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Organ-izing the Curriculum: Enhancing Knowledge, Attitudes and Interests in Engineering with Biomedical Course Modules

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

NSF Grantees’ Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

13

Page Numbers

26.1210.1 - 26.1210.13

DOI

10.18260/p.24547

Permanent URL

https://peer.asee.org/24547

Download Count

46

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Paper Authors

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Stephanie Farrell Rowan University

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Dr. Stephanie Farrell is Professor of Chemical Engineering at Rowan University (USA) and Fulbright Scholar in Engineering Education at Dublin Institute of Technology (Ireland). She obtained her PhD in Chemical Engineering from New Jersey Institute of Technology in 1996. Prior to joining the faculty at Rowan in 1998, she was an Assistant Professor of Chemical Engineering and Adjunct Professor of Biomedical Engineering at Louisiana Tech University until 1998. Dr. Farrell has contributed to engineering education through her work in experiential learning, focusing on areas of pharmaceutical, biomedical and food engineering. She has been honored by the American Society of Engineering Education with several teaching awards such as the 2004 National Outstanding Teaching Medal and the 2005 Quinn Award for experiential learning. Stephanie has conducted workshops on a variety of topics including effective teaching, inductive teaching strategies and the use of experiments and demonstrations to enhance learning.

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Jennifer Vernengo Rowan University

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Thomas L. Merrill Rowan University

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Mary Staehle Rowan University

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Dr. Mary Staehle is an Assistant Professor of Chemical Engineering at Rowan University. Before joining the faculty at Rowan in 2010, Dr. Staehle worked at the Daniel Baugh Institute for Functional Genomics and Computational Biology at Thomas Jefferson University and received her Ph.D. in chemical engineering from the University of Delaware. Her research is in the area of biomedical control systems, specifically neural regeneration. Dr. Staehle is also particularly interested in chemical, bio-, and biomedical engineering education.

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Jennifer Kadlowec Rowan University

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Johannes Strobel Texas A&M University

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Dr. Johannes Strobel is Director, Educational Outreach Programs and Associate Professor, Engineering & Education at Texas A&M, College Station. He received his M.Ed. and Ph.D. in Information Science & Learning Technologies from the University of Missouri. His research/teaching focuses on engineering as an innovation in pK-12 education, policy of STEM education, how to support teachers and students' academic achievements through engineering, engineering ‘habits of mind' and empathy and care in engineering. He has published more than 140 journal articles and proceedings papers in engineering education and educational technology and is the inaugural editor for the Journal of Pre-College Engineering Education Research.

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Abstract

Proposed abstract for the NSF-Grantees Poster Session Organ-izing the Curriculum: enhancing knowledge, attitudes and interests in engineering with biomedical course modules The relatively new discipline of biomedical engineering emerged from informalcollaborations between engineers, physicians and life scientists, and is the fastest growingengineering discipline at most universities. Chemical, mechanical, and electricalengineers play an important and expanding role in this burgeoning field because thefundamental core principles of each discipline are critical to biomedical mainstays suchas the design of artificial organs. This project introduces hands-on, biomedically-relatedexperiments and course materials into the engineering curriculum, with the aim ofincreasing core disciplinary knowledge and increasing interest in engineering. This paperdescribes the biomedical modules that have been developed and integrated into a varietyof courses throughout XXXX’s engineering curriculum. Results demonstrate an increasein student’s understanding of engineering concepts in comparison to control groups. Atthe freshman level, the treatment group that participated in biomedical education showedsignificantly higher gains in their perception of classroom climate, interest andconfidence in biomedical engineering, confidence in engineering, confidence in writing,and perception of engineers’ contribution to society.

Farrell, S., & Vernengo, J., & Merrill, T. L., & Staehle, M., & Kadlowec, J., & Strobel, J. (2015, June), Organ-izing the Curriculum: Enhancing Knowledge, Attitudes and Interests in Engineering with Biomedical Course Modules Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24547

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