Insights from a Convocation: Integrating Discovery-Based Research into the Undergraduate Curriculum

The National Academies of Sciences, Engineering, and Medicine organized a convocation in 2015 to explore and elucidate opportunities, barriers, and realities of course-based undergraduate research experiences, known as CUREs, as a potentially integral component of undergraduate science, technology, engineering, and mathematics education. This paper summarizes the convocation and resulting report

PROBLEM-BASED LEARNING IN BIOMEDICAL ENGINEERING CURRICULA

Abstract ⎯ Problem-based Learning (PBL) anchors learning and instruction in concrete problems. We believe that PBL is well suited to educating undergraduate and graduate students within the interdisciplinary field of biomedical engineering (BME). BME draws upon many traditional disciplines to address a range of problems, from biotechnology to clinical medicine. A challenge for BME educators is to balance this broad base of fundamentals with the analytical, in depth problem solving necessary to be successful bioengineers. The ability to adapt, be innovative, and acquire and integrate relevant information is not efficiently learned in a lecture format, but rather in a small group setting that encourages self-directed learning, such as PBL. We have developed a graduate BME program with PBL as one of the pivotal components and are embarking on the introduction of this methodology to undergraduate sections. We have found PBL to be an effective vehicle for instruction, retention of material, and introduction of topics necessary for professional development

Laboratory learning: Model-based reasoning in biomedical engineering research and instructional laboratories

Issued as final reportNational Science Foundation (U.S.

IGERT: Hybrid neural microsystems: integrating neural tissue and engineered systems

Issued as final reportNational Science Foundation (U.S.

Engineering education and the development of expertise

BACKGROUND: Although engineering education has evolved in ways that improve the readiness of graduates to meet the challenges of the twenty-first century, national and international organizations continue to call for change. Future changes in engineering education should be guided by research on expertise and the learning processes that support its development. PURPOSE: The goals of this paper are: to relate key findings from studies of the development of expertise to engineering education, to summarize instructional practices that are consistent with these findings, to provide examples of learning experiences that are consistent with these instructional practices, and finally, to identify challenges to implementing such learning experiences in engineering programs. SCOPE/METHOD: The research synthesized for this article includes that on the development of expertise, students’ approaches to learning, students’ responses to instructional practices, and the role of motivation in learning. In addition, literature on the dominant teaching and learning practices in engineering education is used to frame some of the challenges to implementing alternative approaches to learning. CONCLUSION: Current understanding of expertise, and the learning processes that develop it, indicates that engineering education should encompass a set of learning experiences that allow students to construct deep conceptual knowledge, to develop the ability to apply key technical and professional skills fluently, and to engage in a number of authentic engineering projects. Engineering curricula and teaching methods are often not well aligned with these goals. Curriculum-level instructional design processes should be used to design and implement changes that will improve alignment