component of the teaching-learning engineering environment. The objective is to use undergraduate research to teach engineering skills such as research methodology, design, development, manufacturability, testing, and implementation. These skills are necessary for successful engineers to be proficient, regardless of specialization. Primarily, the success of our research utilizing only undergraduate students has come from the project management methodology implemented to stimulate success both in the research endeavors and for the students who participate. The research process involves interdisciplinary undergraduate research teams with a minimum of one-year student participation. The research team structure is based on a business model of modular components. Students and professors are both an integral part of this modular structure, with students involved at various levels, including management. Each component is treated as an individual hierarchy with its own set of goals, yet responsible to the overall management structure and research objectives. The challenges that are naturally inherent to using only undergraduate students for research are addressed in this paper via a description of both the team structure and multi-level student participation. Dissemination of results is a critical portion of the research process, with requirements for external publication an integral part of the objectives set for the team. Success of our undergraduate research model has been evident not only by securing external funding but also from external publications, achieved educational outcomes, high student satisfaction, and a considerable level of undergraduate students pursuing graduate engineering education. Introduction Success as an engineering professor involves much more than effective classroom teaching. At a minimum, it involves effective interaction with students, pedagogy, and university service. Yet at most institutions, this is not enough. Scholarly work in the form of research is critically evaluated as a means of assessing a professor’s effectiveness. The traditional method has always been to recruit graduate students as research assistants to perform the research as part of their larger graduate educational objectives. The dilemma occurs when a professor is asked to develop Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright© 2004 American Society for Engineering Education

Auditory feedback is a simple, low-cost training solution that can be used in rehabilitation, motor learning, and performance development. The use has been limited to the instruction of a single kinematic or kinetic target. The goal of this study was to determine if auditory feedback could be used to simultaneously train 2 lower-extremity parameters to perform a bodyweight back squat. A total of 42 healthy, young, recreationally active males participated in a 4-week training program to improve squat biomechanics. The Trained group (n = 22) received 4 weeks of auditory feedback. Feedback focused on knee flexion angle and center of pressure under the foot at maximum squat depth. The Control group (n = 20) performed squats without feedback. Subjects were tested pre, post, and 1 week after training. The Trained group achieved average target knee flexion angle within 1.73 (1.31) deg (P < .001) after training and 5.36 (3.29) deg (P < .01) at retention. While achieving target knee flexion angle, the Trained group maintained target center of pressure (P < .001). The Control group improved knee range of motion, but were not able to achieve both parameter targets at maximum squat depth (P < .90). Results from this study demonstrate that auditory feedback is an effective way to train 2 independent biomechanical targets simultaneously.

