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The IT-BME Project: Integrating Inclusive Teaching in Biomedical Engineering through Faculty/Graduate Partnerships

Authors :
Patricia Jaimes
Elizabeth Bottorff
Theo Hopper
Javiera Jilberto
Jessica King
Monica Wall
Maria Coronel
Karin Jensen
Elizabeth Mays
Aaron Morris
James Weiland
Melissa Wrobel
David Nordsletten
Tershia Pinder-Grover
Source :
Biomedical Engineering Education. 2024 4(2):235-250.
Publication Year :
2024

Abstract

To broaden efforts for improving diversity, equity, and inclusion (DEI) in biomedical engineering (BME) education--a key area of emphasis is the integration of inclusive teaching practices. While BME faculty generally support these efforts, translating support into action remains challenging. This project aimed to address this need through a 3-phase inclusive teaching training, consisting of graduate students, faculty, and engineering education consultants. In Phase I, graduate students and faculty participated in a 6-week learning community on inclusive teaching ("Foundational Learning"). In Phase II, graduate students were paired with faculty to modify or develop new inclusive teaching materials to be integrated into a BME course ("Experiential Learning"). Phase III was the implementation of these materials. To assess Phases I & II, graduate student participants reflected on their experiences on the project. To assess Phase III, surveys were administered to students in IT-BME-affiliated courses as well as those taking other BME-related courses. Phases I & II: graduate students responded positively to the opportunity to engage in this inclusive teaching experiential learning opportunity. Phase III: survey results indicated that the incorporation of inclusive teaching practices in BME courses enhanced the student learning experience. The IT-BME project supported graduate students and faculty in learning about, creating, and implementing inclusive teaching practices in a collaborative and supportive environment. This project will serve to both train the next class of instructors and use their study of inclusive teaching concepts to facilitate the creation of ideas and materials that will benefit the BME curriculum and students.

Details

Language :
English
ISSN :
2730-5937 and 2730-5945
Volume :
4
Issue :
2
Database :
ERIC
Journal :
Biomedical Engineering Education
Publication Type :
Academic Journal
Accession number :
EJ1432531
Document Type :
Journal Articles<br />Reports - Research<br />Tests/Questionnaires
Full Text :
https://doi.org/10.1007/s43683-024-00137-7