the new concentration will be in effect from Fall 2023 or latestFall 2024 to recruit new students. The plan for assessment for this new concentration is bifold. We expect to invitean external reviewer from similar program and concentration to review our curriculum progress and provide usfeedback. In addition, we plan to monitor the enrollment numbers to see if it reflects what the market study shows.The expected enrollment is 50-60 students and gradually increasing. The committee will continue to meet at leastonce or twice in a semester to follow the progress of the proposed concentration. Once the concentration is approvedunder the general ETEC program, the department plans to apply for Accreditation Board for Engineering andTechnology, Inc
class is being offered for the first time in the Spring 2024 semester, initial data on theeffectiveness of the proposed teaching methods is still being collected. This data will includeperformance on representative exam questions for key biomechanical concepts, lab reports fromin class hands on experiments, discussion questions from journal articles read and discussed inclass, final presentations on journal articles of the students’ choosing and student evaluations givenby the university. This year’s class consists of only two students, so further data will need to becollected on next year’s class, which is expected to increase to 4 to 6 students. However, this year’sdata will be used to inform the initial round of reflection and changes in the
controls temperature.peer evaluations were used to ensure accountability among team members. Individual assignmentsconsisted of reflections about the design process and assessments related to training modules,while Team Assignments consisted of assessments related the to design project.Team assessments were scaffolded using periodic “Design Updates (DU)”, in which teams wouldwork on a small section of the project and get feedback before any major presentations. Forexample, students would have to complete updates related to their Problem Definition/Requirements (DU1) and Concept Generation/ Down-selection (DU2) prior to presenting theirPreliminary Design Review (Appx. Table A3
hours at least once during the course. Students in all three courses reported overwhelmingly positive scores reflecting high comfort and motivation levels related to office hours (Figure 2). Students in the Test Course expressed marginally lower scores than Courses A and B, but only two of the Figure 2. Quantification of cognitive barriers to questions showed a
portions of the EMG controller at the end of the course. Second, instead of stoppingat assigning, grading, and reflecting on homework assignments at the end of each module,students are additionally tasked with developing elementary design solutions for the portions ofthe EMG controller corresponding to the module. The PBL exercises are conducted as ungradedexercises. For simpler problems, for example, selecting the sampling frequency for digitization ofEMG signals, a small group-discussion was held, and the instructor invited several groups toshare their solutions with the class. For more complex problems such as the paper design of theEMG controller, a group worksheet (see Appendix B) was provided for designing subsystems ofthe circuit. After the
challenging dominant narratives and fostering inclusive and equitablepractices. By engaging in self-reflection and critical dialogue, engineers can better recognize thesocial implications of their work, identify potential sources of bias or discrimination, and strivetowards more ethical and socially responsible solutions. Critical reflexivity, thus, encouragescollaboration and interdisciplinary engagement, inviting engineering students to consider diverseperspectives and alternative approaches to problem-solving.Pilot Study The initial step in this pilot study entailed selecting a tissue mechanics course that is partof an undergraduate biomedical engineering program. The course consisted of a ‘lecture-driven’,traditional teaching environment
understand howBME students develop an entrepreneurial mindset (EM). These studies explore curricular EMinterventions designed to encourage development of EM skills such as curiosity about the coursetopics [22], reflective thinking [16], and designing for a certain customer base [17], [42]. In Kinget al.'s study [40], BME students participated in capstone design projects where they worked inteams to design prototypes based on existing patent applications of industry professionals. Thesestudents were able to learn about the engineering design process as well as the business side ofintellectual property development such as patents, customer discovery, budgeting, andcommunication of results [40].In several studies on EM development within a BME context