For the past four years, undergraduate students in Mechanical, Electrical, and Computer Engineering at LeTourneau University have collaborated via year-long senior design sequences to design, develop, and build an ambitious biomechanical model of an Intelligent Prosthetic Arm as a stepping stone for the next generation of prosthetic limbs.While each of these engineering disciplines has their own senior design sequence with separate courses and instructors, one faculty member directs the combined undergraduate team.This unique interdisciplinary undergraduate experience provides a significant opportunity for students to understand how each of their own skills can be enhanced by the skills of other engineering disciplines.The students also gain significant appreciation for how complex projects require the expertise of several disciplines for successful outcomes.The multi-year nature of this project, plus that each interdisciplinary team works collectively for the entire academic year, compels each student to focus on three essential elements: (1) have a clear understanding of the previous year(s) research successes and failures, (2) develop a clearly defined goal for the year, for the entire team and the individual sub-engineering groups, and (3) develop a detailed documentation strategy, i.e., a research notebook, that future teams can easily understand.We have found our teams to be extremely successful in research, while at the same time developing a tremendous awareness of the advantages of working together via an interdisciplinary effort.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Main Menu Session 2109 Development of Modules and Labs for “Biomedical Engineering Across the Curriculum” Paul R. Leiffer, Roger V. Gonzalez LeTourneau University Abstract With the present need for medical devices that combine mechanical systems and materials with sophisticated electronic components, there is a concurrent need for engineers who have a combination of both strong traditional and specialized engineering skills. There is also a growing need for all engineers to have some familiarity with the human/biological aspects of engineering. To produce such engineers, an educational program must provide a comprehensive interdisciplinary engineering background combined with a broad-based education in biomedical engineering (BME). Our goal, therefore, was to develop the courses and laboratories needed to establish a new concentration in Biomedical Engineering built upon the broad core of a General Engineering (BSE) degree. In addition, every student enrolled in one of our concentrations should gain exposure to BME principles and have experience in a BME laboratory. Freshman and sophomore students are currently enrolled in the BME program. In addition to specialized BME courses, educational materials are being developed for inclusion in existing electrical and mechanical courses with the goal of familiarizing students with these principles, introducing “biomedical engineering across the curriculum.” Modules of biomedically - related tutorials and problems have been prepared and are being implemented in our general engineering courses in electric circuits, statics, dynamics, and thermodynamics. Additional BME modules are being developed for five other core-engineering courses and several upper-level courses. These modules will be made publicly available to other programs through our web site. In addition, a BME laboratory experiment using the Biopac ™ System for physiological measurements has been added to the Instrumentation and Measurements Laboratory course taken by every engineering student regardless of concentration. Introduction Today’s medical devices, particularly those utilized in the areas of prosthetics and artificial organs, are a combination of mechanical systems and materials with sophisticated electronic components. To continue to enhance these devices there is a need for engineers who have a combination of strong interdisciplinary traditional and specialized biomedical engineering skills. Towards this end, in the Spring of 2001 LeTourneau University began to develop the courses and laboratories necessary to establish a new concentration in biomedical engineering built upon our broad core curriculum. This concentration is designed to prepare future engineers for professional biomedical positions in industry and for graduate study in BME, the biomedical sciences, and/or medical school. Freshman and sophomore students are currently enrolled in the program. Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society of Engineering Education Main Menu

Rigid-body knee models have gained popularity thanks to computational speed and ease of setup compared to finite element models-showing exciting potential for clinical patient-specific models in the future. However, Rigid-body studies in general have encountered difficulty in modeling cartilage and especially meniscus material properties, often relying on computationally costly optimization techniques. This paper presents two new methods to alleviate the difficulty-one to define model contact pressure and one to define meniscus internal forces-and is the first to our knowledge to use experimental pressure-strain curves from the literature to simulate cartilage and meniscus behavior in a rigid body model. This paper describes the methodology to derive the proof of concept model and preliminary results from a gait simulation based on ISO 14243-1.

This innovative practice full paper describes an effort to create a thread of engineering leadership development throughout an undergraduate engineering degree at The University of Texas at El Paso. The first bachelor's degree of its kind in the nation, this new degree is housed in the Department of Engineering Education and Leadership and has a heavy emphasis on integrating fundamental engineering theory and skills with business acumen and leadership development (e-lead. utep. edu). In developing the leadership component of the degree, the faculty understood that one of the most effective methods by which people learn to develop as leaders is through practice. Therefore, rather than place all leadership development in a single course in the Engineering Leadership Program (E-Lead), the degree was designed to have a coordinated thread of leadership development throughout the degree plan, encompassing both curricular and extracurricular opportunities. Focused heavily on practice and application, a framework for leadership development was designed to take a tiered approach. For all students, in-class activities introduce fundamental concepts of engineering leadership in the context of teamwork and engineering project management in the E-Lead courses. For those students interested in more in-depth experience and training, additional extracurricular leadership development opportunities were made available in the form of coaching or attending leadership conferences and workshops. In all of these activities, the focus is on helping students to develop their character, capacity, and competence. Having recently graduated the first cohort of students using this leadership development approach, this paper describes the framework used for leadership development and the key activities dispersed throughout the engineering leadership thread. Further, this paper includes qualitative results from assessing the impact of these activities on our graduating cohort.

