Essentials of Biomedical Engineering Education: Teaching and Research Innovations

ABSTRACT

Biomedical engineering (BME) education is evolving rapidly, requiring innovative teaching strategies and impactful educational research. This seminar will provide an overview of the current landscape of BME education, highlight best practices in teaching, and explore research-informed strategies for engaging a diverse student population. A key focus of the seminar will be sharing results from a recent study examining student success factors in a sophomore bioengineering problem-solving course. Using quantitative metrics for growth mindset, sense of belonging, value, and learning styles, we found that student interest and attitude toward the course shifted significantly from the start to the end of the course. From qualitative data and thematic analysis, we found that students attributed these interest and attitude changes to elements of course design and instructor disposition. Further, we were able to study how students’ goal-setting and study approaches transformed over the course of a semester, reflecting the change in attitude toward learning in the course. These findings provide valuable insights into how course design and instructor approaches impact student engagement and learning strategies. Whether you are new to teaching, a seasoned educator, or a graduate student interested in enhancing BME instruction, this session will offer valuable insights and practical takeaways.

BIOGRAPHY

Jenny Amos is a Teaching Professor in Bioengineering at the University of Illinois Urbana-Champaign. She is an AIMBE Fellow, BMES Fellow, ABET Commissioner and Executive Committee Member, a two-time Fulbright Specialist in engineering education, and has won multiple awards and recognitions for her teaching and scholarship of teaching. Amos is part of numerous NSF-funded research projects and leads efforts to innovate assessment practices for engineering. Amos has a decade’s worth of experience leading curriculum reform implementing robust assessment strategies at multiple institutions.