Minneapolis, MN
August 23, 2022
June 26, 2022
June 29, 2022
9
10.18260/1-2--42089
https://peer.asee.org/42089
326
Assistant Professor at the Department of Industrial Manufacturing and Systems Engineering at Texas Tech University.
Luke LeFebvre (PhD, Wayne State University, 2010) is an assistant professor in the School of Information Science at the University of Kentucky. His research primarily explores classroom communication and instructional processes primarily associated with the introductory communication course. Recent articles appear in Communication Education, Communication Quarterly, Communication Studies, Communication Teacher, Imagination, Cognition and Personality, Journal of the Association for Communication Administration, Journal of Educational Technology Systems, Review of Communication, and the Southern Communication Journal.
Tim Dallas, PhD is a Professor of Electrical and Computer Engineering at Texas Tech University. Dr. Dallas’ research includes developing MEMS-based education and research tools. Currently, he is working with colleagues in the College of Education on the development of an education portal, Classroom on a Chip, and the Solar Powered Digital Classroom in a Box (SPDCB). The SPDCB technology has been deployed to off-the-grid locations in Africa, Asia, and Central America to provide much needed educational content to entire classrooms using picoprojectors. In 2008, he established Class on a Chip, Inc. to commercialize an array of micro-experimental devices for use in engineering, physics, and MEMS classes. In 2014, he established a new class in the Whitacre College of Engineering, Technology Start-up Lab, which takes students through a process to develop their own technology projects for commercialization. Each summer, he teaches a class entitled Solar Energy, which includes a hands-on solar energy design project.
Dr. Dallas has served as the principal investigator for two National Science Foundation sponsored Scholarships in STEM (S-STEM) projects, a Research Experience for Undergraduates Site, a Course Curriculum and Laboratory Improvement (CCLI) project, and a number of other research and equipment grants from NSF. He has also been funded by the Keck and Welch Foundations for MEMS-based education technologies. He served for three years as an Associate Editor for IEEE Transactions on Education. He is a Senior Member of IEEE and a Fellow of TTU’s STEM-CORE.
Graduated from Yeditepe University School of Medicine, completed MPH at Texas Tech University Health Sciences Center School of Biomedical Sciences. Worked for Edward E. Whitacre College of Engineering as a Research Associate. Current resident at the Department of Pediatrics at Texas Tech University Health Sciences Center.
The proposed project aims to develop an undergraduate upper-division course series in biomedical technology innovation led by Industrial Engineering faculty for all engineering students regardless of their major. Undergraduate students will work with medical students on commonly encountered clinical problems. The teaching plan comprises two 3-credit courses in series. The first semester focuses on background knowledge, problem identification, and ideation. The second semester focuses on experimentation, analyses, and documentation. This paper presents the implementation of the first-semester course and the corresponding preliminary research results. The educational objective of this course is to equip students with skills for problem exploration and project establishment in the field of healthcare.
The knowledge acquisition was evaluated based on the grades of homework and quizzes. The critical thinking and research competency were evaluated by the research reports and the final proposals. The technical communication ability was evaluated by the oral presentations. In addition, we conducted a pre-semester survey and a post-semester survey to evaluate students’ self-efficacy. Gains in self-efficacy were measured by aggregating five items asking students to indicate how much this course increases their confidence in the following areas: (1) background research, (2) innovation, (3) teamwork, (4) communication, and (5) career interest. The preliminary data of self-efficacy and course evaluation showed that the proposed course not only improved students’ abilities of independent research but also enhanced their abilities for effective teamwork and communication in a multidisciplinary environment.
Tan, G., & LeFebvre, L., & Dallas, T., & Xu, C., & Biros, J. (2022, August), Teaming Engineering Students with Medical Students - Interdisciplinary Learning for Biomedical Innovation Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--42089
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