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

• Authors: Kristen Billiar, Worcester Polytechnic Institute; Donald P Gaver, III, Tulane University, New Orleans; Kenneth Barbee, Drexel University; Anita Singh, Widener University; John D DesJardins, Clemson University; Beth Pruitt, University of California, Santa Barbara; Joe Tranquillo, Bucknell University; Gleen Gaudette, Boston College, Chestnut Hill; Beth Winkelstein, University of Pennsylvania, Philadelphia; Lee Makowski, Northeastern University; Jennifer R Amos, University of Illinois Urbana-Champaign; Ann Saterbak, Duke University.; Joe LeDoux, Emory University; Brian Helmke, University of Virginia, Charlottesville; Michele Grimm, Michigan State University; Paul Benkeser, Emory University; LeAnn D Segan, University of Pennsylvania, Philadelphia, PA, USA; Bryan Pfister, New Jersey Institute of Technology; David Meaney, University of Pennsylvania, Philadelphia; Treena Arinzeh, New Jersey Institute of Technology; Susan Margulies, Emory University
• Journal Title: Biomed Eng Educ
• Volume: Volume 2, Number 1
• Publisher: Springer Nature | 2022-01, Pages 1-16
• Type of Work: Article | Post-print: After Peer Review
• Publisher DOI: http://doi.org/10.1007/s43683-021-00062-z
• Subjects: Engineering, Biomedical
• Keywords: Experiential learning; Learning environments; Problem-basedlearning; Project-based learning; Team-based learning

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.