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Providing an Enriching Learning Experience for Underresourced Academic Programs Through MOOCIBL

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Design Pedagogy

Tagged Division

Design in Engineering Education

Page Count

12

Permanent URL

https://peer.asee.org/37619

Download Count

21

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Paper Authors

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Stanley Shie Ng Biola University Orcid 16x16 orcid.org/0000-0003-3021-8206

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Stanley Ng received his BS in Biomedical Engineering from University of California Irvine and MS in Biomedical Diagnostics from Arizona State University. He serves as faculty and director of engineering programs at Biola University. Currently, he is pursuing a Ph.D. in Engineering and STEM Education at North Dakota State University.

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Ryan Striker P.E. North Dakota State University Orcid 16x16 orcid.org/0000-0001-9058-5636

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Ryan Striker is a life-long learner. Ryan has over a decade of professional experience designing embedded electronic hardware for industrial, military, medical, and automotive applications. Ryan is currently pursuing a PhD in Electrical and Computer Engineering at North Dakota State University. He previously earned his MS in Systems Engineering from the University of Saint Thomas and his BS in Electrical Engineering from the University of Minnesota.

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Enrique Alvarez Vazquez North Dakota State University Orcid 16x16 orcid.org/0000-0002-7257-0817

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Enrique is an experienced Systems Engineer with a demonstrated history of working in the electrical and electronic manufacturing field. Highly skilled in Embedded Devices, Software Engineering, and Electronics. He is a strong information technology professional with two MSc's and working on a Doctor of Philosophy - PhD focused in Electrical Engineering from North Dakota State University.

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Ellen M. Swartz North Dakota State University

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Ellen Swartz is currently pursuing a M.S. degree in Biomedical Engineering at North Dakota State University. Her research interests include STEM education, innovation-based learning, and agent-based modeling of complex adaptive systems. She previously received her B.S. degree from North Dakota State University in Electrical and Computer Engineering.

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Lauren Singelmann North Dakota State University Orcid 16x16 orcid.org/0000-0003-3586-4266

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Lauren Singelmann is a Masters Student in Electrical and Computer Engineering at North Dakota State University. Her research interests are discovery-based-learning, educational data mining, and K-12 Outreach. She works for the NDSU College of Engineering as the K-12 Outreach Coordinator where she plans and organizes outreach activities and camps for students in the Fargo-Moorhead area.

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Mary Pearson North Dakota State University

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Mary is a Ph.D. candidate in biomedical engineering with research focused in the area of bioelectromagnetics, specifically designing electronics that can be used as medical devices. She obtained her B.S. and M.S. degrees at NDSU in electrical and computer engineering. Mary is also interested in STEM education research.

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Grace Sangalang Ng Biola University

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Grace Sangalang Ng is a researcher, pursuing her Ph.D. in Educational Studies at Biola University. Her research interests include the integration between the psychological and sociological aspects of honor and shame as it relates to educational psychology.

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Abstract

Biomedical engineering (BME) programs and experiences can provide students with some of the most immersive opportunities available in industry and research. However, the cost to start and maintain a distinct BME program can prove to be a major obstacle for under-resourced institutions. BME programs require a variety of lab spaces, technical expertise, and administrative support, all of which may not be immediately attainable by smaller and under-resourced academic institutions. One way to support BME programs at smaller institutions is by establishing collaborative relationships with other institutions through synchronous online classrooms. While it is common to see multi-institutional collaboration on research efforts, collaborative education can provide benefits for all participating institutions. Instructors at smaller schools often possess greater teaching expertise than their counterparts at research institutions and adding a second instructor also broadens the technical expertise available to students. Large research institutions often have cutting-edge labs and equipment which are available for student use. In a collaborative course, students benefit from the combined resources of both institutions as well as cross-pollination between the unique student cultures and perspectives of each participating school. The essential goal of this unique classroom experience is to provide an enriching learning experience, which can be highly successful within a multi-institutional learning environment. To allow students and instructors from multiple universities to simultaneously participate in a shared Cardiovascular Engineering course, the MOOCIBL (Massive Open Online Course for Innovation-Based Learning) platform is used as the central hub of learning and collaboration. MOOCIBL is a unique learning management system where students define and track their learning goals while anonymously giving and receiving peer feedback. This paper focuses on a particular set of students and their experience in a Cardiovascular Engineering course that uses the MOOCIBL platform. These students are enrolled in a small, liberal arts institution without a fully established engineering program. Students were qualitatively interviewed to gather reflective thoughts on developing expectations and motivations for taking this elective course and how their learning was affected during this unique opportunity to learn and engage with students from other institutions.

Ng, S. S., & Striker, R., & Alvarez Vazquez, E., & Swartz, E. M., & Singelmann, L., & Pearson, M., & Ng, G. S. (2021, July), Providing an Enriching Learning Experience for Underresourced Academic Programs Through MOOCIBL Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37619

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