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Integrated Information Rich Engineering Course Design.

S Nizami, F Renon

Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE Engineering in Medicine and Biology Society. Annual International Conference

|November 17, 2018

Summary

This study integrated high-impact practices into a biomedical engineering course, using the Information Rich Engineering Design (IRED) model. Students enhanced problem-solving and critical thinking skills through real-world projects and information audits.

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Area of Science:

Biomedical Engineering Education
Engineering Design Pedagogy

Background:

Traditional engineering courses may lack integration of practical skills.
Need for enhanced student engagement and real-world application in engineering education.

Purpose of the Study:

To apply high-impact practices in a fourth-year biomedical engineering course.
To enhance student learning through an integrated engineering design project using the Information Rich Engineering Design (IRED) model.

Main Methods:

The engineering design project was structured around six deliverables based on the IRED model.
Facilitated regular interactions among students, instructor, teaching assistant, and librarian.
Incorporated periodic information audits for reflection and learning integration.

Main Results:

Students demonstrated improved skills in information seeking, writing, and critical thinking.
The real-world project application highlighted the relevance of theoretical concepts.
Enhanced student collaboration and interaction with course facilitators.

Conclusions:

The adapted IRED model effectively integrates high-impact practices in engineering education.
This pedagogical approach fosters practical problem-solving and essential professional skills.
Student engagement and learning outcomes were positively impacted by the course design.