significant time commitmentrequired by the program - 15 hours a week per week for each team member over seven weeks –may have hindered some student’s ability to engage in the project entirely. A more feasibleapproach may students enrolled in multiple IBL courses, as this would better align better with thetime demands of the NSF program. Some results are based on self-assessed opinions, which maynot reflect actual outcomes. Further analysis may be needed to better understand the impact of I-Corps and IBL on engineering education.VII. Conclusion As this study is in its early stages, a definitive conclusion regarding the impact ofintegrating IBL principles with the NSF I-Corps program in engineering education is yet to bedrawn. However, the
entering industry, but recognition only represents base knowledgeacquisition based on Bloom’s Taxonomy principles. Here we describe a set of curricular modulesto enhance students’ understanding of standards in engineering practice that reflect learning at alllevels of Bloom’s Taxonomy (i.e. recognition/understanding, application, revision, and creation).The modules and their implementation will enhance students’ understanding of standards,including 1) searching and identifying appropriate standards, 2) writing appropriate protocols forthe verification of standards, 3) proposing revisions to standards, and 4) developing newstandards. With this methodology applied to different engineering/technical disciplines, we hopeto establish a distinct value
,engineering, and mathematics (STEM) courses decrease failure rates and increase performanceon summative assessments [3]. In Fink’s taxonomy of significant learning experiences [4],course design should be learner-centered, so students are actively engaging not just withtechnical content in an engineering course but also reflecting on their own learning processes asthey strive to become lifelong learners.One strategy for promoting reflection and engagement is through opportunities for collaborativelearning. Collaborative learning represents a joint intellectual effort by students (and ofteninstructors) to mutually create or find meaning, solutions, or products [5]. Intentionally designedcollaborative learning strategies can be mapped to Fink’s taxonomy
to feelings of success, and the qualities of mentorship thataffected STEM identity.The research of Dou and Cian (2022) quantitatively determined the significant contribution ofhome support in self-recognition as a STEM person and in the development of a STEM identityin URM undergraduates [5]. In this study, the qualitative analysis of interviews from three highschool student interns, two parents and two faculty mentors reflect what is seen at theundergraduate level - authentic science lab experiences result in an increase in STEM identityand interest. The positive influence of direct faculty mentorship in a research experience alsomirrors what is seen in UREs. Two unique themes emerged from this study – the importance ofthe parent
specificknowledge on the project's topic, reflected in increasingly technical descriptions in each of thepresentations. We have taken the metric of the number of articles as an indicator of students' pursuitof new knowledge. In describing the solutions, students included diagrams, concepts, methods,and results in their presentations, which demonstrates their engagement with the articles.Defined RequirementsOne of the most important findings of this study was the analysis of requirements. Only one groupmaintained the number of requirements, indicating that iterative design is necessary to developbetter solutions to problems. In the first iteration, three groups provided more detailedrequirements, either by adding or dividing those initially proposed in the
on letters of recommendation submitted on behalf of interested students. Nospecific student populations are either targeted and/or excluded. The three biomedicalengineering students who participated in the program were the only students who applied. Thesmall number of participants reflects the fact that our biomedical engineering program is only 4years old with a small student population.B. The Clinical Immersion Framework: A well-established healthcare “Student ExperienceEducational” Program offered by a leading local healthcare organization was utilized in theclinical immersion framework used in this study [14]. The “Student Experience Educational”Program offers internships and healthcare observation opportunities for high school and
university undergraduate BME programs and the job market,” IEEE Pulse, vol. 6, no. 2, pp. 42–45, 2015, doi: 10.1109/MPUL.2014.2386575.[4] J. Berglund, “The real world: BME graduates reflect on whether universities are providing adequate preparation for a career in industry,” IEEE Pulse, vol. 6, no. 2, pp. 46–49, 2015, doi: 10.1109/MPUL.2014.2386631.[5] C. P. Rivera, A. Huang-Saad, C. S. E. Jamison, and A. Wang, “Preparing Early-career Biomedical Undergraduates Through Investigations of Stakeholder Needs: A Qualitative Analysis,” presented at the 2020 ASEE Virtual Annual Conference Content Access, Jun. 2020. Accessed: Feb. 08, 2024. [Online]. Available: https://peer.asee.org/preparing-early- career
