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Organizing the curriculum: introducing engineering principles through biomedically related experiments: Module Development

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2013 ASEE Annual Conference & Exposition


Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013



Conference Session

NSF Grantees' Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count


Page Numbers

23.950.1 - 23.950.10



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Paper Authors


Stephanie Farrell Rowan University

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Dr. Stephanie Farrell is an associate professor of Chemical Engineering at Rowan University. She obtained her Ph.D. 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. Dr. Farrell has made significant contributions to engineering education through her work in experiential learning. She focuses 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. Dr. Farrell 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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Mary Staehle Rowan University

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Jennifer Kadlowec Rowan University

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Tom Merrill Rowan University

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Robi Polikar Rowan University


Johannes Strobel Purdue University, West Lafayette

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Dr. Johannes Strobel is director of the Institute for P-12 Engineering Research and Learning (INSPIRE), and assistant professor of engineering education and learning design and technology at Purdue University. NSF and several private foundations fund his research. His research and teaching focuses on the policy of P-12 engineering, the support for teachers and students’ academic achievements through engineering learning, the measurement and support of change of ”habits of mind” particularly in regards to sustainability, and the use of cyber-infrastructure to sensitively and resourcefully provide access to and support learning.

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Proposed abstract for the NSF-Grantees Poster Session Organizing the Curriculum: Introducing Core Engineering Concepts throughBiomedically-related Experiments Stephanie Farrell, Jennifer Kadlowec, Thomas Merrill Robi Polikar, Mary Staehle,Jennifer Vernengo, and Johannes Strobel 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 a focus onartificial organs. Several modules are being developed and integrated throughoutRowan’s engineering curriculum, into the multidisciplinary freshman engineering course,core engineering courses, and senior electives. The modules will be highly transferrableto other traditional engineering programs such as chemical, mechanical and electrical aswell as biomedical engineering programs. Our evaluation plan will examine specificlearning outcomes in core engineering areas as well as effect on retention, studentattitudes, and career choices.

Farrell, S., & Vernengo, J., & Staehle, M., & Kadlowec, J., & Merrill, T., & Polikar, R., & Strobel, J. (2013, June), Organizing the curriculum: introducing engineering principles through biomedically related experiments: Module Development Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22335

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