Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Lucy L. Pick, University of Washington; Alyssa Catherine Taylor, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical

activities, demonstrations, and labtours. This instructor model allowed continuity for the students while bringing in experts for thevarious modules.Program LogisticsThe one-week camp was held from 9:00 am to 4:00 pm Monday through Friday on the UWcampus. Each day was divided into morning and afternoon sessions of approximately 2.5 hours.At the end of the day, the students reflected on what they learned and participated in small groupdiscussions. A brief schedule of the program is shown in Table 1.Throughout the camp, students were exposed to “college life” at UW. During the 1.5-hour lunchbreak, students and camp staff walked through campus to the student center and purchased lunchwith UW meal cards provided by the camp. Students were encouraged to

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric M. Brey, Illinois Institute of Technology; Megan F. Campanile, Illinois Institute of Technology; Norman G. Lederman, Illinois Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Biomedical

me tremendously…”; 2008: “…played a vital role…”). Interestingly, the students inthe internal program appear to provide more emphasis on the significant impact of their facultymentors in their long-term academic plans and careers (2008: “…personal adviser to best helpme make career decisions.”; 2008: “conversations…about life in academia and about thechallenges associated with it”; 2011: “..a one of a kind professor, researcher, and mentor.”). The REU program selected students based on an expressed interest in research careers.However, the internal program did not have such goals, selecting students based primarily onprevious experience with faculty mentors. This was reflected in student comments (2009: “Iwanted to become a practicing