Abstract:

Biomedical Engineering (BME) is defined by rapid innovation and interdisciplinary complexity; as the field evolves, so must our approach to preparing the next generation of engineers. This seminar begins by exploring the current BME education landscape and highlights how research-informed strategies are critical for engaging and retaining a diverse student population.

To illustrate these principles in practice, this session presents findings from a mixed-methods study of a sophomore bioengineering problem-solving course. By analyzing quantitative metrics, including growth mindset, sense of belonging, and learning styles, alongside qualitative thematic analysis, we identify how course design and disposition directly shift student attitudes. We will specifically examine the transformation of students’ goal-setting and study behaviors over a single semester. Attendees will gain actionable insights into how intentional course architecture can foster professional persistence and reshape how students approach learning in the BME pipeline.

Bio:

Jenny Amos is a Teaching Professor in Bioengineering at the University of Illinois Urbana-Champaign. She is an AIMBE Fellow, BMES Fellow, ABET Commissioner and Executive Committee Member, two-time Fulbright Specialist in engineering education and has won multiple awards and recognitions for her teaching and scholarship of teaching. Amos is part of numerous NSF-funded research projects and leads efforts to innovate bioengineering training, medical training, and translation of innovative designs into practice.