Conference Session

Educational Interventions and Pedagogy in Biomedical Engineering - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eileen Haase, Johns Hopkins University; Harry R. Goldberg, Johns Hopkins University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

demonstrate that overallknowledge is not diminished when peer instruction is the primary form of learning.IntroductionThe authors, along with many other engineering educators, have been strong proponents ofactive learning. Active, collaborative, cooperative, and problem‐based learning have beendemonstrated repeatedly to be more effective than lecture alone [2]. Students are 1.5 times lesslikely to fail in courses that use active learning [3]. When one of the authors was granted aFulbright Scholar Award to teach a biochemistry course in Uganda, the plan was to reproduceteaching methods used in the United States such as clicker questions, think-pair-share, and teamactivities which would be easy for the students to adopt [4]. However, within the first