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Innovation-based Learning: A New Way to Educate Innovation

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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

Entrepreneurship and Engineering Innovation Division Technical Session 3

Tagged Division

Entrepreneurship & Engineering Innovation

Tagged Topic

Diversity

Page Count

11

Permanent URL

https://peer.asee.org/37340

Download Count

33

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Paper Authors

biography

Mary Pearson North Dakota State University

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Mary is a Ph.D. candidate in biomedical engineering with research focused in the area of bioelectromagnetics, specifically designing electronics that can be used as medical devices. She obtained her B.S. and M.S. degrees at NDSU in electrical and computer engineering. Mary is also interested in STEM education research.

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Ryan Striker P.E. North Dakota State University Orcid 16x16 orcid.org/0000-0001-9058-5636

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Ryan Striker is a life-long learner. Ryan has over a decade of professional experience designing embedded electronic hardware for industrial, military, medical, and automotive applications. Ryan is currently pursuing a PhD in Electrical and Computer Engineering at North Dakota State University. He previously earned his MS in Systems Engineering from the University of Saint Thomas and his BS in Electrical Engineering from the University of Minnesota.

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Ellen M. Swartz North Dakota State University

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Ellen Swartz is currently pursuing a M.S. degree in Biomedical Engineering at North Dakota State University. Her research interests include STEM education, innovation-based learning, and agent-based modeling of complex adaptive systems. She previously received her B.S. degree from North Dakota State University in Electrical and Computer Engineering.

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Enrique Alvarez Vazquez North Dakota State University Orcid 16x16 orcid.org/0000-0002-7257-0817

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Enrique is an experienced Systems Engineer with a demonstrated history of working in the electrical and electronic manufacturing field. Highly skilled in Embedded Devices, Software Engineering, and Electronics. He is a strong information technology professional with two MSc's and working on a Doctor of Philosophy - PhD focused in Electrical Engineering from North Dakota State University.

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Lauren Singelmann North Dakota State University Orcid 16x16 orcid.org/0000-0003-3586-4266

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Lauren Singelmann is a PhD Student in Electrical and Computer Engineering at North Dakota State University. Her research interests are innovation-based-learning, educational data mining, and K-12 Outreach. She works for the NDSU College of Engineering as the K-12 Outreach Coordinator where she plans and organizes outreach activities and camps for students in the Fargo-Moorhead area.

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Stanley Shie Ng Biola University Orcid 16x16 orcid.org/0000-0003-3021-8206

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Stanley Ng received his BS in Biomedical Engineering from University of California Irvine and MS in Biomedical Diagnostics from Arizona State University. He serves as faculty and director of engineering programs at Biola University. Currently, he is pursuing a Ph.D. in Engineering and STEM Education at North Dakota State University.

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Abstract

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

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