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window.loswp.work = {"work":{"id":90124315,"created_at":"2022-11-06T11:33:33.011-08:00","from_world_paper_id":219487576,"updated_at":"2025-01-13T18:21:39.258-08:00","_data":{"publisher":"ASEE Conferences","ai_abstract":"A problem-based approach is proposed to teach cell and molecular biology specifically tailored for engineering students. 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--detail ds2-5-body-md">AI-generated Abstract</p><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">A problem-based approach is proposed to teach cell and molecular biology specifically tailored for engineering students. The methodology considers the diversity in students' educational backgrounds and employs human pathologies as clinical contexts for learning biological mechanisms. The course structure includes problem solving, peer review, and application of engineering principles to biomedical challenges, ensuring engagement and relevance to the engineering discipline.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":93773369,"attachmentType":"pdf","workUrl":"https://www.academia.edu/90124315/A_Problem_Based_Approach_To_Teaching_Cell_And_Molecular_Biology_To_Engineers"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":93773369,"attachmentType":"pdf","workUrl":"https://www.academia.edu/90124315/A_Problem_Based_Approach_To_Teaching_Cell_And_Molecular_Biology_To_Engineers"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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Education, 78(7), 674-681 (1988)]</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Learning and teaching styles in engineering education","attachmentId":30867551,"attachmentType":"pdf","work_url":"https://www.academia.edu/1781688/Learning_and_teaching_styles_in_engineering_education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/1781688/Learning_and_teaching_styles_in_engineering_education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="3122906" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/3122906/The_future_of_engineering_education_II_Teaching_methods_that_work">The future of engineering education II. Teaching methods that work</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3584910" href="https://independent.academia.edu/AliHassanOun">Ali Hassan Oun</a></div><p class="ds-related-work--metadata ds2-5-body-xs">… Engineering Education, 2000</p><p class="ds-related-work--abstract ds2-5-body-sm">Deficiencies in engineering education have been exhaustively enumerated in recent years. Engineering schools and professors have been told by countless panels and blue-ribbon commissions and, in the United States, by the Accreditation Board for Engineering and Technology that we must strengthen our coverage of fundamentals; teach more about "real-world" engineering design and operations, including quality management; cover more material in frontier areas of engineering; offer more and better instruction in both oral and written communication skills and teamwork skills; provide training in critical and creative thinking skills and problem-solving methods; produce graduates who are conversant with engineering ethics and the connections between technology and society; and reduce the number of hours in the engineering curriculum so that the average student can complete it in four years. 1 This is an impressive wish list-especially when the last item is included-that cannot possibly be fulfilled using the approach to educating engineers that has predominated in the past 50 years. If, for example, courses continue to be confined to single subjects (heat transfer in one course, thermodynamics in another, environmental engineering in another, technical writing in another, etc.) it will take a six-or seven-year curriculum to produce engineers who have the desired proficiency in the fundamentals and are conversant with methods of modern engineering practice, culturally literate, and skilled in communication. Moreover, if students are assigned only well-defined convergent problems, they will never gain the skills needed to tackle and solve challenging multidisciplinary problems that call for critical judgment and creativity. Finally, even if nothing new is added to the existing curriculum, confining it to four years will be almost impossible unless more efficient and effective ways to cover the material can be found.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The future of engineering education II. Teaching methods that work","attachmentId":31039413,"attachmentType":"pdf","work_url":"https://www.academia.edu/3122906/The_future_of_engineering_education_II_Teaching_methods_that_work","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/3122906/The_future_of_engineering_education_II_Teaching_methods_that_work"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="96367349" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/96367349/Organizing_the_curriculum_introducing_engineering_principles_through_biomedically_related_experiments_Module_Development">Organizing the curriculum: introducing engineering principles through biomedically related experiments: Module Development</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="8167856" href="https://independent.academia.edu/TomMerrill">Tom Merrill</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2013 ASEE Annual Conference & Exposition Proceedings</p><p class="ds-related-work--abstract ds2-5-body-sm">Dr. Farrell has made significant contributions to engineering education through her work in experiential learning. She focuses on areas of pharmaceutical, biomedical and food engineering. She has been honored by the American Society of Engineering Education with several teaching awards such as the 2004 National Outstanding Teaching Medal and the 2005 Quinn Award for experiential learning. Dr. Farrell has conducted workshops on a variety of topics including effective teaching, inductive teaching strategies, and the use of experiments and demonstrations to enhance learning.