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Results from a Pilot Implementation of a Biomedical Engineering Program for Middle and High School Students (Evaluation)

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

June 29, 2016





Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Impact of Curriculum for PreK-12 Engineering Education

Tagged Division

Pre-College Engineering Education Division

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Paper Authors


Amy Trauth University of Delaware Orcid 16x16

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Amy Trauth-Nare, Ph.D., is the Associate Director of Science Education at the University of Delaware's Professional Development Center for Educators. In her role, Amy works collaboratively with K-12 science and engineering teachers to develop and implement standards-based curricula and assessments. She also provides mentoring and coaching and co-teaching support to K-12 teachers across the entire trajectory of the profession. Her research focuses on teacher education, classroom assessment, and P-16 environmental and engineering education.

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Jenni Buckley University of Delaware

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Dr. Buckley is an Assistant Professor of Mechanical Engineering at University of Delaware. She received her Bachelor’s of Engineering (2001) in Mechanical Engineering from the University of Delaware, and her MS (2004) and PhD (2006) in Mechanical Engineering from the University of California, Berkeley, where she worked on computational and experimental methods in spinal biomechanics. Since 2006, her research efforts have focused on the development and mechanical evaluation of medical and rehabilitation devices, particularly orthopaedic, neurosurgical, and pediatric devices. She teaches courses in design, biomechanics, and mechanics at University of Delaware and is heavily involved in K12 engineering education efforts at the local, state, and national levels.

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Manuela Restrepo Parra The Perry Initiative

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The purpose of this study was to evaluate the efficacy of biomedical engineering curricula to teach the engineering design process and enhance students’ ability to apply science and mathematical concepts to engineering problems. In this study, we developed and piloted five biomedical engineering (BME) lessons in six high schools. Students (n=91) were presented with biomedical problems, and then challenged to design a solution using clinical tools and STEM principles. Pre- and post-surveys with 4-point Likert scales were administered immediately before (pre-) and after (post-intervention) students participated in the lessons. Surveys contained identical items to gauge students’ perceptions of their: (1) knowledge of BME, (2) interest in BME, (3) ability to interpret trends in a data set, (4) confidence in making claims based on empirical data, (5) understanding of how doctors and engineers work collaboratively, and (6) knowledge of the application of mathematics to medical problems. Additionally, the post- survey included five items related to students’ attitudes towards the five lessons. A pre-intervention baseline was not obtained since these post-intervention items related directly to students’ levels of interest based on their participation in lessons.

Trauth, A., & Buckley, J., & Restrepo Parra, M. (2016, June), Results from a Pilot Implementation of a Biomedical Engineering Program for Middle and High School Students (Evaluation) Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26094

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