Biomedical engineering education最新文献

Mental health challenges have been rising across college campuses. To destigmatize wellness practices and promote student mental health, we present a novel technical project in an introductory bioengineering course that explores stress management techniques through physiology, biosensors, and design. We hypothesize that if students measure objective, physiologic impacts of stress management techniques on themselves, they may be more likely to realize the benefits and use those techniques when needed. Additionally, through this data-driven project, we aim to appeal to engineers' critical thinking nature. To support students in selecting stress management techniques for themselves, mindfulness is introduced and practiced in the course. Initial student feedback on the introduction of mindfulness into the classroom is positive. The COVID-19 pandemic has emphasized the need to focus on student wellbeing in addition to physical health. Integration of wellness into the core curriculum can normalize the use of these resources within engineering departments and colleges and equip students with stress management tools for their careers. Ultimately, this curricular development lays the groundwork for institutional enhancement of undergraduate STEM education by supporting student wellness through the engineering curriculum.

Supplementary information: The online version contains supplementary material available at 10.1007/s43683-021-00060-1.

The teaching tip described here relates to a department level initiative to gather and act on student experiences in real-time during the COVID-19 outbreak in the Spring 2020 semester. The survey was developed to be an ongoing, department level, data collection source that could capture, triage, and react to student's unique situations as they arose. This enabled us to coordinate across courses, follow-up and provide students and instructors assistance in real time, and also gather information that informed decision making for our summer online courses as well as our planning for the fall. In this teaching tips article we describe the opportunities and processes for using such a survey to identify and capture aspects of the students' lived experience that influences the effectiveness of curricular change. Doing so fills a need, especially when unexpected changes in learning environments are required, to employ concepts of learner analysis to understand and plan educational experiences for students, even when such experiences are in flux or the concepts are used informally.

Supplementary information: The online version contains supplementary material available at 10.1007/s43683-021-00047-y.

In order to provide undergraduate students with a full, rich online learning experience we adapted pre-existing online content including graduate courses from Johns Hopkins University Engineering for Professionals (JHU EP) program. These online courses were designed using published methodologies and held to a high level of rigor of a Masters-level curriculum. Adapting pre-existing online course material enabled us to more rapidly adapt to the COVID-19 shutdown of in-person education. We adapted content to meet the majority of lab-based learning objectives rather than generating self-recorded lecture material and allowing us to focus faculty time on addressing student needs. Here we discuss benefits, challenges, and methods for replicating these courses, and lessons to be applied in future offerings from this experience.