July 26, 2021
July 26, 2021
July 19, 2022
Entrepreneurship & Engineering Innovation
As seen in recent months, students are rising to the challenge of learning in complex virtual and physical spaces. The cardiovascular engineering course described is no stranger to creating an inclusive environment of multi-institutional, multi-disciplinary, long-distance collaboration, and learning. This undergraduate/graduate course has continuously evolved over the past decade to support students in their abilities to thrive in non-traditional learning environments. Originally the course started as Project-Based Learning (PBL), then adapted into Discovery-Based Learning (DBL) and was recently remodeled into Innovation-Based Learning (IBL). Each adaptation of the course has been done to promote professional growth and prepare students with skillsets needed to enter professional engineering practices as described by ABET in their Criterion 3 for student outcomes. In the recently adapted IBL model, students are encouraged and guided by instructors (who act as coaches and mentors) to map out individualized learning goals that aide in tackling current cardiovascular engineering grand challenges through the development of innovative solutions. The IBL model is currently in its third semester and is comprised of students from four universities and colleges located throughout the United States. The students from these institutions have formed diverse, multi-disciplinary teams and work on finding innovative solutions for current cardiovascular engineering challenges that have been identified by national and local funding organizations. The IBL classroom allows remote availability to instructors, field experts, peers, specialized lab equipment, and cardiovascular engineering content for both traditional and non-traditional students who may not have access to higher education otherwise. Using the course’s customizable learning management system, students create self-identified learning tokens to show their pathway through learning a concept, idea, or tool. After a token is created, it follows a channel of multiple rounds of peer and instructor review, which are documented and tracked using blockchain programming built into the learning management platform. The authors will describe how the IBL model has allowed online/in-person students to develop and create innovative cardiovascular healthcare technologies. We will also discuss how the learning management platform and the IBL learning model are used as an inclusivity tool. This approach increases fair and equal access to education for students located in education deserts, where their geographical location limits their access to higher education opportunities. Finally, this paper will include a breakdown of the students’ outcomes including but not limited to: journal/conference publications, patent applications, and grant proposals, to name a few. This summary will demonstrate the potential that the learning management platform and IBL learning model hold for future classrooms.
Pearson, M., & Striker, R., & Swartz, E. M., & Alvarez Vazquez, E., & Singelmann, L., & Ng, S. S. (2021, July), Innovation-based Learning: A New Way to Educate Innovation Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37340
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015