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Organizing the curriculum: introducing engineering principles through biomedically related experiments: Module Development","attachmentId":98284468,"attachmentType":"pdf","work_url":"https://www.academia.edu/96367349/Organizing_the_curriculum_introducing_engineering_principles_through_biomedically_related_experiments_Module_Development","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/96367349/Organizing_the_curriculum_introducing_engineering_principles_through_biomedically_related_experiments_Module_Development"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="96296446" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/96296446/PROBLEM_SOLVING_IN_BIOLOGY_VS_ENGINEERING_WHAT_CAN_ENGINEERING_EDUCATORS_LEARN_FROM_BIOLOGY_EDUCATORS">PROBLEM-SOLVING IN BIOLOGY VS. ENGINEERING: WHAT CAN ENGINEERING EDUCATORS LEARN FROM BIOLOGY EDUCATORS</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="257197257" href="https://independent.academia.edu/DeDeckerS">Sarah DeDecker</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="257343503" href="https://independent.academia.edu/ClemmerRyan">Ryan Clemmer</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="157195463" href="https://ttu.academia.edu/AnastasiaChouvalova">Anastasia Chouvalova</a></div><p class="ds-related-work--metadata ds2-5-body-xs">PROBLEM-SOLVING IN BIOLOGY VS. ENGINEERING: WHAT CAN ENGINEERING EDUCATORS LEARN FROM BIOLOGY EDUCATORS, 2022</p><p class="ds-related-work--abstract ds2-5-body-sm">Problem-solving (PS) is a universal skill inherent to nearly all disciplines. This study's objective is to explore the types of PS assessments that engineering and biology undergraduate students are exposed to and what PS approaches they use to complete these assessments. Comparing PS assessments and approaches between the two disciplines will help reveal important lessons that engineering educators can apply when immersing their undergraduate students into PS. Qualitative data was obtained from focus groups with students in engineering (n = 6), and biology (n = 5). Notable differences were found across disciplines, with students mentioning different skill sets pertinent to PS, assessment features, and PS strategies. A posteriori analysis of students' focus group responses revealed that an epistemic lens is an appropriate framework for interpreting students' response. Schommer's epistemic dimensions of knowledge (i.e., structure and stability of knowledge) are used to classify results and indicate that biology students are frequently exposed to the complex structure of knowledge through multi-factorial systems whereas engineering students are typically exposed to the instability of knowledge, particularly through design projects. Other interesting observations related to biology students' tendency to engage in discussion as a helpful study approach, while engineering students may view group discourse as a hindrance. Our results can inform engineering educators of how they can incorporate PS practices used by biology educators into their classrooms to promote better learning outcomes and encourage deeper learning approaches in students, while cultivating more mature epistemic beliefs.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"PROBLEM-SOLVING IN BIOLOGY VS. ENGINEERING: WHAT CAN ENGINEERING EDUCATORS LEARN FROM BIOLOGY EDUCATORS","attachmentId":98234835,"attachmentType":"pdf","work_url":"https://www.academia.edu/96296446/PROBLEM_SOLVING_IN_BIOLOGY_VS_ENGINEERING_WHAT_CAN_ENGINEERING_EDUCATORS_LEARN_FROM_BIOLOGY_EDUCATORS","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/96296446/PROBLEM_SOLVING_IN_BIOLOGY_VS_ENGINEERING_WHAT_CAN_ENGINEERING_EDUCATORS_LEARN_FROM_BIOLOGY_EDUCATORS"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="4642582" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/4642582/AC_2007_3041_PLEASE_NO_POWERPOINT_TEACHING_STRATEGIES_THAT_WORK_AND_THOSE_THAT_DO_NOT_IN_ENGINEERING_EDUCATION">AC 2007-3041: PLEASE, NO POWERPOINT! TEACHING STRATEGIES THAT WORK AND THOSE THAT DO NOT IN ENGINEERING EDUCATION</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="308607" href="https://bensakovich.academia.edu/AlexandraMedinaBorja">Alexandra Medina-Borja</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2007</p><p class="ds-related-work--abstract ds2-5-body-sm">Much has been said about retention of engineering students in the 21 century. Among the many studies attempting to identify successful teaching techniques and methods for STEM disciplines, few conceptualize success as understanding the subject, getting reasonable good grades but also as remembering key concepts in the future. There are even fewer studies that have asked students directly questions such as what teaching strategies have impacted them the most? Which professors have been successful making the subject clear and understandable to them and why? What did they do? As well as what would they recommend instructors to avoid?