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Incorporating Diversity, Equity, and Inclusion Content Into Bioengineering Curricula: A Program-Level Approach.

Molly Y Mollica¹, Emily Olszewski^2,3, Casey L Kiyohara^2,3

¹Department of Mechanical Engineering, University of Maryland, Baltimore County, Baltimore, MD 21250; Department of Bioengineering, University of Washington, Seattle, WA 98195; Division of Hematology, University of Washington, Seattle, WA 98195; Bloodworks Research Institute, Seattle, WA 98102.

Journal of Biomechanical Engineering

|October 18, 2023

Summary

Bioengineering programs can integrate diversity, equity, and inclusion (DEI) content and inclusive teaching methods to train competent professionals. This study outlines a successful program-level framework for DEI integration and assessment in undergraduate bioengineering curricula.

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Area of Science:

Bioengineering Education
Curriculum Development
Diversity, Equity, and Inclusion (DEI)

Background:

DEI principles are crucial in bioengineering but historically lacking in accreditation and curricula.
There is a growing need to educate bioengineers on DEI to meet evolving accreditation standards and societal demands.

Purpose of the Study:

To implement and assess a program-level strategy for integrating DEI content and inclusive pedagogy into an undergraduate bioengineering curriculum.
To develop resources for instructors to facilitate DEI integration and to evaluate its impact on student learning.

Main Methods:

A program-level approach was adopted, including the development of a DEI planning worksheet for instructors.
Instructor surveys were conducted pre- and post-course, alongside direct assessment of DEI content through student assignments, surveys, and program reviews.
Bioengineering-related DEI content was categorized into five competencies: bioethics, inclusive design, inclusive scholarship, inclusive professionalism, and systemic inequality.

Main Results:

74% of instructors responded to surveys, with 91% reporting curricular improvements and 88% adopting new inclusive pedagogical approaches.
Students reported an average of 3.79 (on a 5-point scale) for DEI competency development.
Instructors successfully incorporated DEI content across various courses, as evidenced by student performance and feedback.

Conclusions:

A structured, program-level framework effectively integrates DEI into bioengineering education.
The developed methods and lessons learned can guide other programs in training DEI-competent bioengineers and fostering inclusive educational environments.