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Exploring Biomedical Engineering Students' Self-Raised Motivations for Engaging in Instructional Design

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2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Active Learning in BME, Session I

Tagged Division

Biomedical Engineering

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Paper Authors


Jacqueline Handley University of Michigan

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Jacqueline Handley is a graduate student at the University of Michigan, in Science Education. Her background is in Material Science and Engineering, with an emphasis on Biomaterials Design. She is interested in, broadly, how best bridge engineering practice and education. More specifically, she is interested in access to and inclusion in engineering at the K-12 level.

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Aileen Huang-Saad University of Michigan

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Aileen is faculty in Engineering Education and Biomedical Engineering. Previously, Aileen was the Associate Director for Academics in the Center for Entrepreneurship and was responsible for building the Program in Entrepreneurship for UM undergraduates, co-developing the masters level entrepreneurship program, and launching the biomedical engineering graduate design program. Aileen has received a number of awards for her teaching, including the Thomas M. Sawyer, Jr. Teaching Award, the UM ASEE Outstanding Professor Award and the Teaching with Sakai Innovation Award. Prior to joining the University of Michigan faculty, she worked in the private sector gaining experience in biotech, defense, and medical device testing at large companies and start-ups. Aileen’s current research areas include entrepreneurship engineering education, impact and engaged learning. Aileen has a Bachelor’s of Science in Engineering from the University of Pennsylvania, a Doctorate of Philosophy from The Johns Hopkins University School of Medicine, and a Masters of Business Administration from the University of Michigan Ross School of Business. Aileen is also a member of Phi Kappa Phi and Beta Sigma Gamma.

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Cassandra Sue Ellen Jamison University of Michigan Orcid 16x16

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Current research in the field of engineering education endorses a transition toward active learning pedagogies in the classroom to support greater student learning. In several cases, however, a gap exists between the interdisciplinary research supporting the effectiveness of active learning environments in engineering and actual instructional practice. Today, the engineering instruction is often a shared responsibility between faculty, graduate students and senior undergraduates serving in student teaching roles. Thus, there is a need to better support adopting active learning and to better understand the potential barriers that may inhibit instructors from adopting these new pedagogies. To begin to address these needs, we launched a research-based instructional incubator for biomedical engineering (BME) students, upper level undergraduates, graduate students, postdoctoral fellows and faculty. Given the participants’ self-selection into the Incubator and more systemic barriers in the field, we were interested in understanding what motivates students to engage in a course around active learning and educational design in engineering. Further, we sought to better understand the pre-conceptions these students may have about learning, as one potential barrier to translating research to practice. We hypothesized that students may enter the course with a broad interest in improving education given their own experiences, but limited understanding of learning as it relates to evidence-based active learning practices. Using data from a long-form, open-ended survey, we qualitatively analyzed student responses to better understand their motivations for taking the course and their conceptions of learning. We present results on BME students’ self-raised motivations for engaging in educational design and how students conceive learning from the analytical lens of current learning theories.

Handley, J., & Huang-Saad, A., & Jamison, C. S. E. (2018, June), Exploring Biomedical Engineering Students' Self-Raised Motivations for Engaging in Instructional Design Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30484

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