The Office of the Provost selected only seven recipients out of 22 applications. The recipients will design and evaluate new ideas for improving student learning in classrooms and laboratories.

Dr. Sieving's proposal described a planned revision of the sequence of three 1-credit courses in the students' sophomore, junior and senior years to address and build many of the Engineer of 2020 skills through active learning modules. The structure of the current sophomore-level Frontiers in Biomedical Engineering course will evolve from a standard lecture format to a studio-style, active-learning experience. The establishment of this format is not to dramatically change the course content, but to provide a learning environment that will facilitate student mastery of the learning outcomes. Dr. Sieving hypothesized that the facilitated peer- and self-assessment component of in-class activities will be a useful tool in furthering student understanding, as well as building critical assessment skills through annotated instructional rubrics. Should the integrated use of facilitated peer and self-assessment prove to be beneficial, BME will implement the strategy in the junior and senior core courses that have complementary learning outcomes to address other key engineering and professional skills.