Today's biomedical engineers work at the intersection of informed design and biology, developing the newest devices and therapeutics to prevent, treat, and understand physiological and pathophysiological processes. However, in order to successfully do so, the up-and-coming biomedical engineers must be well trained. Graduates must be equipped with the basic engineering toolset: problem identification and solving, quantitative assessment of processes and data, design and innovation, and an understanding of the fundamental laws of physics. Additionally, they must have an intricate understanding of biological concepts and understand the importance of empathetic design and diverse teams for solving a broad range of problems.
Seeing as these graduates will have an impact on how the world of engineering and medicine progresses, I feel strongly about their education. I believe that a passionate, knowledgeable, and considerate instructor can make a world of difference in their preparation. As I plan my future career, I hope to be this instructor to many students, enabling them to go out into the professional world euipped with the skillsets they need to succeed. Based on my current experience and training, I believe I am ready to step into an instructor role for introductory engineering, physics, and mathematics, along with more advanced courses in biomedical engineering covering cellular engineering, biomolecular engineering, fluorescent imaging and mechanobiology. When TAing for such courses I have received positive student reviews of my ability, and I hope to continue to grow as an instructor and mentee. In order to do so, I would rely on several core .beliefs.
I believe in the development of interpersonal and teamwork skills as an intricate part of engineering education.
In the field of biomedical engineering, most projects are completed on a team or even working collaboratively between the client and the designer. Therefore, emphasizing and cultivating students’ ability to work effectively on a team should be a key aspect of the classroom setting. When teaching, I try to implement this throughout the semester, allowing students to work collaboratively on assignments and projects . For instance, during class periods I use teaching techniques, such as group problem-solving and think-pair-share activities, that help promote team synergy. Emphasizing diverse opinions and ideas during classroom problem-solving helps students gain a better appreciation their usefulness when solving real-world engineering questions.
Additionally, lab courses have proven to be great opportunities to promote teamwork. While serving as a teaching assistant for BME302: Introduction to Biomechanics and Biomaterials and BME390: Cellular Engineering at Duke University, I had the opportunity to run the lab sections. Within this role, I often assigned students to groups of two or four students, alternating the groupings each week. I have found that pairing students with a variety of background experience enhances all student learning. This allows students with less experience to learn from their more experienced classmates or for the more experienced classmates to hone their understanding by advising their peers on a specific topic, such as cell culture or western blotting. This student collaboration was noted during my peer performance reviews by other teaching assistants, and it was highlighted how even smaller student groups may be helpful in the future. These collaborative settings promote interpersonal skills and form a sense of community between students.
I believe in adapting my teaching skills to the ever-progressing field of biomedical engineering.
With biomedical engineering applications continuing to evolve and grow, the structure of the classroom must do so, as well. In addition to the background and basics, the innovative research and developments in the field must be highlighted. When these topics are highlighted student engagement and enthusiasm for the subject material increases. For example, when TAing for BME390: Cellular Engineering, a guest speaker from a local Biotech startup was asked to guest lecture for the day. The speaker informed the class on their involvement in novel tissue engineering and biomaterials applications. These lectures were noted as some of the best during course evaluations and improved student interest in the field.
In addition to BME applications continuing to expand, literature and research into effective teaching practices continues to expand as well. As new techniques and reviews on this matterare updated, it is worthwhile to implement them in the classroom. For example, as new technology is expanded to include such tools as online polling, jam boards, and video tools, they can be adapted to enhance the scientific classroom. This evolution of teaching techniques can keep students engaged and enthusiastic throughout their college experience.
I believe in promoting the importance of reading, writing, and articulation within the classroom.
Studies have identified a need to improve the ability of engineering graduates to write and speak about their science. The competency of recent graduates in this area correlates with attractiveness to employers. For this reason, I find such skills very important to hone within the classroom environment. In order to achieve this goal, assignments throughout the semester and final projects highlight these skills. While TAing BME302: Intro to Biomechanics and Biomaterials, the lab reports assigned to the students followed a normal journal article format. This allowed students to practice their ability to effectively and accurately detail intricate information of their own science. In a similar fashion, I promoted opportunities for my undergraduate research mentees to practice their scientific communication skills. For example, one of my mentees presented her work at an undergraduate research colloquium before graduation. Prior to the event we practiced her poster presentation privately in front of lab members, which allowed for constructive feedback before the actual event. Overall such assignments and practices allow students to sharpen their oral presentation skills in a low-stake environment, enriching the teaching experience.
My teaching experiences thus far have shaped my teaching philosophy. However, continued experience within the classroom and with students will continue to expand my expertise and practices that guide my teaching. I look forward to continue to grow with my students and the field to make my classroom the most fruitful environment possible.