A first-year biomedical engineering laboratory course was created using a problem-based approach, introducing students to the interplay of engineering design and biology in biomedical engineering. Open-ended problems were central to each laboratory module, and were designed to enhance students’ development of high-order learning skills. Although the value of problem-based learning in engineering laboratory courses has been recognized, its implementation in the first-year engineering program presents unique challenges for students who are unfamiliar with the unstructured approach and who are in their early stages of developing discipline-specific knowledge. Immediate feedback scaffolding strategies, including interactive pre-laboratory assessments and team-based quizzes, were implemented in the second iteration of the course to support students’ achievement of learning outcomes, and to improve their perception of their learning experience in a problem-based laboratory. According to preliminary survey results, students attributed the value of problem-based laboratory activities to the acquisition of technical skills, engineering design skills, as well as the development of self-directed ability, and a growth mindset. Results from the second iteration of the course also revealed that students perceived the interactive pre-laboratory assessments and team-based quizzes to be highly valuable. Taken together, our study thus far has underlined the importance of immediate feedback as an effective scaffolding strategy for supporting semi-structured experiential learning in a first-year engineering laboratory course.

Historically, students in engineering design courses learn how to resolve conflict almost exclusively through experience and with varying degrees of success, which can have ramifications on student wellness and performance [1]. Instructors can intervene by scaffolding conflict resolution, but since they are often made aware only when team conflict becomes unmanageable, proactive strategies are needed. Several strategies were implemented in a new third-year course to enhance students’ self-awareness and empathy for others when working in teams. These included personality and conflict style exercises, the generation of an approachability statement, and the reflective monitoring of team dynamics using ITP metrics’ assessments during the term [2]. Surveys gauged student satisfaction with teamwork, the frequency of team conflict, and preparedness for resolving conflicts. Overall, students felt better prepared to handle future conflict as a result of the course. However, additional accountability measures may enhance the perceived value of the interventions used.

A new first-year biomedical engineering laboratory course was created using a problem-based learning approach. Centered on four semi-structured design projects and experiments, the laboratory course was designed to facilitate meaningful experiential learning. Preliminary analyses of survey results suggest that the semi-structured nature of lab activities is viewed both positively and negatively by students, depending on their perception of preparedness for the project. Its correlation with student performance will be better understood with thorough study of other components of survey results.

Student engagement is believed to be related to students’ meaningful learning, persistence andsatisfaction. Although its importance is well recognized, student engagement patterns in the virtual learning environment are not well understood, particularly in online courses that offer both synchronous and asynchronous paths. The purpose of this study is to characterize studentonline engagement in a team-based project-centric course, in terms of behavioral, cognitive, emotional, social and collaborative dimensions. Data from tracking logs and student interviews will be analyzed to elucidate any relationships between the various dimensions of online engagement.

The implementation of inquiry-based learning in the first-year laboratory curriculum is asignificant challenge, due to students’ limited exposure to unstructured learning. In this course, troubleshooting activities were used to modulate student progression from structured- to guided-, and finally to open-inquiry in a virtual first-year laboratory course. The purpose of the study is to investigate the effect of modulating student progression from structured- to open-inquiry on student development of self-regulated learning skills. The study presents preliminary survey results regarding student engagement in structured-inquiry activities. Analysis of survey results from guided- and open-inquiry activities, as well as qualitative analysis of student reflection assignments are currently ongoing.