</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"AC 2007-3041: PLEASE, NO POWERPOINT! TEACHING STRATEGIES THAT WORK AND THOSE THAT DO NOT IN ENGINEERING EDUCATION","attachmentId":31991070,"attachmentType":"pdf","work_url":"https://www.academia.edu/4642582/AC_2007_3041_PLEASE_NO_POWERPOINT_TEACHING_STRATEGIES_THAT_WORK_AND_THOSE_THAT_DO_NOT_IN_ENGINEERING_EDUCATION","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/4642582/AC_2007_3041_PLEASE_NO_POWERPOINT_TEACHING_STRATEGIES_THAT_WORK_AND_THOSE_THAT_DO_NOT_IN_ENGINEERING_EDUCATION"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="38786413" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/38786413/Going_beyond_the_fads_and_jargon_What_does_research_tell_us_about_teaching_for_high_quality_learning_in_science_and_engineering">Going beyond the fads and jargon: What does research tell us about teaching for high quality learning in science and engineering?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="74067" href="https://vt.academia.edu/JenniCase">Jenni Case</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Lectures at the Leading Edge, University of Toronto, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">There is much contemporary talk on how university teaching is outdated, and how radical change is needed to accommodate the needs of current students and the expectations of the workplace. Many of these calls, whether for active or problem-based learning fall into a longer and broader tradition of progressivism in education. To interrogate their applicability, a carefully formulated position is needed on knowledge and learning in science and engineering. In this talk, Jenni Case draws on contemporary research in engineering education to consider the nature of knowledge in the curriculum, and what we know about learning challenges in these fields, and how teaching can best support high quality learning outcomes.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Going beyond the fads and jargon: What does research tell us about teaching for high quality learning in science and engineering?","attachmentId":58876277,"attachmentType":"docx","work_url":"https://www.academia.edu/38786413/Going_beyond_the_fads_and_jargon_What_does_research_tell_us_about_teaching_for_high_quality_learning_in_science_and_engineering","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/38786413/Going_beyond_the_fads_and_jargon_What_does_research_tell_us_about_teaching_for_high_quality_learning_in_science_and_engineering"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="127352792" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/127352792/Using_learning_styles_theory_in_engineering_education">Using learning styles theory in engineering education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2104743" href="https://cankaya.academia.edu/NergizCagiltay">Nergiz Cagiltay</a></div><p class="ds-related-work--metadata ds2-5-body-xs">European Journal of Engineering Education, 2008</p><p class="ds-related-work--abstract ds2-5-body-sm">This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Using learning styles theory in engineering education","attachmentId":121096712,"attachmentType":"pdf","work_url":"https://www.academia.edu/127352792/Using_learning_styles_theory_in_engineering_education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/127352792/Using_learning_styles_theory_in_engineering_education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="62998289" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/62998289/Supporting_Engineering_Education_with_Instructional_Design_The_Case_of_an_Introductory_Module_on_Biogeotechnical_Engineering">Supporting Engineering Education with Instructional Design: The Case of an Introductory Module on Biogeotechnical Engineering</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="56382338" href="https://independent.academia.edu/MedhaDalal">Medha Dalal</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2017</p><p class="ds-related-work--abstract ds2-5-body-sm">This work describes the instructional design process used by an interdisciplinary team of engineering and education faculty working together, at a NSF-funded Engineering Research Center, to create an introductory module on biogeotechnical engineering. We describe how the principles of learning theories and instructional design were applied to provide an introduction to a complex engineering domain using direct instruction, multimedia, and numerous instructional activities to explore technical topics. In addition, informative slides on geotechnical career trends and career options were included to spark student interest in the emerging field of biogeotechnics. The promising instructional design strategies outlined here address a few critical issues related to building engaging and effective content for incoming students and could be applied to other domains.