About

Michael Richard Gustafson is an Associate Professor of the Practice of Electrical and Computer Engineering at Duke University and holds a secondary appointment with the Mechanical Engineering and Materials Science Department. His primary focus is on undergraduate curriculum and laboratory development, with significant contributions to courses such as Computational Methods in Engineering and introductory electrical and computer engineering courses. Gustafson has taught over 100 courses, reaching more than 9,000 students, and has been recognized for excellence in mentoring and teaching, receiving awards including the 2005 Capers and Marion McDonald Award for Excellence in Mentoring and Advising and the 2023 Lois and John L. Imhoff Distinguished Teaching Award. His research interests include computational methods for image analysis and information extraction, discrete event simulations, and curriculum development. He has also served as an adjunct assistant professor of Mechanical Engineering and Materials Science and has held various teaching and leadership roles at Duke University.

Research topics

• Computer Science
• Psychology
• Engineering
• Mathematics education
• Artificial Intelligence
• Engineering management
• World Wide Web
• Intensive care medicine
• Cognitive science
• Pedagogy
• Medicine
• Internal medicine
• Surgery
• Epistemology
• Emergency medicine

Selected publications

• Limitations of Available Blood Products for Massive Transfusion During Mass Casualty Events at US Level 1 Trauma Centers

  Shock · 2021 · 15 citations

  • Medicine
  • Emergency medicine
  • Intensive care medicine

  INTRODUCTION: Exsanguination remains a leading cause of preventable death in traumatically injured patients. To better treat hemorrhagic shock, hospitals have adopted massive transfusion protocols (MTPs) which accelerate the delivery of blood products to patients. There has been an increase in mass casualty events (MCE) worldwide over the past two decades. These events can overwhelm a responding hospital's supply of blood products. Using a computerized model, this study investigated the ability of US trauma centers (TCs) to meet the blood product requirements of MCEs. METHODS: Cross-sectional survey data of on-hand blood products were collected from 16 US level-1 TCs. A discrete event simulation model of a TC was developed based on historic data of blood product consumption during MCEs. Each hospital's blood bank was evaluated across increasingly more demanding MCEs using modern MTPs to guide resuscitation efforts in massive transfusion (MT) patients. RESULTS: A total of 9,000 simulations were performed on each TC's data. Under the least demanding MCE scenario, the median size MCE in which TCs failed to adequately meet blood product demand was 50 patients (IQR 20-90), considering platelets. Ten TCs exhaust their supply of platelets prior to red blood cells (RBCs) or plasma. Disregarding platelets, five TCs exhausted their supply of O- packed RBCs, six exhausted their AB plasma supply, and five had a mixed exhaustion picture. CONCLUSION: Assuming a TC's ability to treat patients is limited only by their supply of blood products, US level-1 TCs lack the on-hand blood products required to adequately treat patients following a MCE. Use of non-traditional blood products, which have a longer shelf life, may allow TCs to better meet the blood product requirement needs of patients following larger MCEs.

  DOI

• Experiment, Explore, Design: A Sensor Based Introductory Ece Laboratory

  2020-09-03

  articleOpen access

  A new introductory course, Fundamentals of Electrical and Computer Engineering (ECE), has been designed to provide a rigorous, integrated introduction to the ECE field. The course laboratory, described in this paper, both promotes concept integration and provides a mechanism by which students can explore applications. Consistent with the curricular theme of Integrated Sensing and Information Processing (ISIP), a microcontroller-based robotic platform that includes a suite of sensors was selected as the foundation of all laboratory exercises. To develop both the students' conceptual understanding and their design skills, each laboratory session includes an initial, guided experimental component, in which basic concepts are investigated, and a subsequent open-ended exploration component, during which students are challenged to design a robot that completes a real-world task. After students complete a series of eight such laboratory sessions, the experience culminates in a five-week Integrated Design Challenge (IDC). To successfully complete the IDC, students have to go beyond the knowledge developed in previous weekly laboratory activities, assimilating new knowledge and using new sensors or processing data in new ways. The IDC is structured to not only emphasize technical accomplishments, but also to promote the development of project management, team organization, and communication skills. This paper elaborates on the philosophy behind the design of the laboratory experience, describes specific laboratory activities (including the IDC), and provides an assessment of the course based on data from several semesters. These data indicate that the more integrative, design-oriented, sensor-based approach benefits students in a variety of ways such as reinforcing fundamental concepts, motivating the study of ECE, and providing an opportunity to develop creative problem solving skills. In addition, the laboratory experience has been shown to have a significant positive impact on the achievement of several ABET criteria.

