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WIP: Integration of Inclusive Mindset in a Middle-Year Biomedical Engineering Course: a Study Over Healthcare Disparities via Story-Driven Learning

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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

Biomedical Engineering Division Poster Session (Works in Progress)

Tagged Division

Biomedical Engineering

Tagged Topic

Diversity

Page Count

6

Permanent URL

https://strategy.asee.org/38091

Download Count

7

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Paper Authors

biography

Maysam Nezafati Georgia Institute of Technology

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Dr. Nezafati joined the Department of Biomedical Engineering at GaTech/Emory in 2018 as a faculty. He has been working on educational research since 2016. His main focus is on problem based learning core courses. But specifically he works on inclusive model based reasoning and interpersonal skills.

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biography

Joseph M LeDoux Georgia Institute of Technology

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Joe Le Doux is the Executive Director for Learning and Training in the Department of Biomedical Engineering at Georgia Tech and Emory University. Dr. Le Doux's research interests in engineering education focus on problem-solving, problem-based learning, the problem-solving studio approach, the socio-cognitive aspects of the flipped and blended learning environments, and story-driven learning.

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Kelvin D'wayne Pierre II Georgia Institute of Technology

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Katherine Tsai Shook Georgia Institute of Technology

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Abstract

There is a recognized need for increased diversity and inclusion in engineering education and in the engineering workforce. One approach to address this need is to provide students with frequent learning opportunities to practice adopting an inclusive mindset in their interpersonal interactions as well as in their engineering analytical problem-solving and design practices. This manuscript illustrates how we are infusing these learning activities in our major-required analytically focused courses. We describe a work in progress intervention in a major-required second-year analytically-focused biomedical engineering course called “Conservation Principles in Biomedical Engineering”. This course is taught using the problem-solving studio (PSS) approach, developed by our department in 2008, which is a highly interactive apprenticeship learning environment in which students work in a stable team of four for the entire semester. In this intervention, students are challenged to consider bias in engineering design and its impacts on others through a semester-long project composed of a series of individual and team exercises. This intervention is designed to raise students’ awareness of bias in biomedical engineering designs and processes and the impacts they have on them and on others.

Nezafati, M., & LeDoux, J. M., & Pierre, K. D., & Shook, K. T. (2021, July), WIP: Integration of Inclusive Mindset in a Middle-Year Biomedical Engineering Course: a Study Over Healthcare Disparities via Story-Driven Learning Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://strategy.asee.org/38091

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