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Assessment Of The Vanth Engineering Research Center On Graduate Students

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Conference

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

Pedagogical Developments in BME

Tagged Division

Biomedical

Page Count

10

Page Numbers

14.262.1 - 14.262.10

Permanent URL

https://peer.asee.org/5233

Download Count

16

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Paper Authors

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James Cawthorne Purdue University

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Osman Cekic Purdue University

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Monica Cox Purdue University

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Melissa Stacer Purdue University

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Assessment of the VaNTH Engineering Research Center Experience on Graduate Students

Abstract

The Vanderbilt-Northwestern-Texas-Harvard/MIT (VaNTH) Engineering Research Center, started in 1999, has focused on improving bioengineering education through the applications of learning science, learning technology, and assessment and evaluation within the domain of bioengineering. The work led to the development of novel approaches to instruction

ow People

understanding about bioengineering than traditional strategies.

This paper discusses results of the exploratory quantitative survey on the impact of the V familiarity with the HPL framework changes with participation in the VaNTH ERC. Furthermore, self-reports about their participation in the VaNTH ERC provides insight into what graduate students identified as take away lessons for their careers. Finally, sharing their views on the concept of effective instruction generate demonstrates whether thinking about learning and teaching impacts their understanding of the process. This paper will equally focus on how to tie the results of the exploratory study to the emergent explanatory protocol designed to understand more fully the experience of graduate student participants while working with the VaNTH ERC.

Introduction

created in 1984 to encourage collaborations between industry and academia. Since their creation, these multi-university, multidisciplinary ERCs have increased the engineeri understanding of specific challenges within engineering and engineering education have impacted positively the experiences of undergraduate and graduate students engaged in ERC activities1. More specifically, ERCs provide opportunities for students to conduct cutting-edge research; to disseminate their findings in disciplinary, education, and industrial communities; and to interact closely with faculty, students, and industry members with vested interests in the ERC.

The Vanderbilt-Northwestern-Texas-Harvard/MIT (VaNTH) Engineering Research Center for Bioengineering Educational Technologies was founded in 1999 with a mission of improving the field of bioengineering via the development and dissemination of educational 2 materials based upon the four tenets . Comprised of researchers representing the domains of bioengineering, learning science, learning technology, and assessment and evaluation, this ERC explored the development of VaNTH innovations3-8 along with the effects of VaNTH upon students9. This current study extends previous research by examining the impact of the VaNTH experience on a sample of graduate students who participated in VaNTH. The results evaluate whether familiarity with the HPL

Cawthorne, J., & Cekic, O., & Cox, M., & Stacer, M. (2009, June), Assessment Of The Vanth Engineering Research Center On Graduate Students Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/5233

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