Integrating Biological Context into Computing Education: Enhancing Interdisciplinary Learning in Biomedical Engineering

Ernesto A B F Lima

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Conference: 2025 ASEE -GSW Annual Conference
Location: Arlington, TX, Texas
Publication Date: March 9, 2025
Start Date: March 9, 2025
End Date: March 11, 2025
Page Count: 4
DOI: 10.18260/1-2--55060
Permanent URL: https://peer.asee.org/55060
Download Count: 38

Paper Authors

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Ernesto A B F Lima University of Texas at Austin

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Dr. Lima is a Research Scientist at the Center for Computational Oncology within the Oden Institute for Computational Engineering and Sciences at the University of Texas at Austin (UT Austin) and a member of the Life Sciences Computing Group at the Texas Advanced Computing Center. He also serves as a lecturer in the Department of Biomedical Engineering at UT Austin, where he teaches Introduction to Computing. Dr. Lima has been recognized for his teaching excellence with the Accessibility Champion Award (Fall 2022 and 2023) by the Disability and Access Office and the Disability Cultural Center. Additionally, he was honored as the Professor of the Year (2023-2024) by the Biomedical Engineering Society, UT Austin Chapter.

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Abstract

Teaching BME 303 - Introduction to Computing, which covers programming languages such as C++ and Python, presents the dual challenge of introducing foundational coding concepts while ensuring their relevance to biomedical engineering (BME) students. Traditional programming curricula often rely on abstract or domain-divergent examples that fail to engage students in applied fields like BME. To bridge this gap, I have implemented a pedagogy that integrates biological and mathematical problems, enabling students to connect computational tools with real-world applications in their field. Biology-inspired programming problems, such as modeling population dynamics, analyzing biomedical images, and processing patient data, have proven to be highly effective motivators. These interdisciplinary examples allow students to contextualize coding exercises, making abstract concepts tangible and fostering deeper engagement. For instance, implementing agent-based models to simulate 2D biological phenomena or designing programs to track population growth not only introduces essential programming skills but also reinforces core BME concepts, creating a synergistic learning experience. Additionally, coupling these examples with hands-on laboratory activities has significantly improved students’ comprehension and retention of both programming and biological principles. Programming assignments grounded in authentic BME scenarios help students appreciate the role of computation in addressing challenges such as medical image analysis, drug delivery modeling, and bioinformatics. Preliminary feedback from students highlights increased confidence and proficiency in programming, as well as a deeper understanding of its relevance to BME applications. Performance metrics further suggest that this interdisciplinary approach effectively bridges the perceived gap between computational methods and biological sciences, equipping students with skills directly applicable to their careers. This approach underscores the value of interdisciplinary education, where the integration of domain-specific content with technical skill-building not only enhances immediate learning outcomes but also fosters long-term professional growth. By sharing these methodologies, this presentation aims to inspire educators to adopt similar practices, ultimately enriching engineering education.

Citation
Format

Lima, E. A. B. F. (2025, March), Integrating Biological Context into Computing Education: Enhancing Interdisciplinary Learning in Biomedical Engineering Paper presented at 2025 ASEE -GSW Annual Conference, Arlington, TX, Texas. 10.18260/1-2--55060

TY  - CPAPER
AB  - Teaching BME 303 - Introduction to Computing, which covers programming languages such as C++ and Python, presents the dual challenge of introducing foundational coding concepts while ensuring their relevance to biomedical engineering (BME) students. Traditional programming curricula often rely on abstract or domain-divergent examples that fail to engage students in applied fields like BME. To bridge this gap, I have implemented a pedagogy that integrates biological and mathematical problems, enabling students to connect computational tools with real-world applications in their field.
Biology-inspired programming problems, such as modeling population dynamics, analyzing biomedical images, and processing patient data, have proven to be highly effective motivators. These interdisciplinary examples allow students to contextualize coding exercises, making abstract concepts tangible and fostering deeper engagement. For instance, implementing agent-based models to simulate 2D biological phenomena or designing programs to track population growth not only introduces essential programming skills but also reinforces core BME concepts, creating a synergistic learning experience.
Additionally, coupling these examples with hands-on laboratory activities has significantly improved students’ comprehension and retention of both programming and biological principles. Programming assignments grounded in authentic BME scenarios help students appreciate the role of computation in addressing challenges such as medical image analysis, drug delivery modeling, and bioinformatics.
Preliminary feedback from students highlights increased confidence and proficiency in programming, as well as a deeper understanding of its relevance to BME applications. Performance metrics further suggest that this interdisciplinary approach effectively bridges the perceived gap between computational methods and biological sciences, equipping students with skills directly applicable to their careers.
This approach underscores the value of interdisciplinary education, where the integration of domain-specific content with technical skill-building not only enhances immediate learning outcomes but also fosters long-term professional growth. By sharing these methodologies, this presentation aims to inspire educators to adopt similar practices, ultimately enriching engineering education.

AU  - Ernesto A B F Lima
CY  - Arlington, TX, Texas
DA  - 2025/03/09
PB  - ASEE Conferences
TI  - Integrating Biological Context into Computing Education: Enhancing Interdisciplinary Learning in Biomedical Engineering
UR  - https://peer.asee.org/55060
DO  - 10.18260/1-2--55060
ER  -