An Assessment Instrument for User-centered Innovation Potential Among Biomedical Engineers

Vivas-Valencia, Carolina; Kong, Nan; Kim, Eunhye; Purzer, Şenay; Payne, Lindsey

doi:10.18260/1-2--34108

Cited by 3 publications

(1 citation statement)

References 7 publications

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“…The article specifically details the design philosophies of user-centered design and value-sensitive design, both of which center a more inclusive set of stakeholders in the design process from ideation through development. 1,20,54,55,57 For their homework, students were asked to write a discussion board post reflecting on both articles. First,…”

Section: Module 2: Neuroengingeeringmentioning

confidence: 99%

Justice, Equity, Diversity, and Inclusion Curriculum Within an Introductory Bioengineering Course

Shields

2022

Biomed Eng Education

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Curriculum initiatives that provide the societal context of engineering practice can contribute to justice, equity, diversity, and inclusion (JEDI) within the profession, as well as within the communities served by engineers. JEDI curriculum can foster diversity and inclusion by acknowledging and addressing social justice issues, providing a safe and inclusive space for students’ voices to be heard, and advancing a productive dialogue within their institution of higher learning. Furthermore, such curriculum initiatives can empower students with the theoretical frameworks, analytical tools, and knowledge base to recognize and address ethical challenges and opportunities related to justice, equity, diversity, and inclusion in their field. This Teaching Tips paper offers a description of a pilot program to incorporate JEDI material within a core bioengineering course modeled on evidence-based curriculum programs to embed ethics within technical courses. The author and collaborators sought to achieve two aims with the JEDI-focused material: (1) for students to learn how justice, equity, diversity, and inclusion intersect with bioengineering practice through an interdisciplinary lens of history, philosophy, sociology and anthropology which provide strong scholarly frameworks and theoretical foundations and (2) for students to participate in and foster an inclusive environment within their own educational institution through effectively communicating about these topics with each other. At the conclusion of the semester, a student survey indicated an overwhelmingly positive reception of the material. This paper will discuss the interdisciplinary curriculum development initiative, how the learning objectives were addressed by the specific lesson plans, and challenges to be addressed to create a sustainable educational model for the program.

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Section: Module 2: Neuroengingeeringmentioning

confidence: 99%

Justice, Equity, Diversity, and Inclusion Curriculum Within an Introductory Bioengineering Course

Shields

2022

Biomed Eng Education

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Reimagining faculty, student and community interactions in capstone: A synthesis of liberative pedagogies, citizen engineering and human-centered design

Schimpf

Swenson

2022

2022 IEEE Frontiers in Education Conference (FIE)

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Research Initiation: Enhancing the Learning Outcomes of Empathic Innovation in Biomedical Engineering Senior Design Projects

Kong¹,

Purzer²,

Payne³

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

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learning programs and initiatives. She has a courtesy appointment in Environmental and Ecological Engineering where she teaches a service-learning course in which interdisciplinary teams of students collaboratively identify stormwater management problems, co-design solutions, maintain budgets, and evaluate impacts with community partners. Dr. Payne's research sits at the intersection of sustainability, teaching and learning, and engagement focusing on transdisciplinary decision-making frameworks in communitybased design projects. She also specializes in the assessment of instructional effectiveness and student learning in active learning environments. She is the recipient of multiple teaching awards, and is the Chair of the Teaching Academy. She has a B.A in Biological Sciences from DePauw University and M.S. and Ph.D. degrees in Ecological Sciences and Engineering from Purdue University. She has also worked professionally in the non-profit and secondary education sectors, and currently serves on multiple community-based environmental boards. Mrs. Eunhye Kim, Purdue University-Main Campus, West Lafayette (College of Engineering) Eunhye Kim is a Ph.D. student and research assistant in the School of Engineering Education at Purdue University. Her research interests lie in engineering design education, especially for engineering students' entrepreneurial mindsets and multidisciplinary teamwork skills in design and innovation projects. She earned a B.S. in Electronics Engineering and an M.B.A. in South Korea and worked as a hardware development engineer and an IT strategic planner in the industry.

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An Assessment Instrument for User-centered Innovation Potential Among Biomedical Engineers

Cited by 3 publications

References 7 publications

Justice, Equity, Diversity, and Inclusion Curriculum Within an Introductory Bioengineering Course

Justice, Equity, Diversity, and Inclusion Curriculum Within an Introductory Bioengineering Course

Reimagining faculty, student and community interactions in capstone: A synthesis of liberative pedagogies, citizen engineering and human-centered design

Research Initiation: Enhancing the Learning Outcomes of Empathic Innovation in Biomedical Engineering Senior Design Projects

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