  PublisherOA PDFDOI

• A Grand Challenge-based Framework for Contextual Learning in Engineering

  2020 · 8 citations

  • Computer Science
  • Artificial Intelligence
  • Computer Science

  As part of his experience, Dr. Schaad has: designed waste water treatment systems to address industrial and domestic waste streams; developed designs of storm water control structures and strategies to address water quality and quantity; designed fluid transport systems to replace water supplies impacted by anthropogenic sources; designed fuel transport and delivery systems; developed designs for commercial and residential development; prepared land use plans; developed designs to protect against potential flood hazards; designed and developed plans and specifications for fluid handling systems, waste mitigation alternatives and remedial actions for RCRA and CERCLA sites including active industrial facilities and inactive disposal sites (including NPL sites); conducted feasibility studies by evaluating and analyzing the economic and engineering considerations of multiple design alternatives; obtained extensive

  PublisherOA PDFDOI

• A Novel Introductory Course For Teaching The Fundamentals Of Electrical And Computer Engineering

  2020 · 9 citations

  • Computer Science
  • Computer Science
  • Mathematics education

  Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract A Novel Introductory Course for Teaching the Fundamentals of Electrical and Computer Engineering Abstract The Electrical and Computer Engineering (ECE) department at Duke University is undergoing extensive curriculum revisions incorporating both new content and organization and innovative teaching methods. The cornerstone of the new curriculum is a theme-based introductory course entitled Fundamentals of ECE. To introduce students to the major areas of ECE in their first year of study, this course has been organized around three concepts: 1) how to interface with the physical world, 2) how to transfer/transmit energy/information, and 3) how to extract/analyze/ interpret information. Other goals include illustrating how various areas of ECE contribute to the design and functioning of an entire system, emphasizing the relevance of course material to real- world applications, and capturing the students’ imagination and creativity. To achieve these goals, the course adopts a unifying theme, tightly couples lecture and laboratory exercises, and includes a laboratory experience that emphasizes design, integration, and real applications. The course content and laboratory exercises were developed iteratively such that each component supported the other, rather than one being dominant and driving the other. A robotic platform was selected as the foundation of the laboratory experience. This platform enables the exploration of a broad range of ECE concepts, both independently and integrated into an entire system, is flexible, to encourage creative solutions, is capable of being applied to real-world challenges, and is easily connected to the curricular theme. This paper describes the curricular objectives and key course elements which guided the development of this course, the process by which the course was created, and the resulting content and structure. 1. Introduction 1.1 ECE Curriculum Redesign The Department of Electrical and Computer Engineering at Duke University is undergoing a comprehensive curriculum redesign. Large-scale planning and development for the new curriculum has been conducted in earnest since early 2003. Before the redesign began, assessment of the existing curriculum identified six areas for improvement including: 1) a need to provide a coherent, overarching framework that integrates basic principles of ECE to serve as a roadmap through the curriculum, 2) a need to provide more guidance, through earlier, broader exposure to ECE, to assist students in the selection of technical areas of concentration, 3) a need for a more balanced coverage of fundamental areas of ECE, 4) a need for more flexible areas of concentration requirements, 5) a need to broaden design course opportunities, and 6) a need to better integrate the use of computational tools. To meet these needs, the overall structure of the curriculum has been redesigned around the theme of Integrated Sensing and Information Processing (ISIP). A theme-based curriculum facilitates the linkage of ECE topic areas to each other and to real-world challenges. Additional goals include incorporating innovative pedagogical techniques and hands-on experience throughout the curriculum while maintaining curricular flexibility1.

