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WIP: Lab Benchmarking: How Are We Using Lab Courses in BME Curricula?

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Laboratory Learning in Biomedical Engineering (Works in Progress) - June 24th

Tagged Division

Biomedical Engineering

Page Count

7

DOI

10.18260/1-2--35553

Permanent URL

https://peer.asee.org/35553

Download Count

69

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Paper Authors

biography

Michael P. Rathslag University of Illinois, Urbana-Champaign

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Michael Rathslag is a third year bioengineering undergraduate at the University of Illinois at Urbana-Champaign.

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Brittany R. Van Vleet University of Illinois, Urbana-Champaign

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Brittany is a sophomore in Bioengineering at the University of Illinois at Urbana-Champaign concentrating in Cellular and Tissue Engineering. She is currently doing research in Biomedical engineering education in hopes to continually improve upon BME programs across the country. She natures a keen interest in implementing knowledge sharing and advocacy strategies to raise awareness about global health issues around the world.

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Jennifer R. Amos University of Illinois, Urbana-Champaign

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Dr Amos joined the Bioengineering Department at the University of Illinois in 2009 and is currently a Teaching Associate Professor in Bioengineering and an Adjunct Associate Professor in Educational Psychology. She received her B.S. in Chemical Engineering at Texas Tech and Ph.D. in Chemical Engineering from University of South Carolina. She completed a Fulbright Program at Ecole Centrale de Lille in France to benchmark and help create a new hybrid masters program combining medicine and engineering and also has led multiple curricular initiative in Bioengineering and the College of Engineering on several NSF funded projects.

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Karin Jensen University of Illinois, Urbana-Champaign Orcid 16x16 orcid.org/0000-0001-9456-5042

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Karin Jensen, Ph.D. is a Teaching Assistant Professor in bioengineering at the University of Illinois at Urbana-Champaign. Her research interests include student mental health and wellness, engineering student career pathways, and engagement of engineering faculty in engineering education research. She was awarded a CAREER award from the National Science Foundation for her research on undergraduate mental health in engineering programs. Before joining UIUC she completed a post-doctoral fellowship at Sanofi Oncology in Cambridge, MA. She earned a bachelor's degree in biological engineering from Cornell University and a Ph.D. in biomedical engineering from the University of Virginia.

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Abstract

Biomedical engineering is a broad and interdisciplinary field that integrates knowledge from basic sciences and engineering disciplines. This training prepares graduates for a wide variety of careers in medicine, government, and industry. The first biomedical engineering programs were accredited by ABET in the early 1970s (1) and at present there are 117 programs accredited (2). Enrollment in biomedical engineering undergraduate programs continues to increase, with 7,130 bachelor’s degrees awarded in 2018 (3), compared to 3,644 awarded in 2009 (4). As programs and student enrollments continue to expand, biomedical engineering curricula continue to evolve. In an effort to define the core content of a biomedical engineering undergraduate curriculum, the VaNTH curriculum project identified key content and topics in biomedical engineering curricula (5). Since then, curricula have continued to incorporate new skills and knowledge representative of the field of bioengineering. This is perhaps most evident in changes to labs and project-based courses. Laboratory coursework within biomedical engineering curricula offer students the opportunity to develop hands on skills and to integrate and apply concepts taught in other courses. While ABET and BMES provide guidelines on curriculum topics, no guidelines or requirements are given for laboratory courses. Current undergraduate programs in biomedical engineering vary in the number of laboratory courses that are part of the core curriculum and in the presence of elective laboratory courses offered. The present study seeks to benchmark laboratory courses across biomedical engineering curricula in the United States. Towards this goal, we reviewed lab credit requirements for biomedical engineering programs and surveyed biomedical engineering instructors about their laboratory and project-based courses, including on techniques taught and methods of assessment. Preliminary data from the instructor survey will be presented.

Rathslag, M. P., & Van Vleet, B. R., & Amos, J. R., & Jensen, K. (2020, June), WIP: Lab Benchmarking: How Are We Using Lab Courses in BME Curricula? Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35553

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