DISCOVERY PROGRAM: INTEGRATING BIOMEDICAL ENGINEERING GRADUATE INSTRUCTORS WITH HIGH SCHOOL STEM CURRICULUM

Abstract – With the diverse nature of the biomedical engineering (BME) field, high school students are often limited in their understanding of the area during consideration for post-secondary study. In effort to improve student comprehension, as well as provide a unique learning opportunity in STEM...

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Bibliographic Details
Published in:Proceedings of the Canadian Engineering Education Association (CEEA) 2018-03
Main Authors: Davenport Huyer, Locke, Conant, Genevieve, Bui, Cindy V., Kinsella, Ben G., Vegh, Andrea, Ramadan, Sherif, Lauton, Brittany, Shukalyuk, Andrey I., Kilkenny, Dawn M.
Format: Article
Language:English
Online Access:Get full text
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Summary:Abstract – With the diverse nature of the biomedical engineering (BME) field, high school students are often limited in their understanding of the area during consideration for post-secondary study. In effort to improve student comprehension, as well as provide a unique learning opportunity in STEM (science, technology, engineering, and math) curriculum, graduate students at the Institute of Biomaterials and Biomedical Engineering (IBBME; University of Toronto) have developed and launched the IBBME Discovery Program. In strong collaboration with high school educators, graduate student instructors designed and executed activity- and designbased learning focused on applicable topics in BME aligned with Ontario high school science curriculum learning outcomes. Results from this pilot suggest strong student engagement in data-based experimental learning, and graduate student development in knowledge translation and activity design through collaboration.  These results provide a strong foundation for program growth and quantitative assessment.  
ISSN:2371-5243
2371-5243
DOI:10.24908/pceea.v0i0.10209