  PublisherDOI

• A Hands On Approach To Computational Methods In Engineering

  2020-09-03

  articleOpen access1st authorCorresponding

  The Pratt School of Engineering at Duke University has been actively focusing on the development of a variety of mechanisms to provide undergraduate engineering students with an earlier, more practical, experience with engineering concepts. Through these mechanisms, students are now exposed to elements from each of our four departments, which gives the students a clearer understanding of the field of engineering that they want to pursue. As a part of this ongoing effort, all engineering undergraduate students are now required, during their first year, to take a course on computational methods in engineering, EGR 53L. Because of the newfound prominence of EGR 53L in the curriculum, as well as the wide spectrum of student interests and backgrounds, the course has undergone several significant changes in the past five years aimed at improving the student experience and exposure to engineering. This paper outlines several key facets of our approach to redesigning the course and also reports on outcomes and student assessments of the hands-on portion of the revised experience.

  PublisherOA PDFDOI

• Theme Based Redesign Of The Duke University Ece Curriculum: The First Steps

  2020-09-03 · 5 citations

  articleOpen access

  Historically, undergraduates in Electrical and Computer Engineering (ECE) at Duke University have had ample exposure to theoretical foundations and design experiences within the framework of a flexible curriculum. Students have benefited from the combination of curricular flexibility and rigorous coursework, and over the past two decades courses in the core curriculum have seen incremental changes in both content and structure. The overall structure and intent of the core curriculum, however, has not been examined during this time, is circuit-centric, and does not fully reflect modern curricular philosophies and approaches to learning or engineering education. The current curriculum is further limited in that the core courses do not offer a vertically integrated thematic introduction to ECE as a discipline nor are they reflective of the broader scope of the ECE field of study. In 2003, NSF awarded Duke a planning grant for curriculum reform. The goals of our curriculum redesign are to maintain our curricular flexibility while introducing a theme-based structure focused on major concepts and principles, and to integrate this theme throughout the core and the technical focus areas. This theme, Integrated Sensing and Information Processing, reflects the active research areas of the majority of the ECE faculty, and embodies key concepts of all components of ECE within a real-world framework. During the planning phase, we developed and implemented an assessment plan and obtained baseline results, investigated modern pedagogical techniques and integration approaches, and defined a process for our curriculum redesign. In 2004, NSF awarded Duke a curriculum redesign implementation grant. In this paper, we describe results from our initial assessment activities and plans for the coming years. We also describe the process by which we are redesigning our core curriculum, including the design of a theme-based introductory course that introduces fundamental concepts of ECE through coursework and a real-world design project and laboratory experience. The structure of the new core and theme-based structure will also be presented.

  PublisherOA PDFDOI

• Evidence for the Effectiveness of a Grand Challenge-based Framework for Contextual Learning

