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Facilitating Student Metacognition Using Exam Wrappers and Concept Maps in a Problem Solving-based BME Course

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Improving the BME Classroom on the Ground and Virtually

Tagged Division

Biomedical Engineering

Page Count

15

DOI

10.18260/1-2--37172

Permanent URL

https://peer.asee.org/37172

Download Count

387

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Paper Authors

biography

Rucha Joshi University of California, Davis Orcid 16x16 orcid.org/0000-0002-0456-233X

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Rucha Joshi, Ph.D., Biomedical Engineering, is a faculty in the Department of Biomedical Engineering at UC Davis, CA, focusing on engineering education research and instructional innovation in Biomedical Engineering. Prior to joining UC Davis in 2018, she was post-doctoral fellow in the Weldon School of Biomedical Engineering, Purdue, working on multiple educational projects in enhancing teaching, learning, outreach, and diversity of engineers. Rucha’s current research focuses on approaching challenges in teaching engineering through the lens of design thinking. Previously, Rucha contributed to instructional innovation in Biomedical Engineering at Purdue, and worked on an NSF-funded grant for studying the professional formation of engineers and enhancing diversity and inclusion within Purdue. Rucha is also actively involved in educational entrepreneurship projects and making engineering accessible to underrepresented high school students in the US as well as India.

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biography

Jennifer H. Choi University of California, Davis

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Jennifer Choi is currently an Associate Professor of Teaching in the Department of Biomedical Engineering (BME) at UC Davis. In addition to teaching core undergraduate courses, Jennifer is aimed at integrating engineering design principles and hands-on experiences throughout the curriculum, and playing an active role in the senior design course. She has interests in engineering education, curricular innovation, as well as impacting the community through increased K-12 STEM awareness and education. Prior to joining UC Davis, Jennifer taught in the BME Department at Rutgers University, and was a postdoctoral fellow at Advanced Technologies and Regenerative Medicine, LLC. She received her doctoral degree in Biomedical Engineering from Tufts University, M.S. degree from Syracuse University, and B.S. degree from Cornell University.

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Abstract

Fundamentals of Bioengineering is a required 2nd-year Biomedical Engineering course aimed to address fundamental bioengineering concepts through the application of conservation principles to biomedical engineering problems. This course serves as a prerequisite course for the upper-division courses in which subsequent courses rely on students’ content knowledge from this course. We are therefore continually improving methods to make content more accessible from a learning perspective and enhance conceptual understanding, and as a result, improve overall student performance in the class. Metacognitive skills can have enormous benefits for students within this course, and help students when pursuing higher levels of education, and perform complex tasks in professional life requiring one to take greater responsibility for one’s learning. Unfortunately, these metacognitive skills tend to fall outside the content area of most courses, and consequently, they can be often neglected in instruction. In a large Biomedical Engineering class focused on solving mass and energy transfer problems, promoting metacognitive skills was a challenge that was met with two specific interventions – 1) introduction of exam wrappers and class-wide discussion of relevant study strategies, 2) formulating concept maps and discussing them in groups with peers. This paper shares the mechanisms of execution of both of these strategies along with key insights from their implementation in a large sophomore class on Fundamentals of Bioengineering.

Joshi, R., & Choi, J. H. (2021, July), Facilitating Student Metacognition Using Exam Wrappers and Concept Maps in a Problem Solving-based BME Course Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37172

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