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Supporting Engineering Education with Instructional Design: The Case of an Introductory Module on Biogeotechnical Engineering","attachmentId":75574944,"attachmentType":"pdf","work_url":"https://www.academia.edu/62998289/Supporting_Engineering_Education_with_Instructional_Design_The_Case_of_an_Introductory_Module_on_Biogeotechnical_Engineering","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/62998289/Supporting_Engineering_Education_with_Instructional_Design_The_Case_of_an_Introductory_Module_on_Biogeotechnical_Engineering"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="86603585" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/86603585/Graduate_Biomedical_Engineers_Teaching_Interdisciplinary_Science_Through_Design_at_the_K_12_Level">Graduate Biomedical Engineers Teaching Interdisciplinary Science Through Design at the K-12 Level</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="54986856" href="https://independent.academia.edu/CrawfordBarbara">Barbara Crawford</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2015 ASEE Annual Conference and Exposition Proceedings</p><p class="ds-related-work--abstract ds2-5-body-sm">The purpose of this study is to determine how engineering doctoral fellows enact reform-based methods in secondary science classrooms. As engineering fellows near employment in the role of faculty members, they are well prepared in science, math, and engineering content and practice, however, they generally lack training in student learning and instruction. A pragmatic approach guided the investigation lead by three research sub-questions related to: a) practice alignment with the United States Next Generation Science Standards; b) knowledge of reformbased teaching practices; c) how fellows implement biomedical engineering research into secondary science classes. Surveys, interviews, and lesson plan documents were utilized to analyze the phenomenon from three perspectives in the form of an instrumental collective case study. The National Science Foundation GK-12 program, the context of the study, operated as a community of practice 1,2 and supported and promoted the utilization of reform-based teaching practices with the help of mentor teachers and university faculty. Reform-based teaching practices, as defined here, are those instructional strategies that facilitate student learning within inquiry learning environments. According to constructivists' views of learning, students gain a deeper understanding of concepts when actively engaged with science content and practice. 3,4,5,6 At the premier level reform-based teaching practices refer to student-centered exercises pertaining to the investigation of scientific phenomenon and/or the design of products and processes. Inquiry-based practice is a common phrase employed to differentiate this level. The passive dissemination of information in the form of lecture-based strategies exemplifies traditional teaching, a teacher-centered approach. Instructional teaching strategies lie along a continuum from teacher-centered to student-centered. The former features pure lecture without student questioning, and the latter showcases students' active engagement with investigation or design as the instructor facilitates. The findings reveal the warranted assertion that engineering fellows communicate biomedical engineering research with science and engineering practices through a belief about student learning. It was an individual personal belief about student learning that determined how fellows constructed modules; activities that represent or parallel dissertation work, and planned related pursuits to facilitate student understanding of the content and practice associated with biomedical engineering. The three participants chosen for explication signify varying approaches to teaching and each are positioned along the traditional/reform-based teaching practices continuum at different locations dependent on specific learning objectives. Consideration for student learning within a particular context directed how fellows approached lesson planning and module creation. The science and engineering practices were evident and interpreted differently by each fellow. Further investigation into how engineering fellows formulate engineering design tasks for secondary science students could provide insight as to how teachers could approach the Next Generation Science Standard's engineering practices. In addition this study may inform institution leaders about possible options for faculty predevelopment.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Graduate Biomedical Engineers Teaching Interdisciplinary Science Through Design at the K-12 Level","attachmentId":91017556,"attachmentType":"pdf","work_url":"https://www.academia.edu/86603585/Graduate_Biomedical_Engineers_Teaching_Interdisciplinary_Science_Through_Design_at_the_K_12_Level","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/86603585/Graduate_Biomedical_Engineers_Teaching_Interdisciplinary_Science_Through_Design_at_the_K_12_Level"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="16928899" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/16928899/The_ABCs_of_engineering_education_ABET_Blooms_taxonomy_cooperative_learning_and_so_on">The ABC's of engineering education: ABET, Bloom's taxonomy, cooperative learning, and so on</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="36426749" href="https://ncsu.academia.edu/RichardFelder">Richard Felder</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Proceedings of the 2004 American Society for …, 2004</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The ABC's of engineering education: ABET, Bloom's taxonomy, cooperative learning, and so on","attachmentId":39262488,"attachmentType":"pdf","work_url":"https://www.academia.edu/16928899/The_ABCs_of_engineering_education_ABET_Blooms_taxonomy_cooperative_learning_and_so_on","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/16928899/The_ABCs_of_engineering_education_ABET_Blooms_taxonomy_cooperative_learning_and_so_on"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":93773369,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":93773369,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_93773369" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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