A Coding Scheme for Measuring Biomedical Engineering Students’ Breadth of Exposure to the Discipline
- Conference
- Location
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Virtual On line
- Publication Date
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June 22, 2020
- Start Date
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June 22, 2020
- End Date
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June 26, 2021
- Conference Session
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Introduction to the Field of Biomedical Engineering - June 25th
- Tagged Division
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Biomedical Engineering
- Page Count
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14
- DOI
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10.18260/1-2--33980
- Permanent URL
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https://peer.asee.org/33980
- Download Count
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599
Paper Authors
Heidi A. Diefes-Dux
University of Nebraska, Lincoln
orcid.org/0000-0003-3635-1825
Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of learning objective-based grading and teaching assistant training.
Nicole M. Iverson University of Nebraska, Lincoln
Nicole M Iverson is an Assistant Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. She received her B.S. in Biomedical Engineering from the University of Minnesota, her M.S. and Ph.D. in Biomedical Engineering from Rutgers University, and completed her post doctorate training at the Massachusetts Institute of Technology in the Chemistry, Biological Engineering, and Chemical Engineering departments. Her main research focus is on nanotechnology development and use in biological settings. She has recently started studying the development, implementation, and assessment of teaching techniques to improve student learning in biological engineering.
Abstract
Biomedical engineering (BME) is an increasingly broad field. Yet, the experience of instructors is that undergraduate students just entering a BME program typically voice a very narrow view of the field, focusing primarily on prosthetics and stem cells, and therefore have limited interests within the BME discipline. The purpose of this work was to both develop a coding scheme that could be used to classify and monitor students’ biomedical engineering interests and demonstrate how it could be used in a particular context to gather base-line data to which future classroom interventions, focused on expanding students’ interest and understanding, might be compared. To develop and test a coding scheme, students’ proposed topics for an assigned term paper in a junior level introductory BME course were examined. The coding scheme was based on the 2019 Biomedical Engineering Society (BMES) conference tracks and subtracks and was applied to two years’ worth of data. When applying the coding scheme to two separate offerings of the course, differences were found in students’ proposed topics. A discussion of possible factors contributing to these differences is provided, along with implications for instructional practice and limitations of the BMES-based coding scheme.
Diefes-Dux, H. A., & Iverson, N. M. (2020, June), A Coding Scheme for Measuring Biomedical Engineering Students’ Breadth of Exposure to the Discipline Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--33980
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