This paper provides a synopsis of discussions related to biomedical engineering core curricula that occurred at 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. This discussion focused on six key questions: QI: Is there a core curriculum, and if so, what are its components? QII: How does our purported core curriculum prepare students for careers, particularly in industry? QIII: How does design distinguish BME/BIOE graduates from other engineers? QIV: What is the state of engineering analysis and systems-level modeling in BME/BIOE curricula? QV: What is the role of data science in BME/BIOE undergraduate education? QVI: What core experimental skills are required for BME/BIOE undergrads? s. Indeed, BME/BIOI core curricula exists and has matured to emphasize interdisciplinary topics such as physiology, instrumentation, mechanics, computer programming, and mathematical modeling. Departments demonstrate their own identities by highlighting discipline-specific sub-specialties. In addition to technical competence, Industry partners most highly value our students’ capacity for problem solving and communication. As such, BME/BIOE curricula includes open-ended projects that address unmet patient and clinician needs as primary methods to prepare graduates for careers in industry. Culminating senior design experiences distinguish BME/BIOE graduates through their development of client-centered engineering solutions to healthcare problems. Finally, the overall BME/BIOE curriculum is not stagnant—it is clear that data science will become an ever-important element of our students’ training and that new methods to enhance student engagement will be of pedagogical importance as we embark on the next decade.
This study investigates career intentions and students’ engineering attitudes in BME, with a focus on gender differences. Data from
n
= 716 undergraduate biomedical engineering students at a large ...public research institution in the United States were analyzed using hierarchical agglomerative cluster analysis. Results revealed five clusters of intended post-graduation plans:
Engineering Job and Graduate School, Any Job, Non-Engineering Job and Graduate School, Any Option,
and
Any Graduate School.
Women were evenly distributed across clusters; there was no evidence of gendered career preferences. The main findings in regard to engineering attitudes reveal significant differences by cluster in interest, attainment value, utility value, and professional identity, but not in academic self-efficacy. Yet, within clusters the only gender differences were women’s lower engineering academic self-efficacy, interest and professional identity compared to men. Implications and areas of future research are discussed.
All papers published in this volume have been reviewed through processes administered by the Editors. Reviews were conducted by expert referees to the professional and scientific standards expected ...of a proceedings journal published by IOP Publishing Publishing.• Type of peer review: Double Anonymous• Conference submission management system: Morressier• Number of submissions received: 75• Number of submissions sent for review: 64• Number of submissions accepted: 49• Acceptance Rate (Submissions Accepted / Submissions Received × 100): 65.3• Average number of reviews per paper: 2• Total number of reviewers involved: 13• Contact person for queries:Name: MuslikhinEmail: muslikhin@uny.ac.idAffiliation: Universitas Negeri Yogyakarta - Electronic Engineering Education
This special issue highlights the critical role of industry–academia collaboration in ensuring the practical relevance of the curriculum. The overall aim is to prepare software engineering students ...to be adaptable, ethical, and forward-thinking professionals in an artificial intelligence-influenced technological landscape.
Having good spatial skills strongly predicts achievement and attainment in science, technology, engineering, and mathematics fields (e.g., Shea, Lubinski, & Benbow, 2001; Wai, Lubinski, & Benbow, ...2009). Improving spatial skills is therefore of both theoretical and practical importance. To determine whether and to what extent training and experience can improve these skills, we meta-analyzed 217 research studies investigating the magnitude, moderators, durability, and generalizability of training on spatial skills. After eliminating outliers, the average effect size (Hedges's g) for training relative to control was 0.47 (SE = 0.04). Training effects were stable and were not affected by delays between training and posttesting. Training also transferred to other spatial tasks that were not directly trained. We analyzed the effects of several moderators, including the presence and type of control groups, sex, age, and type of training. Additionally, we included a theoretically motivated typology of spatial skills that emphasizes 2 dimensions: intrinsic versus extrinsic and static versus dynamic (Newcombe & Shipley, in press). Finally, we consider the potential educational and policy implications of directly training spatial skills. Considered together, the results suggest that spatially enriched education could pay substantial dividends in increasing participation in mathematics, science, and engineering.
The aim of this study is to examine how science, technology, engineering, and mathematics (STEM) education is implemented in the published literature. To accomplish this, the educational experiences ...published in indexed magazines in the main Web of Science collection during the 2013–2018 period were examined, with special attention paid to (a) The STEM concepts defined in the theoretical frameworks; (b) the STEM disciplines that intervene; (c) the possible benefits of STEM education; and (d) the key aspects for the success of the educational intervention. The results indicate that the theoretical frameworks used normally focus more on the variables that are the object of the study than on STEM education, and that there are multiple interpretations of what STEM education is, and these interpretations do usually involve the integrated appearance of the four disciplines that make up the acronym.
•Performed world-wide online surveys and in-depth interviews with prominent experts.•Our surveys indicate a gap between available technology and teaching practice.•We advocate an evolution to active ...learning methods such as the flipped classroom.•We propose evolution of PSE teaching to cover evolving research areas.•We recommend developing education modules to support teaching evolving PSE areas.
This paper investigates the current and future trends in the teaching of Process Systems Engineering (PSE) topics, addressing what should be taught and how these topics should be taught effectively in a classroom setting. It addresses which key PSE topics should constitute the core requirement of chemical engineering education and which application areas should be included. We surveyed existing courses on novel aspects of PSE applications, as well as polling PSE stakeholders to ascertain their opinion of what is taught and the degree to which graduates skills match their expectations. Existing gaps and interesting prospects have been revealed by the surveys leading to suggestions for the future. The second part of the contribution addresses how best the PSE content should be taught, so that our graduates are equipped to effectively apply their knowledge, given the availability of teaching technologies and the time available to effectively educate our students.
The work describes the approaches and technologies applied in building the digital educational environment for training students of engineering courses in MIEM HSE. Such an environment intended to ...cover all aspects of the educational process for engineers, considering modern tendentiousness of higher education: particularly, academic and project parts, online and offline components of the educational process.
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