Organ-izing the Curriculum: Enhancing Knowledge, Attitudes and Interests in Engineering with Biomedical Course Modules
2015 ASEE Annual Conference & Exposition
Proposed abstract for the NSF-Grantees Poster Session Organ-izing the Curriculum: enhancing knowledge, attitudes and interests in engineering with biomedical course modules The relatively new discipline of biomedical engineering emerged from informal collaborations between engineers, physicians and life scientists, and is the fastest growing engineering discipline at most universities. Chemical, mechanical, and electrical engineers play an important and expanding role in this burgeoning field because the fundamental core principles of each discipline are critical to biomedical mainstays such as the design of artificial organs. This project introduces hands-on, biomedically-related experiments and course materials into the engineering curriculum, with the aim of increasing core disciplinary knowledge and increasing interest in engineering. This paper describes the biomedical modules that have been developed and integrated into a variety of courses throughout XXXX’s engineering curriculum. Results demonstrate an increase in student’s understanding of engineering concepts in comparison to control groups. At the freshman level, the treatment group that participated in biomedical education showed significantly higher gains in their perception of classroom climate, interest and confidence in biomedical engineering, confidence in engineering, confidence in writing,and perception of engineers’ contribution to society.
Farrell, S., & Vernengo, J., & Merrill, T. L., & Staehle, M., & Kadlowec, J., & Strobel, J. (2015, June), Organ-izing the Curriculum: Enhancing Knowledge, Attitudes and Interests in Engineering with Biomedical Course Modules. Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24547.