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NeuroBytes: Development of an Integrative Educational Module Across Neurophysiology and Engineering (Evaluation)

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2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

PCEE Biomedical Engineering

Tagged Division

Pre-College Engineering Education

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Paper Authors


Isabel Maria Gossler University of Arizona

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Isabel Gossler is currently a student at the University of Arizona and will be graduating in May 2018 with a BSHS in Physiology.

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Vignesh Subbian University of Arizona Orcid 16x16

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Vignesh Subbian is an Assistant Professor in the Department of Biomedical Engineering and the Department of Systems & Industrial Engineering at the University of Arizona. His primary interests are biomedical informatics, healthcare systems engineering, and STEM integration.

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J. Jill Rogers University of Arizona

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J. Jill Rogers is the assistant director for ENGR 102 HS at the University of Arizona. ENGR 102 HS is an AP-type, dual credit college level, introductory engineering course offered to high school students. In 2014, the ENGR 102 HS program won the ASEE best practices in K-12 and University partnerships award. Over the years Rogers has developed K-12 science summer camps, conducted K-12 educational research, developed engineering curricula for formal and informal education venues, and developed robotics outreach programs for children’s museums and K-12 schools. Rogers is a certified teacher and holds a Master’s of Science in Education. Her Master’s thesis topic examined middle school student attitudes towards robotics and focused on gender differences. She is a member of the National Science Teachers Association, Philanthropic Educational Organization (P.E.O) and American Society for Engineering Education. Her interest lies in the K-12 pathway to engineering and ways to bring young people, particularly under represented populations, into STEM careers.

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NeuroBytes: Development of Integrative Educational Module Across Neurophysiology and Engineering (Evaluation)

Abstract NeuroBytes, electronic neuron simulators, are a new technology designed to educate students about neurons and neuroscience concepts. They can be easily repurposed within a K-12 classroom setting to demonstrate the concepts of biomedical engineering, the basics of neurons, as well as the Engineering Design Process. Introductory engineering classes often have few hands-on biomedical engineering activities for students. Providing students with an engaging project encourages them to develop an interest in engineering or similar STEM fields and gives them a chance to demonstrate their skills in a more hands-on setting. We propose an integrative biomedical engineering lab module that guides students through constructing simple neuron circuits that are then used to simulate sensorimotor behavior. Participants in this study were two high school teachers and their 42 students that participate in the Introductory Engineering 102 program. This is a dual credit introduction to engineering course offered by the University of Arizona. Students completed an evaluation survey after the lab to measure engagement with the new lesson materials. The teachers were given observation points to note throughout the activity. Finally, teachers completed a survey to see if they found the lessons and the NeuroBytes to be a useful teaching tool in their classroom. The ultimate goal of this lab and additional NeuroBytes lessons currently under development is to introduce students to biomedical engineering by demonstrating the crossover between the biological and technological aspects and to evaluate if NeuroBytes are an effective instructional tool in the classroom.

Gossler, I. M., & Subbian, V., & Rogers, J. J. (2018, June), NeuroBytes: Development of an Integrative Educational Module Across Neurophysiology and Engineering (Evaluation) Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30836

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