Biomedical Engineering ETF Report 2010 - 2011

Biomedical Engineering ETF Report 2010 - 2011

1. New and/or transformative initiatives undertaken with ETF

ETF funds were used to purchase an artificial muscle-tendon system which is operated by the electrical signals measured from muscles (EMG). The system include 8 channels for EMG measurement, a software and hardware package for real-time robotics development, a 4 proportional pneumatic control valves for controlling the artificial muscles. The equipment will primarily be used to develop a new Bio-Robotics course.
Bio-Robotics is an emerging area of growth in the engineering sector. It is an excellent

topic for teaching Biomedical Engineers because it involves the intersection of controls

engineering, biomechanics, electronics design, mechanism design and physiology- all

areas of core emphasis in the BME undergraduate curriculum. Perhaps more relevant is

the myriad ‘real-world’ problems that can used to motivate student interest. Hands-on

instruction based around topics ranging from: prosthesis design and optimization, directbrain/

muscle interface, wearable robotics, assistive devices for the disabled and even

‘avatar-like’ gaming systems can be employed using the system.
In addition to the Bio-Robotics course which is in development, the equipment was used as part of a lab exercise for BME 201 (20 students in spring, 55 per year in the future) and as a teaching demonstration for outreach as part of the Engineering in Medicine Summer Camp.

1. teaching/learning/business models to maintain nimbleness, adaptability, etc.

ETF expenditures are approved by the ETF committee consisting of faculty, the BME laboratory manager, an IT specialist, and student representatives. Requests for ETF expenditures are submitted to the committee. All requests must include the following information: the items requested, the cost, the course(s) that will use the equipment, learning outcomes that can be met using the equipment, and the number of students impacted. The committee then prioritizes expenditures looking to impact the greatest number of students in the most significant manner.

1. Actions taken to improve efficiency/return on ETF investments

Collaboration: When possible, we look to share equipment with other departments. This year, a faculty member requested an Armfeld Fluid Mechanics Lab Bench for Human Physiology labs. We were able to identify a lab in Mechanical Engineering which had the same equipment and were able to arrange a sharing agreement to get access to the equipment for our students.

Competitive Pricing: As always, we continue to use all sources available to us to locate the lowest price for equipment including Marketplace, surplus, and 2nd hand sources. When possible, we negotiate for bulk and/or educational discounts.

1. Describe your unit’s efforts to increase/maximize the value of ETF expenditures
   

As previously discussed, all ETF requests include the number of students impacted by the purchase. Purchases that impact the greatest number of students receive the highest priority. In addition, since both graduate and undergraduate students pay ETF fees, consideration of the impact on both programs is considered.

In addition, we conduct a number of student surveys to get feedback about the availability and quality of equipment for lab exercises. Both BME 301 and BME 452, required courses in the junior and senior year administer surveys specifically designed to assess the access to necessary equipment and to solicit suggestions for additional equipment purchases. Due to survey responses, additional equipment was purchased for 2 labs in BME 301. In addition, due to low learning assessment data, one lab will be eliminated, and equipment was purchased for an alternate lab.

c.Unmet ETF-eligible needs

The following table lists the equipment requests which were considered to be of merit, but were not funded by available ETF funds.

Small manual milling machine / 9700
Hydraulic grips, 3 pt. bend, microscope camera and light / 30000
Pacemakers and programmers / donation?
cochlear implants and programmers / donation?
desktop computers / 10000
laptops and cart / 11000
small material testing motor (muscle test system) / 12474
calorimetry system for measuring O2 consumption and CO2 production / need quote
inverted microscopes (2) for blood cell examination / 10000
organ models, DNA/RNA models and skin slides for tissue engr. lecture / 3060
one station of all equipment for BME 204 / 10000
5 each blue tooth development and evaluation kits / 1000

d.Assessment of impact of ETF investments on student learning

All requests for ETF funding are required to state the learning outcomes and the assessment method that will be used to access the impact of the equipment on student learning. Some of the equipment purchased this year will not be used for student teaching until next year. The following data was gathered for equipment that was purchased and used this year.

equipment / course / Learning objective / assessment
Strain gauges / BME 342 / Strain gage supplies were used to run a lab to introduce students to various methods of strain and stress measurements. Students compared strain gage data to finite element analysis and analytic solutions to develop a better understanding of relationships between stress and strain and the accuracy in analytic and experimental calculations. / Average grade 81.6 out of 100
Milled test specimens / BME 342 / Specimens were used in a material properties testing lab so students could obtain a better understanding of how the stiffness and failure properties they study in class are measured. / Average grade 8.5 out of 10
100 X immersion microscope lens / BME 302 / Allow students to visualize a variety of blood cells in different species. / Average grade 85 out of 100
Artificial muscle-tendon system / BME 201 / Students were asked to use standard signal processing methods to condition a signal to be used for a neurally controlled artificial muscle
Students were asked to correlate gains on an EMG signal to force produced in an artificial muscle / A+:8; A: 10; A-:1; B:1; F: 2; No Submission: 3
A+:6; A:8; A-:4; B+: 1; B-: 2; D-:2; No Submission:2
Tissue engineering supplies / BME 483/585 / Nine students completed an intensive, 7-wk lab practical course in which they learned advanced skills necessary for the study and practice of tissue engineering, including cell culture, tissue building and control of capillary growth. / All students earned an A
Fabrication lab equipment / Many courses / The fabrication facility allows students to build prototypes for testing and design purposes / Assessed by usage. 40 students certified in training – used by 7 or 9 senior design teams – also supported MAE senior design during an equipment outage

e.Planning and review process

The ETF committee reviews and authorizes all ETF expenditures. The committee consists of 2 faculty members, an IT specialist, the BME lab manager and a student representative from each of the junior class, the senior class, and the graduate students.

The committee reviews student surveys assessing equipment usage and generates internal requests. The committee also solicits external requests for equipment.

To request ETF funds, the following information must be submitted to the ETF committee.

2010-2011 ETF Allocation Request

Item(s) requested:

Cost and ordering information:

Date by which the item can be received:

Courses and number of students impacted:

Justification:

Assessment data (evidence of student learning either direct or indirect) that will be provided to the ETF committee by 5/15/11. If the equipment will be used in a later year, please give the date when assessment data will be available.