  2020 · 3 citations

  • Computer Science
  • Computer Science
  • Mathematics education

  Abstract Evidence for the Effectiveness of a Grand Challenge-based Framework for Contextual LearningStudent motivation – and associated educational outcomes – can be influenced by the degree towhich course material connects to recognizable societal problems. The National Academy forEngineering has established the “Engineering Grand Challenges”, a set of 14 fundamentalproblems whose solution will require integrated contributions from engineers, scientists, andpolicy-makers. The current work builds the Engineering Grand Challenges (EGC) into apedagogical framework integrated into courses in several engineering disciplines, assessingwhether this framework increased student motivation and, if so, what sorts of students benefitfrom this approach.The EGC framework, as implemented here, follows a series of six stages that progress fromstatement of the problem, through exercises that teach a foundational concept using an EGCexample, to reflection on the role of engineering in addressing the problem. The framework wasimplemented in three diverse courses: a computational methods course taken by all first-yearengineering students, an upper-level signal-processing elective in electrical engineering, and adesign course for upper-level students in environmental engineering. Instructors for each of thesecourses implemented the EGC framework in a manner appropriate for their course. For example,students in the signal processing course investigated the EGC of “Reverse-Engineering theBrain”, which included a lecture/discussion led by a neuroscientist who uses signal processing,followed by a project assignment that applied spectral analysis and filter design to publiclyavailable data from a brain-computer interface contest. For all courses, baseline data werecollected from the same classes taught by the same instructors in the previous year.Results from the first year of implementation indicated significant benefits for the EGCframework, as well as differences in effectiveness across settings. Each student provided datathat included self-reported ratings of ABET criteria and standard psychological measures ofmotivation, and those measures were included in structural equation models that predicted inter-student differences in grades. The EGC framework was associated with significantly higher self-reported class effectiveness, as indexed by ABET criteria. Furthermore, in advanced classes theEGC framework enhanced a key measure of student motivation (i.e., situational interest), whichin turn was a positive predictor of student grades. This effect was not present in the introductoryclass examined. No differences between EGC and baseline groups were found in other measuresof self-reported motivation (e.g., perceived competence). Collectively, these results providestrong initial evidence that framing course activities around large-scale, societally relevantchallenges can have salutary effects upon students’ motivation and course performance. Ongoingwork examines these effects across multiple semesters of the same courses as well as acrossadditional courses from throughout engineering curricula.

  PublisherOA PDFDOI

• <i>In Vitro</i> Comparison of a Novel Single Probe Dual-Energy Lithotripter to Current Devices

  Journal of Endourology · 2018-04-13 · 31 citations

  article

  PURPOSE: The LithoClast Trilogy is a novel single probe, dual-energy lithotripter with ultrasonic (US) vibration and electromagnetic impact forces. ShockPulse and LithoClast Select are existing lithotripters that also use a combination of US and mechanical impact energies. We compared the efficacy and tip motion of these devices in an in vitro setting. MATERIALS AND METHODS: Begostones, in the ratio 15:3, were used in all trials. Test groups were Trilogy, ShockPulse, Select ultrasound (US) only, and Select ultrasound with pneumatic (USP). For clearance testing, a single investigator facile with each lithotripter fragmented 10 stones per device. For drill testing, a hands-free apparatus with a submerged balance was used to apply 1 or 2 lbs of pressure on a stone in contact with the device tip. High-speed photography was used to assess Trilogy and ShockPulse's probe tip motion. RESULTS: Select-USP was slowest and Trilogy fastest on clearance testing (p < 0.01). On 1 lbs drill testing, Select-US was slowest (p = 0.001). At 2 lbs, ShockPulse was faster than Select US (p = 0.027), but did not significantly outpace Trilogy nor Select-USP. At either weight, there was no significant difference between Trilogy and ShockPulse. During its US function, Trilogy's maximum downward tip displacement was 0.041 mm relative to 0.0025 mm with ShockPulse. Trilogy had 0.25 mm of maximum downward displacement during its impactor function while ShockPulse had 0.01 mm. CONCLUSIONS: Single probe dual-energy devices, such as Trilogy and ShockPulse, represent the next generation of lithotripters. Trilogy more efficiently cleared stone than currently available devices, which could be explained by its larger probe diameter and greater downward tip displacement during both US and impactor functions.

