Browsing by Author "Espinosa, Christina"

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    Immersion Experiences for Biomedical Engineering Undergraduates: Comparing Strategies and Local Partnerships at Two Institutions
    (Vocational School, Diponegoro University Semarang Central Java Indonesia, 2023) Huber, Justin; Higbee, Steven; Espinosa, Christina; Bazrgari, Babak; Miller, Sharon; Biomedical Engineering, School of Engineering and Technology
    Immersion experiences for undergraduate students in biomedical engineering are key contributors to their ability to identify medical needs. Despite this, as few as 25% of surveyed programs report providing such opportunities. Since 2010 when the National Institute of Health began its R25 grant mechanism to support curricular development toward team-based design, several institutions have established programs for immersion experiences, which provide precedent for their implementation. Published results from such immersion experiences highlight successes in structure and changes in student perspectives after these experiences. As more institutions expand their biomedical engineering curriculum with new immersion-focused programs, it is important to learn from these precedents while also considering opportunities to improve. For newly funded groups that are developing and implementing programs, they may find improved success by strategic use of unique partnerships. However, these partnerships may not be immediately evident to program organizers. Our objective is to discuss two institutions that recently established programs for immersion experience. In the comparison of our two immersion programs, we found five overlapping core features that include: immersion partner collaboration, team-based immersion experiences, needs-finding emphasis, team-based engineering design experiences, and immersion assessment and evaluation. Both programs developed collaborative partnerships with nearby medical schools. Additionally, one program partnered with a community resource (i.e., Human Development Institute). Despite nuanced program differences, we found that students at both programs self-reported increased knowledge or confidence in aspects of the design process (e.g., identifying and refining user needs, concept generation). Our results also highlight student gains unique to their programs – UK students self-reported gains on disability topics and IUPUI students self-reported gains on socioeconomic awareness. In summary, immersion partner collaboration, or partnership, surfaced as a core feature for both programs, and students in both immersion programs endorsed enhanced knowledge or confidence in engineering design.