Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
The era of producing top performing graduates by following a one-size-fits-all curriculum composed of a flowchart of prescribed courses is over. The “flat” curriculum has been maximized and optimized and has no more room to grow without adding other dimensions and mapping the student experience to a layered process. The proposed 3D curriculum has academic, synergistic and professional dimensions and has the capacity to create the eco-culture necessary for educational innovation. The 3D curriculum is a process that aligns the attributes of graduates with their post-graduate plans in a way that is customized for each student in the Biomedical Engineering program. In the first dimension, the academic dimension, core courses have been converted into course bricks that also include synergistic activities and professional development, but not in a way that is customized to each individual student. Courses are embedded with research based instructional technologies. In the second, synergistic dimension, students may pursue a diverse set of opportunities such as clinical, research, and entrepreneurial experiences to be realized in partnership with another academic division such as the medical school, business school, college of veterinary medicine and college of arts and sciences. In the professional development dimension, students are encouraged to develop a rich set of professional and communication skills. Student outcomes and sub-outcomes of the program assessment plan were mapped to the course bricks required for all students, guaranteeing students meet the minimum requirements for an accredited degree. The rest of the undergraduate educational experience is flexible. Students who choose to take full advantage of the added dimensions will be awarded a Certificate in Leadership and Professional Development. This certificate program has its own program educational objectives and assessment plan. A mentor, chosen by the student, will oversee the fulfillment of the requirements for the certificate. Alumni, members of the Industrial Advisory Board, start-up company CEO’s, faculty from other institutions, and others with relevant experience will be eligible to mentor these students. By creating a structure for co-curricular experiences and providing an incentive to pursue these options, more reticent students may be encouraged to develop additional skills other than traditional academic skills, and more ambitious students can be guided to optimize their co-curricular experiences.
Cartee, L., & Ozturk, H. O., & Ligler, F. S. (2018, June), Board 10:Work in Progress: 3-D Curriculum - An Innovative Structure to Model the Co-curricular Experience in Biomedical Engineering Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29854
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