Michigan is committed to bridging the gap between education research and engineering instruction to enhance student learning. Distinct from traditional engineering disciplines and education research, this research lies at the intersection of engineering, education, and the social sciences.
What We Do:
With a deep understanding of engineering, we leverage qualitative and quantitative education research methods to explore innovative means of transforming engineering programs to meet the changing roles of engineers in the global economy. Biomedical engineering graduate students have the option of pursuing their primary research in engineering education while completing one of the BME graduate concentrations to satisfy the master’s degree requirements and the Rackham Certificate in Engineering Education Research to fulfill their PhD requirements.
- Engineering Entrepreneurship and Innovation Education
- Biomedical Engineering Instructional Change
- Biomedical Engineering Identity and Interdisciplinarity
- Strategies for Front-End Design
Relevant Research from BME Faculty
Dr. Aileen Huang-Saad – The Biomedical Engineering Instructional Incubator
Leveraging change and identity theories, the University of Michigan BME department piloted a new approach, a BME Instructional Incubator, to BME curriculum development where faculty are linked through a community of practice that: 1) establishes a shared understanding of BME norms and practices, 2) immerses faculty in evidence-based teaching practices, 3) helps students synthesize knowledge across interdisciplinary domains, and 4) produces graduates with a strong BME professional identity. The Incubator is designed to create long-term departmental change by cultivating faculty awareness of BME professional identity, and through the creation of student-centered first- and second-year BME classes.
Dr. Aileen Huang-Saad – Engineering Entrepreneurship Education (E3)
Recent years have seen a rapid rise in the creation of engineering entrepreneurship curricula, programs and centers. While well-intentioned, many of these programs are designed by practicing entrepreneurs and engineering faculty with limited understanding of student learning theory and pedagogy or implications of programming on diversity and inclusion. Our research works toward bridging this gap by developing a model that can be used to explore the impact of E3 programs across and within student groups. As society works towards cultivating a diverse and innovative engineering workforce for the future, it is critical that we examine how these entry educational programs engage and influence all types of students. This research will guide universities in developing effective, scalable and accessible E3 programs and help to ensure that impactful E3 is available to diverse populations.
Find a Researcher :
Associated core (and key) BME Faculty: