University of Washington include introductory and honors courses in bioengineering, tissue and protein engineering lab courses, bioengineering ethics, leadership, and bioengineering capstone writing and research/design courses. She is committed to enhancing diversity and inclusivity in engineering, and creating opportunities for undergraduate students to engage in K-12 educational outreach. Dr. Hendricks has over a decade of experience leading educational outreach and summer camp programs at both Duke University and the University of Washington. Dr. Alyssa Catherine Taylor, University of WashingtonAlyssa C. Taylor is a lecturer in the Department of Bioengineering at the University of Washington. She received a B.S. in biological systems engineering at the University of California, Davis, and a Ph.D. in biomedical engineering at the University of Virginia. Taylor's teaching activities are focused on developing and teaching core introductory courses and technical labs for bioengineering undergraduates, as well as coordinating the capstone design sequence for the BIOE Department at the University of Washington. Taylor currently pursues educational research and continuous improvement activities, with the ultimate goal of optimizing bioengineering curriculum design and student learning outcomes. Implementation of Peer Review to Enhance Written and Visual Communication Learning in Bioengineering Capstone ReportsIn addition to technical skill development, engineering undergraduate curricula must also foster development of effective communication skills. The capstone report often plays an instrumental role in this development, as it comprises both the final assessment of student communication performance and it is the most significant opportunity for active learning of in-discipline communication skills. Peer review has been proposed as an ideal means to provide students with much-needed formative feedback. [1][2][3] In addition, peer review has the potential to increase student interpersonal communication skills and metacognition, provided that the review activity is structured to encourage constructive contributions and reflection.In this paper, we build on our previous work-in-progress 4 describing the implementation of a peer review strategy integrated throughout the year-long capstone experience that allows students to obtain formative feedback and build transferable communication skills and insights. Students completed a workshop series of scaffolded communication critique, small-group formative peer review, and reflection. First, students were guided to collaborate as a class to generate rubric for sections of the capstone report, as well as guidelines for constructive and effective peer feedback. Next, students used these codes to provide feedback in small groups. When students submitted their revised draft, they included a cover letter describing their reflection on peer feedback and the changes they made due to peer review.The novelty of our specific approach to peer review lies in the combination of three qu...
Heather Feldner received her BS in Human Biology and Master's degree in Physical Therapy from Marquette University. She has been a practicing pediatric physical therapist for 16 years, and began teaching in the University of Illinois at Chicago's DPT program in 2010. She became a board certified pediatric clinical specialist in 2012, completed her Assistive Technology Certificate from UIC in 2015, and earned her PhD in Disability Studies from UIC in 2016. She joined the University of Washington's Department of Mechanical Engineering as a postdoctoral researcher in September of 2016. Heather has a special interest in user-centered design and participatory research, and has been a lab member of the GoBabyGo program, which creates custom safety and accessibility modifications to commercially available battery powered toy ride-on cars for children with disabilities, since 2012. Heather's research focuses on investigating the impact of traditional and alternative mobility technologies on the experiences of people with disabilities and their families, and the direct and indirect influences of physical and social environments, technology design, industry, and disability orientation on those experiences.
Summer camps present opportunities for students to expand their knowledge of science and engineering principles and applications, acquire hands-on experience in laboratory techniques, and increase interest in pursuing college degrees and careers in science and engineering. Although many engineering summer camps for high school students are offered throughout the country, few are focused specifically on bioengineering.In this paper, we present our approach to designing a summer day camp for rising 9 th and 10 th graders that is unique in its focus on bioengineering and use of a global health theme. We chose global health because it is an intriguing topic that appeals to students from all backgrounds and is accessible to students with variable previous exposure to science and engineering topics. Furthermore, global health applications clearly demonstrate important bioengineering design principles and showcase the positive impact bioengineers make on society. These considerations are especially important for students from groups that are under-represented in science and engineering. To our knowledge, this is the only currently available summer camp in which high school students explore bioengineering in the context of global health.The curriculum for the one-week program consisted of short lectures, team-based problem solving activities, research lab tours, and an interactive information session with current bioengineering undergraduates at the University of Washington (UW). Topics included the engineering design process, molecular biology of infectious disease, synthetic biology, drug delivery in HIV treatment, and low-cost point-of-care diagnostics. Students were encouraged to have informal conversations with undergraduate and graduate student guest instructors during lunch. As a culminating end-of-camp activity, students worked in teams to design solutions to current problems in global health and presented their projects to peers and guests.Students provided both quantitative and qualitative assessment of the camp through pre-and post-camp surveys. Student assessment data indicate that the camp was effective in increasing students' self-assessed knowledge about science and engineering and the bioengineering field, and the camp increased the participants' desire to attend college at the host institution in the future. Students enjoyed the team project of designing a solution to a problem in global health. As student assessment indicates that the camp was an enjoyable and effective learning experience, this camp will serve as a model for future offerings.
is a graduate of the Bioengineering and Computer Science departments at the University of Washington. She developed curriculum concerning the interplay of diversity and ethics for undergraduate engineering students at UW and is interested in the power of education to enact change in future generations of engineers. She currently works for Microsoft in the Bay Area.
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