  PublisherDOI

• A Grand Challenge-based Framework for Contextual Learning in Engineering: Impact on Student Outcomes and Motivation

  2015-07-08 · 7 citations

  articleOpen access

  Abstract A Grand Challenge-based Framework for Contextual Learning in Engineering: Impact on Student Outcomes and MotivationExposure to meaningful, societally relevant applications can increase student motivation andimprove learning outcomes. Here, we describe assessment results that evaluate a pedagogicalframework based on the NAE Grand Challenges, in which specific engineering concepts areembedded in a societal problem (e.g., "reverse-engineering the brain") that requires students todefine problems and apply course content to those problems. Assessment data were acquiredfrom 957 undergraduate engineering students, including students participating in the interventionin an introductory class (N = 564) and advanced classes (N = 56) and control students inintroductory (N = 273) and advanced classes (N = 64). Using a multivariate analysis of variance,we tested the hypotheses that the Engineering Grand Challenge Framework (EGCF) influencedstudents' self-assessments of specific student outcomes (ABET Criterion 3), particularly thoserelated to understanding engineering in a societal/contemporary context. We also evaluatedstudent motivation using well-validated scales drawn from the psychological literature and astructural equation model linking motivation to course outcomes.The initial multivariate analysis revealed a significant effect of intervention upon studentoutcome responses considered as a group [F(11, 943) = 13.302, p < .001], and a significantinteraction with class level [F(11, 943) = 3.240, p < .001]. Significant item-specific interactionswere observed for ABET criteria associated with societal context (ABET h), life-long learning(ABET i), and knowledge of contemporary issues (ABET j; all ps ≤ 0.01); in each case, theinteraction revealed a greater effect of the EGCF on upper-level students' self-assessments onthese criteria. Analysis of student motivation via structural equation modeling revealed apotential role for motivation in shaping course outcomes: for advanced students, the EGCF wasassociated with significant increases in situational interest (a measure of motivation) that in turnpredicted higher course grades.We conclude that EGCF – and, by extension, frameworks that connect engineering content tosocietal issues – holds promise for shaping student engagement with technical content in amanner directly relevant for national goals for engineering education (i.e., ABET criteria).Moreover, educational research can identify the circumstances in which a particular frameworkmay be most effective (e.g., upper-level courses) and thus guide the allocation of instructorpriorities and resources.

  PublisherOA PDFDOI

• 2079 ENERGY AND PULSE REPETITION FREQUENCY DEPENDENT TISSUE INJURY PRODUCED BY A MODIFIED ACOUSTIC LENS FOR ELECTROMAGNETIC LITHOTRIPTERS

