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<p><i>Challenge:</i> In biomedical engineering education, curricular cohesion and expectations are crucial yet often not effectively communicated to the student. <i>Novel Initiative:</i> Our novel initiative addresses this challenge by leveraging senior design students within a junior-level biomedical instrumentation course. Through the interactive "Senior Design: Episode II – Return to Instrumentation" lecture series, senior students present their design projects to junior peers, elucidating the practical application of theoretical concepts learned across their academic trajectory. Senior students practice and model integrative learning by engaging in reflective dialogue about their design processes, linking disparate concepts, and demonstrating real-world applications. This approach not only reinforces their own understanding but also motivates and informs junior students about upcoming curricular challenges and opportunities. <i>Reflection:</i> The data we collected from junior students via surveys indicated an increase in understanding and appreciation of current and future coursework, demonstrating the effectiveness of our lecture series. Notably, students reported enhanced motivation, a better grasp of curricular integration, and an eased sense of anxiety about future classes. In this article, we report our implementation details, the rationale behind our choices, the preliminary evidence of our initiative’s success, and its limitations.</p>

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Bridging the Silos: An Approach to Enhancing Curricular Cohesion & Expectations

  • 期刊论文

  • 发表日期：

    2025年1月23日

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  • May M. Mansy,
  • Ahmet Bilgili,
  • Nat A. Thurlow,
  • Kyung Seol

摘要

Challenge: In biomedical engineering education, curricular cohesion and expectations are crucial yet often not effectively communicated to the student. Novel Initiative: Our novel initiative addresses this challenge by leveraging senior design students within a junior-level biomedical instrumentation course. Through the interactive "Senior Design: Episode II – Return to Instrumentation" lecture series, senior students present their design projects to junior peers, elucidating the practical application of theoretical concepts learned across their academic trajectory. Senior students practice and model integrative learning by engaging in reflective dialogue about their design processes, linking disparate concepts, and demonstrating real-world applications. This approach not only reinforces their own understanding but also motivates and informs junior students about upcoming curricular challenges and opportunities. Reflection: The data we collected from junior students via surveys indicated an increase in understanding and appreciation of current and future coursework, demonstrating the effectiveness of our lecture series. Notably, students reported enhanced motivation, a better grasp of curricular integration, and an eased sense of anxiety about future classes. In this article, we report our implementation details, the rationale behind our choices, the preliminary evidence of our initiative’s success, and its limitations.