Hubbard, M. L. (2023, March), Development of a biomedical engineering course for high school students using a framework of student-centered pedagogy  Paper presented at ASEE Southeast Section Conference, Arlington, Virginia. 10.18260/1-2--44999

\bibitem{asee_peer_44999}
  Hubbard, M. L. (2023, March), \emph{Development of a biomedical engineering course for high school students using a framework of student-centered pedagogy}
  Paper presented at ASEE Southeast Section Conference, Arlington, Virginia.
  10.18260/1-2--44999

Marjorie Letitia Hubbard.  "Development of a biomedical engineering course for high school students using a framework of student-centered pedagogy".  ASEE Southeast Section Conference, Arlington, Virginia, 2023, March.  ASEE Conferences, 2023.  https://peer.asee.org/44999 Internet.  15 Dec, 2024

\bibitem{asee_peer_44999}
  Marjorie Letitia Hubbard.
  "Development of a biomedical engineering course for high school students using a framework of student-centered pedagogy".
  \emph{ASEE Southeast Section Conference, Arlington, Virginia, 2023, March}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44999 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_44999
author = "Marjorie Letitia Hubbard"
title = "Development of a biomedical engineering course for high school students using a framework of student-centered pedagogy"
booktitle = "ASEE Southeast Section Conference"
year = "2023"
month = "March"
address = "Arlington, Virginia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44999}
number = {10.18260/1-2--44999}
}

TY  - CPAPER
AB  - The value of early exposure to engineering education for increasing the persistence of students in STEM fields is widely acknowledged in the academic literature.  However, in contrast to traditional undergraduate engineering courses which tend to have well-developed curriculum, high school educators often have to piece together specialized lessons from many different sources to create a long-term (semester or year-long) curriculum that is rigorous yet accessible for students who are new to the field of engineering. 

This paper describes the development of a biomedical engineering curriculum for high school students that integrates design thinking using the framework of student-centered pedagogical practices such as inquiry based learning, problem based learning, and open pedagogy.  This approach to teaching engineering, here termed design-based inquiry, uses guided inquiry in combination with modular design projects to help students become comfortable with innovating new ideas.  By its design, the course motivates student interest over longer periods of time and enables students with minimal prior exposure to engineering to engage interactively with the instructor and their peers.

AU  - Marjorie Letitia Hubbard
CY  - Arlington, Virginia
DA  - 2023/03/12
PB  - ASEE Conferences
TI  - Development of a biomedical engineering course for high school students using a framework of student-centered pedagogy
UR  - https://peer.asee.org/44999
DO  - 10.18260/1-2--44999
ER  -