engineering disciplines and real-world ethical challenges. • Character formation and the role of virtues such as curiosity, humility, and discernment were discussed as to how to embed these character traits through projects or problem-based learning that allowed for ethical learning outcomes to be achieved. • Faculty worked to ensure the ethical principles across both courses were distinct, yet complementary to the learning performed in the prior courses. 6. Implementation Assessment: • Ethical modules were implemented in the expanded set of courses to gauge their impact. • Ongoing assessments, student feedback, and faculty reflections were collected
’ responses are presented below.Concept Representation: This theme discusses how learners perceived the VR labs to havedisplayed learning concepts they were designed for. Some of the participants commented thatthe VR labs displayed the intended learning concepts in a way that made them mentallyrelatable. Their perception of the VR for the lab reflected perceptions about the utility valueand tool efficacy of the VR labs. More than half of the participants thought the VR labs gavea good visual representation of abstract concepts introduced during classroom lectures. Forexample, a student commented as follows: “This was important in showing what a real cell culture would look like ………. better than having read a textbook.”This
the resources shared and discussions,video recordings, and slide decks for each event for others to be able to utilize if they wereunable to attend.To assess research question 1, “who participates in virtual collaboration events aimed atfacilitating collaborative learning of various BME education and professional developmenttopics?”, the registrants’ list for all of the events since Jan 2022 were analyzed. Participants’academic rank as well as their institution names were found online (note that the affiliationsfound represent participants’ current positions and do not reflect their status at the time of theevents and are dependent on what was available on their respective institution’s websites orpersonal webpages). The ranks were then
reinforced skills including experimental design, developing experimental protocols,analyzing data, optimizing a process, and making decisions based on data on a 5-point scale fromstrongly agree (4) to strongly disagree (0).Qualitative Data AnalysisTo better understand the impact of the experiential learning activities, several free responsequestions were included in the surveys. In the survey after each simulated industry experience,students were asked to briefly reflect on the activity by sharing things like what they learnedfrom the activity, how this activity challenged them to think like an engineer in industry, or whatcould be improved about the activity. In addition, students were asked to identify the mainchallenges in the biopharmaceutical
all of the course’s challengeproblems). The grades are indicative of the correctness of the calculated and inferred solution as well as thedescription of the process to reach the solution. Though the student grade is more of a representation of thecognitive domain, it is a good measure of the student engagement level and, when compared to grades inother assignments, reflects the impact of the gamified problem on their learning.In order to separate the assessment of the data (including coding of the reports) from the evaluation ofgrades, the authors split these responsibilities. MG, who was the instructor in the course, assessed all reportswith the rubric. RVG, who did not meet the students and therefore held no biases towards any of them
incorporated into the class to help students toaddress these questions. The lab experimentation provided students with a hands-on opportunity to assess the biological impact of various biomaterials. Through thisexperiment, students gained practical skills in experimental design, data analysis,and interpretation, fostering a deeper understanding of biomaterials beyondtheoretical concepts. The inclusion of ethical considerations in the biomaterialcurriculum was addressed through a debate. This encouraged students to reflect onthe societal implications of biomaterials research, fostering a sense of responsibilityand ethical awareness among future practitioners.The study employed both qualitative and quantitative assessment methods,including pre- and post
solution for everything in our field. The instructormust reflect on whether all course assignments should be turned into games, or if there can bealternatives that could be considered instead.Design Weaknesses:First, building these games requires a substantial amount of effort. Attempting to figure out howbest to convey a topic in a novel manner is a very difficult task when you have never doneanything like this before. Making sure each game is unique and also does not detract from thelesson is a difficult balancing act. In addition, many classes are limited in the amount of time thatcan be spent on instructing how best to play the game at the expense of the time that can beallotted to playing said games.In addition, games have a habit of “running