Fostering Community and Inclusion in a Team-Based Hybrid Bioengineering Lab Course

Abstract

As cornerstones of biomedical engineering and bioengineering undergraduate programs, hands-on laboratory experiences promote key skill development and student engagement. Lab courses often involve team-based activities and close communication with instructors, allowing students to build connection and community. Necessitated by the pandemic, changes to class delivery format presented unprecedented challenges to student inclusion and engagement, especially for students from underrepresented minority backgrounds. Here, we present a multi-faceted approach for fostering inclusion and community-building in a hybrid bioengineering laboratory course. A basis for this project was an approach for team-based project work which allowed students to have hands-on experience in the lab and collaborate extensively with peers, while abiding by social distancing guidelines. Members of each student team worked together remotely and synchronously on a project. One team member executed the hands-on portion of each lab activity and the remote student(s) engaged in the project via online communication. The hybrid lab course was supplemented with interventions to further promote inclusivity and community, including instructor modeling on inclusion, team-based course content, attention to lab session logistics, and instructor communication. Students responded positively, as indicated by the median ratings in course evaluations for the four lab sections in the following categories concerning course climate (using a 5.0 scale): their overall comfort with the climate of the course (4.8 to 5.0), feeling valued and respected by lab instructor (4.8 to 5.0) and their peers (4.8 to 5.0), peers helping each other succeed in the course (4.5 to 5.0), and the degree to which the experience in the course contributed to their sense of belonging in engineering (4.2 to 5.0). When asked to describe aspects of the class that contributed to inclusivity towards differences, students cited a collaborative environment, course content on implicit bias and inclusivity, and an approachable teaching team. Overall, our approach was effective in fostering a sense of community and inclusion. We anticipate many of these initiatives can transcend instructional format to positively impact future lab course offerings, irrespective of modality. Supplementary Information The online version contains supplementary material available at 10.1007/s43683-022-00081-4.

Board 140: Work in Progress: Exploring Innovation Self-Efficacy in Neurodiverse Engineering Students

“…Moreover, educators can potentially leverage engineering students' innovation self-efficacy through team-based, project-based work that examines real-world contexts of engineering applications. When carefully designed, those experiences can foster students' sense of belonging (Taylor & Hernandez, 2022;Buckley et al, 2019).…”

Surveying the Cultural Assets of Engineering Students: An Exploratory Quantitative Study

“…Moreover, educators can potentially leverage engineering students' social assets through teambased, project-based work that examines real-world contexts of engineering applications. When carefully designed, those experiences can foster students' sense of belonging [Taylor & Hernandez, 2022;Buckley et al, 2019]. Orientating such projects toward real-world scenarioslike sustainability performance, or environmental justice -can additionally awaken and foment Resistance Capital assets in engineering students.…”