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A Microfluidic Platform to Study Bioclogging in Porous Media

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A Course-Based Undergraduate Research Experience in Biofluid Mechanics.

Alisa Morss Clyne¹, Adrian C Shieh², Jennifer S Stanford³

¹Fischell Department of Bioengineering, University of Maryland, 4124 A James Clark Hall 8278 Paint Branch Dr, College Park, MD 20742.

Journal of Biomechanical Engineering

|September 27, 2019

Summary

Course-based undergraduate research experiences (CURE) offer valuable research exposure. However, this biofluid mechanics CURE showed lower self-reported skill gains compared to traditional research, suggesting areas for improvement.

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Area of Science:

Biofluid Mechanics
Undergraduate Education
Scientific Research Training

Background:

Course-based undergraduate research experiences (CURE) are vital for exposing large student groups to research.
A senior-level biofluid mechanics course utilized a flipped classroom model for CURE implementation.
Large class sizes necessitated the use of publicly available data for student analysis.

Purpose of the Study:

To assess the effectiveness of a biofluid mechanics CURE in developing undergraduate research skills.
To compare student gains in a CURE with those in a traditional undergraduate research experience.
To identify potential improvements for CURE implementation in engineering education.

Main Methods:

Students analyzed publicly available biofluid mechanics data.
Teams developed hypotheses and designed in vitro/in vivo experiments.
Class-selected hypotheses/experiments were tested in the lab.
Student self-reported gains were compared to a traditional research experience group.

Main Results:

Students in the CURE reported moderate gains in research skills.
These self-reported gains were statistically significantly lower than those from a traditional research experience.
The CURE provided research exposure, particularly for engineering students.

Conclusions:

The biofluid mechanics CURE is an innovative approach to expand undergraduate research opportunities.
Improvements may include earlier implementation, direct observation of experiments, and enhanced feedback.
CUREs can increase hypothesis-driven research participation among engineering undergraduates.