A Multidisciplinary Engineering Laboratory Course

King, Ronald C.; Parker, Terry; Grover, Thomas; Gosink, Joan; Middleton, N.T.

doi:10.1002/j.2168-9830.1999.tb00452.x

Cited by 52 publications

(41 citation statements)

References 17 publications

(12 reference statements)

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“…Simultaneously, the engineering environment is increasingly demanding team collaboration [8,9,23,24,32]. In many undergraduate schools of engineering, this has resulted in an increased emphasis on engineering design and teamwork [1,8,9,11,17,32,33]. The increased presence of women in engineering design teams may impact both team interactions and the quality of the teamproduced final product.…”

Section: Introductionmentioning

confidence: 99%

Engineering Design: Examining the Impact of Gender and the Team's Gender Composition

Laeser

Moskal

Knecht

et al. 2003

J of Engineering Edu

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This project used Eberhardt's team functions as an observational protocol to examine the team process as it occurred in the Engineering Practices Introductory Course Sequence (EPICS) at the Colorado School of Mines. A design report scoring rubric was used to evaluate the quality of the team‐produced final report. The results of this study suggest that the gender composition of the teams impacted both the interactions that took place during the team process and the quality of the team's final report. Members of majority male teams were more likely to be witnessed clarifying and standard setting during team interactions than were members of majority female teams. During the first course, the final reports that were produced by majority male teams on average were judged to be of higher quality than were those that were produced by majority female teams. The reverse was found to be true in the second course.

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Section: Introductionmentioning

confidence: 99%

Engineering Design: Examining the Impact of Gender and the Team's Gender Composition

Laeser

Moskal

Knecht

et al. 2003

J of Engineering Edu

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“…However, several departments and programs are making contributions in this area including the Colorado School of Mines Multidisciplinary Engineering Laboratory Courses, 6 the VaNTH Engineering Research Center program, 7 and others. 8 To meet the ABET Program Outcomes in BIOE 441, the "Interaction of HDF Cells with PLLA Films" segment of the Tissue Engineering Module in BIOE 441 was developed to allow students the opportunity to design experiments to meet specific technical objectives.…”

mentioning

confidence: 99%

Laboratory courses focused on tissue engineering applications

Saterbak

2002

Proceedings of the Second Joint 24th Annual Conference and the Annual Fall Meeting of the Biomedical Engineering Society] [Engi

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Two new laboratory courses focused on tissue engineering have been developed and implemented in the undergraduate Bioengineering Department at Rice University. The content of these courses is quite unique, yet fully supports the department's emphasis on biomedical engineering at the molecular, cellular, and tissue levels. This sequence of required laboratory courses is designed to teach students mammalian tissue culture techniques, to develop their ability to design and conduct experiments, and to meet other department -specific ABET Program Outcomes. In BIOE 342, students learn sterile technique, develop their ability to visually assess cell morphology and confluency, and learn how to maintain cells in culture. Using fibroblast cells, students conduct viability, attachment, and proliferation assays. Differences in surface properties and serum concentrations are explored in the attachment and proliferation assays, respectively. Quantitative techniques to measure cell number and activity are stressed. One module within BIOE 441 focuses on the application of tissue culture techniques to a tissue engineering challenge. Students assess the physical and chemical properties of the polymer, poly(L-lactic acid) (PLLA), and complete a four-week degradation study of PLLA films. Students design and conduct experiments to quantify the viability, attachment, and proliferation of fibroblast cells on PLLA films. Students are not given protocols for these experiments; they must develop new protocols or adapt protocols from BIOE 342 and make adjustments for differences such as cell seeding levels, attachment kinetics, and proliferation rates. Most students repeat experiments with a redesigned protocol.Because of the open-ended nature of the assignment, students develop unique approaches and protocols. Contents of the laboratory courses, assessment of the courses, equipment start-up and operating costs, and dissemination of course materials are discussed. Bioengineering Curriculum at Rice UniversityThe Bioengineering undergraduate program at Rice University is designed to prepare students for careers in the rapidly developing areas of biomedical engineering and bioprocessing. The undergraduate educational program in Bioengineering has the goal of producing a new type of biomedical engineer, fully conversant with modern biochemistry and cell and molecular biology.1-2 This type of biomedical engineer translates bench-scale scientific advances in biological sciences into cost-effective new products and processes. New and innovative curricula in lecture and laboratory courses are being developed to educate bioengineers who not only create new tissues and cell-based therapies but also deliver them at a cost affordable to our health care system.

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“…The final activity introduces the TAs to a taxonomy of thinking and leads to the fifth 1-on-1 teaching skill given in Table 3. One could use any of several taxonomies, but we use Patricia Blosser's of Recall, Convergent, Divergent and Evaluative Thinking [7]. Again, an interactive approach is taken, rather then a straight lecture.…”

Section: Final Sessionmentioning

confidence: 99%

“…In Engineering, the TAs all complete one lab from the first sophomore Multidisciplinary Engineering Laboratory [7] and discuss it with course professors and experienced TAs. They then join a mentoring group of professors and experienced TAs for the specific course they will teach and begin study of that course.…”

Section: Departmental Sessionsmentioning

confidence: 99%

An active learning, student-centered approach to training graduate teaching assistants

Pavelich

Streveler

34th Annual Frontiers in Education, 2004. FIE 2004.

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For over a decade, new graduate Teaching Assistants (TAs) from four departments at the Colorado School of Mines have been part of a three-day training program prior to the start of the fall semester. The unique feature of this training program is the strong emphasis on active learning philosophy and methods. Our goal is to teach new TAs how to employ active learning methods in their laboratory and recitation teaching. We do this by having TAs experience most of their training as students in active learning classes and then having them discuss the activities for form, student involvement, and purpose. The TAs spend half their time together focusing on general aspects of effective teaching and the other half with their respective Department faculty focusing on the specific course they will teach. This paper will present specifics of activities, logistics, teaching sound bites, and feedback on this TA Training program. We feel that it is a model adaptable to other institutions.

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A Multidisciplinary Engineering Laboratory Course

Cited by 52 publications

References 17 publications

Engineering Design: Examining the Impact of Gender and the Team's Gender Composition

Engineering Design: Examining the Impact of Gender and the Team's Gender Composition

Laboratory courses focused on tissue engineering applications

An active learning, student-centered approach to training graduate teaching assistants

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