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Board 4: Curriculum on Diversity and Ethics: Impact in an Introductory Bioengineering Course

Conference Session
Biomedical Engineering Division Poster Session
Collection
2019 ASEE Annual Conference & Exposition
Authors
C. Gunnarsson, Massachusetts Institute of Technology; Camille Birch, University of Washington; Dianne Grayce Hendricks, University of Washington
Tagged Topics
Diversity
Tagged Divisions
Biomedical Engineering
STEM. 2. Identify how cultural concepts of race, gender, sexuality and disability have shaped scientific thought (and vice versa) through history. 3. Critically evaluate literature regarding ethics and diversity in bioengineering. 4. Analyze how engineers handle implicit bias during research and design processes. 5. Propose approaches to promote ethics and diversity in engineering practice.The honors students attended the same class sessions and completed all assignments as their non-honors peers. In addition, the honors students attended a weekly two-hour discussion section andcompleted additional assignments including weekly readings, written reflections, and a finalpaper on a topic of their choice related to the role of
Relevance Score: 0.022987902

Board 7: Work in Progress: Approaches to Introduce Biomedical Engineering Design to a Class with Diverse STEM Backgrounds

Conference Session
Biomedical Engineering Division Poster Session
Collection
2019 ASEE Annual Conference & Exposition
Authors
Angela Lai, Carnegie Mellon University; Elaine Soohoo, Carnegie Mellon University; Diane L. Nelson, Carnegie Mellon University; Conrad M. Zapanta, Carnegie Mellon University
Tagged Topics
Diversity
Tagged Divisions
Biomedical Engineering
paths for each team’s device. Workshopswere allocated for team discussions and group work. Guest lecturers and a field trip to a localmedical device start-up company were incorporated to illustrate real-life applications of theconcepts presented in class. At several points in the 6-week course, students were asked to reflecton the talks or activities to evaluate what they knew before, what they learned, what they foundinteresting, and what they hoped to learn next [2]. This process of self-reflection and evaluationnot only helped students identify topics they had learned but also determined what they wantedto continue studying. These reflections also helped instructors identify how to improve thelessons and better explain the theory to the
Relevance Score: 0.0108366

To What Extent Does Gender and Ethnicity Impact Engineering Students’ Career Outcomes? An Exploratory Analysis Comparing Biomedical to Three Other Undergraduate Engineering Majors

Conference Session
Big Picture Questions in BME
Collection
2019 ASEE Annual Conference & Exposition
Authors
Alexis Ortiz-Rosario, Ohio State University; Amena Shermadou, Ohio State University; David A. Delaine, Ohio State University; Tanya M. Nocera Ph.D., Ohio State University
Tagged Topics
Diversity
Tagged Divisions
Biomedical Engineering
guidance thatsignificantly strengthened this work.This material is based upon work supported by the National Science Foundation under Grant No. 1830814. Anyopinions, findings, and conclusions or recommendations expressed in this material are those of the authors anddo not necessarily reflect the views of the National Science Foundation.References[1] C. L. McNeely and K. H. Fealing, “Moving the Needle, Raising Consciousness: The Science and Practice of Broadening Participation,” Am. Behav. Sci., vol. 62, no. 5, pp. 551–562, May 2018.[2] L. Smith-Doerr, S. N. Alegria, and T. Sacco, “How Diversity Matters in the US Science and Engineering Workforce: A Critical Review Considering Integration in Teams, Fields, and Organizational Contexts
Relevance Score: 0.007662634

Creativity Activities in a Design Course Fail to Elicit Gains in Creativity Over and Above those Elicited by the Design Course Itself

Conference Session
Assessment of Student Learning and Skills
Collection
2019 ASEE Annual Conference & Exposition
Authors
William H. Guilford, University of Virginia
Tagged Topics
Diversity
Tagged Divisions
Biomedical Engineering
underrepresented groups (4%).Creativity increased over the course of the semester: Our data was accepted to be normallydistributed by Kolmogorov-Smirnov test. There were no statistically significant beginning-of-semester differences by any assessment between the control and intervention sections byunpaired t-test. Further, the overall scores for end-of-course evaluations did not differ betweenthe semesters (p=0.46; effect size, Cohen’s d=0.02).Regardless of course section, control or intervention, there was a significant improvement by theend of the semester in the fluency, flexibility, and originality aspects of creativity (Table 1).These changes reflect those seen by us in a first-year engineering course with an authentic designexperience [1], though
Relevance Score: 0.007662634