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New designs on teaching biological engineering

Mark R. Riley

Agricultural and Biosystems Engineering, The University of Arizona Tucson AZ, 85721, riley@ag.Arizona.edu

Abstract

The field of biological engineering has evolved tremendously in recent years due to advances in both fundamental understanding of biological systems and in application of engineering methods to utilize this information. To be competitive in the field, graduates of biological engineering programs must have a diverse background which not only is grounded in engineering fundamentals, but also mindful of biological advances. Such requirements of new professionals bring continuing demands on how biological engineering should be taught.

At The University of Arizona, the Agricultural and Biosystems Engineering (ABE) Department has revised its course offerings in the biological engineering area. This presentation will discuss how two courses have been revised to integrate: use of the internet, discussions of recent technological advances, design projects, and laboratory exercises. After several years of poorly- received use of the internet, an improved approach was developed resulting in nearly all students making use of the information on a more than weekly basis. Students respo nded positively to these changes and performed well compared to students in previous offerings.

Biosystems engineering courses

The approach we have used at The University of Arizona to teaching biological (or biosystems) engineering courses has been to incorporate engineering fundamentals with biological concepts into practical applications and demonstrations. This manuscript will focus on two courses titled Agricultural Bioengineering (a course on fermentations and industrial scale microbiology, bioseparations, and biosensors) and Engineering of Biological Processes (a broader course on bioreactors, bioprocessing, enzymatic conversions, and cell culture (animal and plant)). The first course is a technical elective, whereas the second one is required of all ABE undergraduates. The goals of these courses are similar: to provide experience in analyzing biological systems and in designing processes which provide the optimal environment for use of the biological entity.

A difficulty in teaching these courses is the varied level of preparation of the students in this area. Undergraduate students in our department focus on biosystems, soil and water resources, or power and machinery. This provides a sizeable challenge in selecting topics in the

“Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education”

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Riley, M. (2002, June), New Designs On Teaching Biological Engineering Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10595