Squats are a common lower extremity task used in strength and conditioning, balance training, and rehabilitation. It is important to understand how slight alterations in lower extremity kinematics during a squat affect the internal joint loading of the knee. This study directly quantified tibiofemoral contact throughout the in vitro simulation of a bodyweight back squat performed two ways: a heel squat (knees in line with toes) and a toe squat (knees anterior to the toes) at peak knee flexion. Three cadaveric right lower extremities were instrumented and positioned into the University of Texas Joint Load Simulator. Kinematics, kinetics, and predicted muscle forces from a 20-year-old athletic male performing the two back squats were used as inputs for the in vitro simulations. The quantified tibiofemoral contact area, peak pressure, net force, and center of pressure location were significantly different between squat types (p > 0.05). Net contact area on the tibial plateau at peak knee flexion was significantly larger in the heel versus toe squat (599 ± 80 mm2 vs. 469 ± 125 mm2; p < 0.05). Peak lateral pressure was significantly higher in the heel versus toe squat (2.73 ± 0.54 MPa vs. 0.87 ± 0.56 MPa; p < 0.05). Results suggest the heel squat generates an even load distribution, which is less likely to affect joint degeneration. Future in vitro simulations should quantify the effects lower extremity kinematics, kinetics, and individual muscle forces have on tibiofemoral contact parameters during common athletic tasks.

Advancements in computational musculoskeletal biomechanics are constrained by a lack of experimental measurement under real-time physiological loading conditions. This paper presents the design, configuration, capabilities, accuracy, and repeatability of The University of Texas at El Paso Joint Load Simulator (UTJLS) by testing four cadaver knee specimens with 47 real-time tests including heel and toe squat maneuvers with and without musculotendon forces. The UTJLS is a musculoskeletal simulator consisting of two robotic manipulators and eight musculotendon actuators. Sensors include eight tension load cells, two force/torque systems, nine absolute encoders, and eight incremental encoders. A custom control system determines command output for position, force, and hybrid control and collects data at 2000 Hz. Controller configuration performed forward-dynamic control for all knee degrees-of-freedom (DOFs) except knee flexion. Actuator placement and specimen potting techniques uniquely replicate muscle paths. Accuracy and repeatability standard deviations across specimen during squat simulations were equal or less than 8 N and 5 N for musculotendon actuators, 30 N and 13 N for ground reaction forces (GRFs), and 4.4 N·m and 1.9 N·m for ground reaction moments. The UTJLS is the first of its design type. Controller flexibility and physical design support axis constraints to match traditional testing rigs, absolute motion, and synchronous real-time simulation of multiplanar kinematics, GRFs, and musculotendon forces. System DOFs, range of motion, and speed support future testing of faster maneuvers, various joints, and kinetic chains of two connected joints.

The Franklin W. Olin College of Engineering (Olin College) and The University of Texas at El Paso (UTEP) are partnering in a project to create a new engineering program that educates career-ready engineering innovators while simultaneously increasing recruitment and retention among historically underrepresented students. Through the Olin-UTEP Partnership for Change: Adoption and Adaptation of Innovative Practices for 21st Century Engineering project, supported by the Department of Education and the Argosy Foundation, UTEP is pioneering a novel undergraduate engineering leadership program (E-Lead), focused on innovation, collaboration, communication, and human-centered engineering embedded in rigorous technical education. The program is being modeled on the curriculum and pedagogy of Olin College, a private, highly selective engineering college respected and nationally recognized for its premier innovative engineering education. The adaptation to UTEP is of national interest, since UTEP is a public, urban institution with a 21 st -century demographic [1] and successful transformation of Olin approaches to UTEP can demonstrate scalable impact broadly pertinent to many other commuter campuses and public institutions. By conveying these approaches to UTEP, a minority institution serving a largely Hispanic population in the region of Texas with the lowest median income [2], we aim to demonstrably adapt and scale successful innovation-supportive pedagogies to meet important national needs for a diverse and empowered 21st century engineering sciences workforce.