Miranda, C., & Logsdon, E., & Smith, A. (2022, August), WIP: Scaffolding the Design Process for Undergraduate Biomedical Engineering Students: Towards a Self-Regulated Design Learning  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41373

\bibitem{asee_peer_41373}
  Miranda, C., \& Logsdon, E., \& Smith, A. (2022, August), \emph{WIP: Scaffolding the Design Process for Undergraduate Biomedical Engineering Students: Towards a Self-Regulated Design Learning}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41373

Constanza Miranda, Elizabeth Logsdon, and Amadea Smith.  "WIP: Scaffolding the Design Process for Undergraduate Biomedical Engineering Students: Towards a Self-Regulated Design Learning".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41373 Internet.  15 Jan, 2025

\bibitem{asee_peer_41373}
  Constanza Miranda, Elizabeth Logsdon, and Amadea Smith.
  "WIP: Scaffolding the Design Process for Undergraduate Biomedical Engineering Students: Towards a Self-Regulated Design Learning".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41373 Internet.  15 Jan, 2025

@INPROCEEDINGS{asee_peer_41373
author = "Constanza Miranda, Elizabeth Logsdon, and Amadea Smith"
title = "WIP: Scaffolding the Design Process for Undergraduate Biomedical Engineering Students: Towards a Self-Regulated Design Learning"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41373}
number = {10.18260/1-2--41373}
}

TY  - CPAPER
AB  - This is a work in progress. Biomedical engineering undergraduates use the design process to solve open-ended problems in studio-based courses, cornerstone design experiences, or senior capstones. Some professional skills that are acquired through these ABET accredited courses are: the ability to design a technology-based product or service, to address a real-world problem, and to communicate effectively. The forced transition to online education due to the Covid-19 pandemic exacerbated the fact that higher education students needed more self-regulated learning (SRL) skills to engage in effective time management, prioritize their tasks, watch lectures, and complete assignments. Most literature concerning self-regulated learning has not acknowledged the underpinnings of how design pedagogy and the studio culture can play a role in achieving these important skills in engineering design. In addition, and as in many other subdisciplines, the deployment of design education is often informed by folk pedagogy, rendering it limited in scope, non-replicable, and difficult to transfer to other disciplines and areas. This article looks to explain some of the theoretical and practical underpinnings of Self Regulated Learning Design and to describe techniques implemented in 2021 to scaffold the design learning process in our (Anonymous) biomedical engineering design course. We use a Design-Based Research approach to describe some of the scaffolding techniques and to assess and propose possible improvements to these teaching practices. Progress will imply a thorough qualitative assessment of past and current students and an expansion of the theoretical framework and literature involved.   
AU  - Constanza Miranda
AU  - Elizabeth Logsdon
AU  - Amadea Smith
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - WIP: Scaffolding the Design Process for Undergraduate Biomedical Engineering Students: Towards a Self-Regulated Design Learning
UR  - https://peer.asee.org/41373
DO  - 10.18260/1-2--41373
ER  -