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Introducing Biomedical And Biochemical Engineering For K 12 Students

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Conference

2006 Annual Conference & Exposition

Location

Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006

ISSN

2153-5965

Conference Session

ChE: Outreach Programs

Tagged Division

Chemical Engineering

Page Count

15

Page Numbers

11.828.1 - 11.828.15

DOI

10.18260/1-2--681

Permanent URL

https://peer.asee.org/681

Download Count

510

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Paper Authors

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Sundararajan Madihally Oklahoma State University

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Eric Maase Oklahoma State University

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

junior or senior high school students. The thirty (18 female and 12 male) participants of the 2005 program consisted of nearly 70% of one or more underrepresented groups in engineering, architecture and technology such as females, Hispanics and Native Americans. Each academy begins with a recreational activity such as rock climbing or camping so that the participants get to know each other. Then, participants get exposed to engineering disciplines including Civil & Environmental, Architectural, Electrical and Computer, Engineering Technology, Biosystems and Agricultural, Mechanical and Aerospace, Industrial, Chemical and Biomedical/Biochemical engineering. These are taught using a modular approach by instructors from each discipline and using hands-on projects tailored towards the high school students. During the week, the participants are also exposed to engineering industry through a plant tour. At the conclusion of the week, students give a presentation describing their experience at the academy in front of their piers, parents and teachers. This report focuses on use of the new module in the 2005 academy where students were introduced to biomedical and biochemical engineering. This was the last module in the series (week). The primary goal was to expose the students to various activities carried out in bioengineering. Additional goals included teaching students good research methodology and presentation skills. The activities for the day and the scheduled events for the module (Table 1) included an introductory presentation, a laboratory tour, and experimental work. In these activities, both deductive and inductive -learning styles were used [8-13] in order to maximize teaching effectiveness and successfully achieve the goals of the module. Table 1 Bioengineering Module Schedule

Initial Survey 9.00 -10.00 - Overview and Introduction 10.00 -11.40 – Experimentation 10.20 -10.50 – Lab Tour I 10.50 -11.20 – Lab Tour II (15 students) 11.45 – 1.15 – Lunch break 1.30 - 1.45 – Wrap up the Experiment 1.45 – 2.00 – Prepare for the presentation 2.00 – 2.45 – Presentations (5 min each group) 2.45- 3.15 – Summarize/ Questions Final Survey

2. Student Pre-Assessment. After informing students about the scheduled events for the module and their activities for the day, they were asked to complete a one page survey (Figure 1). Out of ten questions on the survey, two asked about their interest in a bioengineering career or in attending medical school. The remaining eight questions asked the student’s for self-assessed confidence levels of their knowledge of various biological (basic biology and molecular biology), medical (biochemistry and biotechnology, human physiology immunology, genetics), and engineering (fluid mechanics, statics and electrical circuits) topics. With respect to the interest in pursuing medical school or engineering school with focus on biotechnology, nineteen of them expressed interest in medical school and ten of them in a bio-based engineering. In the self-assessed confidence level in biological, medical and engineering topics (Figure 2), the average values

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Madihally, S., & Maase, E. (2006, June), Introducing Biomedical And Biochemical Engineering For K 12 Students Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--681

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