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Work In Progress: Faculty Partnering With Students in Biomedical Engineering Undergraduate Curriculum Development

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2019 ASEE Annual Conference & Exposition


Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

October 19, 2019

Conference Session

Biomedical Division Postcard Session

Tagged Division

Biomedical Engineering

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Paper Authors


Cristi L. Bell-Huff Georgia Institute of Technology

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Cristi L. Bell-Huff, PhD is a Lecturer in the Wallace H. Coulter Department of Biomedical Engineering at Georgia Tech and Emory University where she is involved in teaching and engineering education innovation and research. In addition to her PhD in Chemical Engineering, she also has an MA in Educational Studies. She has industrial experience in pharmaceutical product and process development as well as teaching experience at the secondary and post-secondary levels.

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Kali Lynn Morgan Georgia Institute of Technology


Joseph M. LeDoux Georgia Institute of Technology

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Joe Le Doux is the Associate Chair for Undergraduate Learning and Experience 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, diagrammatic reasoning, and on the socio-cognitive aspects of the flipped and blended learning environments.

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The Wallace H. Coulter Department of Biomedical Engineering at Georgia Tech is currently making an intentional effort to infuse entrepreneurial minded learning and critical reflection throughout the undergraduate curriculum. One unique aspect of this effort is the creation of student-faculty partnerships that are focused on developing more entrepreneurially minded and reflective pedagogy within specific core courses. In this pilot effort, eight biomedical engineering students were recruited based on previous course experience, expressed interest in entrepreneurially minded learning and course development, and academic performance. These student partners formed a core team of course implementation assistants (CIA) that were overseen and supported by one faculty member serving as team leader. Six biomedical engineering core courses were selected for modification as an initial trial. Instructional teams for each of these courses were then matched with one or more CIA student partners and charged with redesigning portions of their courses to incorporate entrepreneurial mindset development and critical reflection. Student-faculty partnerships of this nature have most often been seen in liberal arts programs. However, involving undergraduate students as partners in curriculum development within an engineering program represents a significant innovation in engineering education. While sometimes met with resistance, these types of student-faculty partnerships at work in liberal arts curricula have been shown to foster empathy, self-authorship, and a sense of belonging in both the students and the faculty involved. In this work in progress paper, we characterize the features of these student-faculty partnerships at Georgia Tech and discuss lessons learned from student and faculty perspectives on their collaboration over the course of a semester.

Bell-Huff, C. L., & Morgan, K. L., & LeDoux, J. M. (2019, June), Work In Progress: Faculty Partnering With Students in Biomedical Engineering Undergraduate Curriculum Development Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33618

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