  The Journal of Urology · 2013-03-27

  article

  You have accessJournal of UrologyStone Disease: Basic Research (I)1 Apr 20132079 ENERGY AND PULSE REPETITION FREQUENCY DEPENDENT TISSUE INJURY PRODUCED BY A MODIFIED ACOUSTIC LENS FOR ELECTROMAGNETIC LITHOTRIPTERS Andreas Neisius, Nathan Smith, Nicholas J. Kuntz, Tim Schykowski, Gaston M. Astroza, Ramy Youssef, Muhammad W. Iqbal, Michael E. Lipkin, Michael N. Ferrandino, Michael R. Gustafson, Walther N. Simmons, Glenn M. Preminger, and Pei Zhong Andreas NeisiusAndreas Neisius Durham, NC More articles by this author , Nathan SmithNathan Smith Durham, NC More articles by this author , Nicholas J. KuntzNicholas J. Kuntz Durham, NC More articles by this author , Tim SchykowskiTim Schykowski Durham, NC More articles by this author , Gaston M. AstrozaGaston M. Astroza Durham, NC More articles by this author , Ramy YoussefRamy Youssef Durham, NC More articles by this author , Muhammad W. IqbalMuhammad W. Iqbal Durham, NC More articles by this author , Michael E. LipkinMichael E. Lipkin Durham, NC More articles by this author , Michael N. FerrandinoMichael N. Ferrandino Durham, NC More articles by this author , Michael R. GustafsonMichael R. Gustafson Durham, NC More articles by this author , Walther N. SimmonsWalther N. Simmons Durham, NC More articles by this author , Glenn M. PremingerGlenn M. Preminger Durham, NC More articles by this author , and Pei ZhongPei Zhong Durham, NC More articles by this author View All Author Informationhttps://doi.org/10.1016/j.juro.2013.02.2498AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookTwitterLinked InEmail INTRODUCTION AND OBJECTIVES The acoustic lens of a Siemens Modularis electromagnetic shock wave lithotripter has been further modified to reduce pre-focal cavitation while generating a pressure waveform and broad focal zone mimicking the Dornier HM3 electrohydraulic device. We sought to determine the threshold for the maximum acoustic energy which can be safely applied to a kidney under clinically relevant treatment protocols, and the dependency of tissue injury on pulse repetition frequency (PRF). METHODS Tissue injury (TI) produced by the original and modified lenses in a swine model were first evaluated starting from the highest output level to determine the threshold energy for safe lithotripsy. Thereafter, TI was assessed under an effective acoustic pulse energy for the leading compressive wave (E+)of 44 mJ. A clinical protocol with a soft ramping scheme was used to deliver 3000 shock waves to each kidney using a PRF of 1.0 and 1.5 Hz, leading to a total accumulated energy of 112.84 J. Following lithotripsy, kidneys were perfused, harvested, dehydrated, cast in paraffin wax, and sectioned. Photographic images were taken every 120 μm and analyzed to determine the functional renal volume (FRV) damage. RESULTS Gross subcapsular hematomas were produced by both the original and modified lenses at E+ of 51 mJ. Using E+ of 44 mJ, the modified lens showed quantatively macroscopic tissue injury (subcapsular hematoma) in 1/6 renal units (17%) in the 1.5 Hz group. No macroscopic tissue injury was detected in the 1.0 Hz group (0/6 renal units). After processing of the digitalized images TI was detected in 0.432 % (±0.51%) of the FRV (with a maximum level of 1.324% in the kidney with the gross hematoma) in the 1.5 Hz group and in 0.009% (±0.015%) of the FRV in the 1 Hz group (p=0.025), respectively. CONCLUSIONS This study demonstrates that the energy threshold for gross TI of the modified lens is comparable to the original lens. Our data further confirms that the initiation of TI depends on acoustic pulse energy, and the extent of TI depends on the total accumulated acoustic energy delivered to a kidney, as well as on PRF. Overall, our results suggest that a rational design of treatment strategies to minimize tissue injury in SWL is warranted. © 2013 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 189Issue 4SApril 2013Page: e853 Advertisement Copyright & Permissions© 2013 by American Urological Association Education and Research, Inc.MetricsAuthor Information Andreas Neisius Durham, NC More articles by this author Nathan Smith Durham, NC More articles by this author Nicholas J. Kuntz Durham, NC More articles by this author Tim Schykowski Durham, NC More articles by this author Gaston M. Astroza Durham, NC More articles by this author Ramy Youssef Durham, NC More articles by this author Muhammad W. Iqbal Durham, NC More articles by this author Michael E. Lipkin Durham, NC More articles by this author Michael N. Ferrandino Durham, NC More articles by this author Michael R. Gustafson Durham, NC More articles by this author Walther N. Simmons Durham, NC More articles by this author Glenn M. Preminger Durham, NC More articles by this author Pei Zhong Durham, NC More articles by this author Expand All Advertisement Advertisement PDF downloadLoading ...

  PublisherDOI

Frequent coauthors

• Lisa G. Huettel

  Zimmer Biomet (United States)

  16 shared

• David Schaad

  Duke University

  9 shared

• Michael M. Barger

  University of Georgia

  9 shared

• Lisa Linnenbrink‐Garcia

  Michigan State University

  9 shared

• J.C. Nadeau

  Duke University

  9 shared

• Carlos A. Ordóñez

  Emory University

  8 shared

• Gary Ybarra

  Pratt Institute

  8 shared

• Artai Priouzram

  Linköping University Hospital

  8 shared

Awards & honors

• Lois and John L. Imhoff Distinguished Teaching Award (2023)
• Alumnus Award of Distinction (2022)
• The McDonald Award for Excellence in Mentoring and Advising…