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Research-Focused Undergraduate Laboratory Exercises in Biomechanics

[+] Author Affiliations
Jenni M. Buckley, Jill S. Higginson, Amy C. Bucha, Ashu Khandha, Dawn Elliott, Thomas Buchanan

University of Delaware, Newark, DE

Paper No. SBC2013-14772, pp. V01AT06A010; 2 pages
doi:10.1115/SBC2013-14772
From:
  • ASME 2013 Summer Bioengineering Conference
  • Volume 1A: Abdominal Aortic Aneurysms; Active and Reactive Soft Matter; Atherosclerosis; BioFluid Mechanics; Education; Biotransport Phenomena; Bone, Joint and Spine Mechanics; Brain Injury; Cardiac Mechanics; Cardiovascular Devices, Fluids and Imaging; Cartilage and Disc Mechanics; Cell and Tissue Engineering; Cerebral Aneurysms; Computational Biofluid Dynamics; Device Design, Human Dynamics, and Rehabilitation; Drug Delivery and Disease Treatment; Engineered Cellular Environments
  • Sunriver, Oregon, USA, June 26–29, 2013
  • Conference Sponsors: Bioengineering Division
  • ISBN: 978-0-7918-5560-7
  • Copyright © 2013 by ASME

abstract

Undergraduate laboratory exercises in core engineering courses do not always subscribe to the Problem Based Learning approaches advocated by the educational community [1–3]. Common shortcomings include “cookie cutter” labs where students are not engaged in experimental design as well as a general detachment from the “real world” application of the laboratory exercise. Soft skills like proper documentation during experiments as well as scientific writing may also be overlooked in lab curricula. This is unfortunate, as the undergraduate laboratory experience is a perfect opportunity to develop essential research skills as well as inspire and excite students about their chosen field.

Copyright © 2013 by ASME

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