Learning Environments and Evidence-Based Practices in Bioengineering and Biomedical Engineering

Kristen Billiar¹, Donald P Gaver 3rd², Kenneth Barbee³, Anita Singh⁴, John D DesJardins⁵, Beth Pruitt⁶, Joe Tranquillo⁷, Glenn Gaudette⁸, Beth Winkelstein⁹, Lee Makowski¹⁰, Jennifer R Amos¹¹, Ann Saterbak¹², Joe LeDoux¹³, Brian Helmke¹⁴, Michele Grimm¹⁵, Paul Benkeser¹³, LeAnn Dourte Segan⁹, Bryan Pfister¹⁶, David Meaney⁹, Treena Arinzeh¹⁶, Susan Margulies¹³

Affiliations

¹ Department of Biomedical Engineering, Worcester Polytechnic Institute, Worcester, MA, USA.
² Department of Biomedical Engineering, Tulane University, New Orleans, LA, USA.
³ School of Biomedical Engineering, Science and Health Systems, Drexel University, Philadelphia, PA, USA.
⁴ Department of Biomedical Engineering, Widener University, Chester, PA, USA.
⁵ Department of Bioengineering, Clemson University, Clemson, SC, USA.
⁶ Mechanical Engineering, and BioMolecular Science and Engineering Programs, University of California, Santa Barbara, Santa Barbara, CA, USA.
⁷ Departments of Biomedical and Electrical Engineering, Bucknell University, Lewisburg, PA, USA.
⁸ Department of Engineering, Boston College, Chestnut Hill, MA 02467, USA.
⁹ Department of Bioengineering, University of Pennsylvania, Philadelphia, PA, USA.
¹⁰ Department of Bioengineering, Northeastern University, Boston, MA, USA.
¹¹ Department of Bioengineering, University of Illinois Urbana-Champaign, Urbana, IL, USA.
¹² Department of Biomedical Engineering, Duke University, Durham, NC, USA.
¹³ Wallace H. Coulter Department of Biomedical Engineering, Georgia Institute of Technology and Emory University, Atlanta, GA, USA.
¹⁴ Department of Biomedical Engineering, University of Virginia, Charlottesville, VA, USA.
¹⁵ Department of Mechanical Engineering, Michigan State University, East Lansing, MI, USA.
¹⁶ Department of Biomedical Engineering, New Jersey Institute of Technology, Newark, NJ, USA.

PMID: 35599985
PMCID: PMC9119328
DOI: 10.1007/s43683-021-00062-z

Learning Environments and Evidence-Based Practices in Bioengineering and Biomedical Engineering

Kristen Billiar et al. Biomed Eng Educ. 2022 Jan.

. 2022 Jan;2(1):1-16.

doi: 10.1007/s43683-021-00062-z. Epub 2022 Jan 31.

Authors

Affiliations

¹ Department of Biomedical Engineering, Worcester Polytechnic Institute, Worcester, MA, USA.
² Department of Biomedical Engineering, Tulane University, New Orleans, LA, USA.
³ School of Biomedical Engineering, Science and Health Systems, Drexel University, Philadelphia, PA, USA.
⁴ Department of Biomedical Engineering, Widener University, Chester, PA, USA.
⁵ Department of Bioengineering, Clemson University, Clemson, SC, USA.
⁶ Mechanical Engineering, and BioMolecular Science and Engineering Programs, University of California, Santa Barbara, Santa Barbara, CA, USA.
⁷ Departments of Biomedical and Electrical Engineering, Bucknell University, Lewisburg, PA, USA.
⁸ Department of Engineering, Boston College, Chestnut Hill, MA 02467, USA.
⁹ Department of Bioengineering, University of Pennsylvania, Philadelphia, PA, USA.
¹⁰ Department of Bioengineering, Northeastern University, Boston, MA, USA.
¹¹ Department of Bioengineering, University of Illinois Urbana-Champaign, Urbana, IL, USA.
¹² Department of Biomedical Engineering, Duke University, Durham, NC, USA.
¹³ Wallace H. Coulter Department of Biomedical Engineering, Georgia Institute of Technology and Emory University, Atlanta, GA, USA.
¹⁴ Department of Biomedical Engineering, University of Virginia, Charlottesville, VA, USA.
¹⁵ Department of Mechanical Engineering, Michigan State University, East Lansing, MI, USA.
¹⁶ Department of Biomedical Engineering, New Jersey Institute of Technology, Newark, NJ, USA.

PMID: 35599985
PMCID: PMC9119328
DOI: 10.1007/s43683-021-00062-z

Abstract

This paper provides a synopsis of discussions related to the Learning Environments track of the Fourth BME Education Summit held at Case Western Reserve University in Cleveland, Ohio in May 2019. This summit was organized by the Council of Chairs of Bioengineering and Biomedical Engineering, and participants included over 300 faculty members from 100+ accredited undergraduate programs. The Learning Environments track had six interactive workshops that provided facilitated discussion and provide recommendations in the areas of: (1) Authentic project/problem identification in clinical, industrial, and global settings, (2) Experiential problem/project-based learning within courses, (3) Experiential learning in co-curricular learning settings, (4) Team-based learning, (5) Teaching to reach a diverse classroom, and (6) innovative platforms and pedagogy. A summary of the findings, best practices and recommendations from each of the workshops is provided under separate headings below, and a list of resources is provided at the end of this paper.

Keywords: Experiential learning; Learning environments; Problem-basedlearning; Project-based learning; Team-based learning.

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Conflict of interest statement

CONFLICT OF INTEREST The authors certify that they have NO affiliations with or involvement in any organization or entity with any financial interest (such as honoraria; educational grants; participation in speakers’ bureaus; membership, employment, consultancies, stock ownership, or other equity interest; and expert testimony or patent-licensing arrangements), or non-financial interest (such as personal or professional relationships, affiliations, knowledge or beliefs) in the subject matter or materials discussed in this manuscript.

References

1. Allen DE, Donham RS, Bernhardt SA. Problem-based learning. New Dir Teach Learn. 2011;2011(128):21–9.
1. Artz GM, Jacobs K, Boessen CR. The whole is greater than the sum: an empirical analysis of the effect of team based learning on student achievement. NACTA J. 2016;60:405–11.
1. Baber T, Fortenberry N. The academic value of cooperative education: a literature review. In: Proceedings for the American Society for Engineering Education annual conference, Pittsburgh, PA, USA, June 22, vol. 25; 2008.
1. Barkley EF, Cross KP, Major CH. Collaborative learning techniques: a handbook for college faculty. 2nd ed. San-Francisco: Jossey-Bass; 2014.
1. Berkeley College of Chemistry, Teacher-Scholars Program (COCTSP); 2021. https://chemistry.berkeley.edu/ugrad/current-students/teacher-scholars.

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T32 EB027632/EB/NIBIB NIH HHS/United States

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Learning Environments and Evidence-Based Practices in Bioengineering and Biomedical Engineering

Affiliations

Learning Environments and Evidence-Based Practices in Bioengineering and Biomedical Engineering

Authors

Affiliations

Abstract

Conflict of interest statement

References

Grants and funding

LinkOut - more resources

Full Text Sources