Bioinstrumentation: A Project-Based Engineering Course

Kyle, Aaron M.; Jangraw, David C.; Bouchard, Michael J.; Downs, Matthew

doi:10.1109/te.2015.2445313

Cited by 15 publications

(11 citation statements)

References 15 publications

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“…This stage is related to producing the final product. It involves the first step of prototyping the product and validating its use [113]. The second step is the creation of the end-product or solution to the initial answer.…”

Section: • Producementioning

confidence: 99%

Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

et al. 2022

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Implementing active learning methods in engineering education is becoming the new norm and is seen as a prerequisite to prepare future engineers not only for their professional life, but also to tackle global issues. Teachers at higher education institutions are expected and encouraged to introduce their students to active learning experiences, such as problem-, project-, and more recently, challenge-based learning. Teachers have to shift from more traditional teacher-centered education to becoming instructional designers of student-centered education. However, instructional designers (especially novice) often interpret and adapt even well-established methods, such as problem-based learning and project-based learning, such that the intended value thereof risks being weakened. When it comes to more recent educational settings or frameworks, such as challenge-based learning, the practices are not well established yet, so there might be even more experimentation with implementation, especially drawing inspiration from other active learning methods. By conducting a systematic literature analysis of research on problem-based learning, project-based learning, and challenge-based learning, the present paper aims to shed more light on the different steps of instructional design in implementing the three methods. Based on the analysis and synthesis of empirical findings, the paper explores the instructional design stages according to the ADDIE (analysis, design, development, implementation, and evaluation) model and provides recommendations for teacher practitioners.

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Section: • Producementioning

confidence: 99%

Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

et al. 2022

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“…This application breaks down traditional demarcation between knowledge and practice and facilitates learning by way of concepts learned being directly applied as part of a developing project. 31 The modules were as follows: understanding the context of the Syrian refugee protracted crisis, conduct a needs assessments and identifying problems, creating an engineering design that answers the problem, prototyping a solution, and pitching it to a jury. Therefore, during the Summer 2018 session the 17 course lectures were intermittently given with 4 field visits, 8 mentoring sessions, and 15 teamwork sessions in between allowing for the direct application of concepts learned during lectures (Table I).…”

Section: Sessions 3 and 4: Summer 2018 And Winter 2019mentioning

confidence: 99%

Humanitarian Engineering Design for Health Challenges: An Inter-faculty Service Based Learning Model

Najem

Elhajj

Dawy

et al. 2019

IJSLE

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The study introduces and evaluates a unique inter-faculty service learning course as a pedagogical model that enhances students’ learning and knowledge of health problems and associated engineering intervention design for populations affected by protracted crises. Background: With an increase in humanitarian protracted crises around the world, due to conflict and natural disasters, we are in dire need to reinvent how we educate, train, and conduct research in these environments. Engineering and Health Sciences disciplines, individually and collectively, have been working to fill the gaps and address pressing public health issues. However, courses merging those disciplines and focusing on emerging humanitarian challenges have been limited. To meet this need, and to expose the complexity of refugee health and well-being, the Humanitarian Engineering course “Design of Engineering Solutions for Health Challenges in Crisis” was launched in July 2017. Intended outcomes: The contribution is a set of elements that can serve as a foundation for developing an inter-faculty service learning course model through which students acquire skills in design thinking, interdisciplinary approaches, and contextualized innovation. Application design: Through a literature review and iterative course development process, the different components of the course model were developed and assessed to ensure students accomplished learning outcomes and professional skills. Findings: The study recommends a set of five elements that could be used as a foundation for developing an inter-faculty service learning model. Those include: modular learning, intermittent session types, participatory active learning, intensive learning, and teamwork.

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“…An appropriate example is project-based learning (PBL) [15], which has been implemented even in technical colleges [16]. PBL has demonstrated its effectiveness in STEM fields [17]- [19], including open-source hardware platforms [20], power electronics, DC/DC and DC/AC power converter subject matter [21], and electronic instrumentation for the development of biomedical instruments [22]. Classical PBL was applied without additional elements to improve the learning process.…”

Section: Introductionmentioning

confidence: 99%

Research, Development and Innovation: An Extracurricular Club Case Study

et al. 2022

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Several approaches have demonstrated the effectiveness of project-based learning in the acquisition of students' academic outcomes and development of practical professional skills. In addition to academic engineering outcomes, professional skills such as teamwork, leadership, decision-making, entrepreneurship, intellectual property, and social commitment are considered crucial in this line of work. Taking the project-based learning technique and research development and innovation approaches as a starting point, a novel methodology is proposed, introducing students through extracurricular activities to a multidisciplinary methodology. The main objective is to facilitate the acquisition of professional skills that are useful in the professional life of every student, while high-quality engineering prototypes are produced. Multidisciplinary teams, including not only science, technology, engineering and mathematics majors, business management, and accounting majors, are also considered to generate significant learning with a strong connection to the environment. Students can apply theoretical and technical knowledge to the development of engineering projects while also acquiring professional skills. The effectiveness of the proposed methodology is demonstrated through academic results and a survey.INDEX TERMS Multidisciplinary design, project based learning, prototyping, STEM, technology applications.

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Bioinstrumentation: A Project-Based Engineering Course

Cited by 15 publications

References 15 publications

Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

Humanitarian Engineering Design for Health Challenges: An Inter-faculty Service Based Learning Model

Research, Development and Innovation: An Extracurricular Club Case Study

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