Theme 1
Session 3: Incorporating DEI into instruction and interpreting the new ABET criteria
Alyssa Taylor and
Jennifer Leight
Why is Diversity, Equity, and Inclusion important in BME education?
We want our BMEs to:
2
Making the most of our time together: leveraging current enthusiasm and experience
To what extent are you currently addressing DEI content in your courses?
How strongly do you feel that your department is supporting DEI incorporation into the curriculum?
N = 111 participants
3
Existing ABET DEI-relevant Student Outcomes
SO 2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
SO 3. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
SO 5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
4
ABET: Optional Pilot General Criteria 2024-25
Criterion 5. Curriculum
d. content that ensures awareness of diversity, equity, and inclusion for professional practice consistent with the institution’s mission.
Criterion 6. Faculty
“The program faculty must also demonstrate knowledge of applicable institutional policies on diversity, equity, and inclusion, and demonstrate awareness appropriate to providing an equitable and inclusive environment for its students that respects the institution’s mission.”
https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2024-2025/
5
Incorporating DEI in the classroom
Recent published approaches: (many doing this work less formally as well)
Today: What skills do our students need to be DEI-competent biomedical engineers?
6
Goals for Session 3: Incorporating DEI into instruction
Backwards design of a BME DEI curriculum:
Session 1 (3pm): Envisioning DEI proficient BME/BE grads and identifying key DEI-related competencies
Session 2 (4pm): Student achievement of DEI competencies: techniques for assessment and instruction
Session 3 (5pm): Navigating barriers and developing solutions to implementation, leveraging ABET criteria
7
Session Organization
8
Session 1: Identifying DEI-related competencies
Round 1: What are essential DEI-related competencies every bioengineering student should know by the time of graduation?
Round 2: For your assigned ABET student outcome, what are the related DEI-related competencies?
9
Session 1: Brainstorm Primer
We encourage you to think broadly across professional, research, technical, and design skills and knowledge - e.g., teamwork, medical product development, clinical trials, healthcare disparities, dataset representation, etc
10
Use verbs from Bloom’s for inspiration
11
Higher order thinking
https://www.salisbury.edu/administration/academic-affairs/instructional-design-delivery/articles/blooms-taxonomy-action-verbs.aspx
Session 1: DEI competencies - Goals for today
Student-centered
Actionable
Measurable
12
Session 1: Identifying DEI-related competencies
Round 1: What are essential DEI-related competencies every bioengineering student should know by the time of graduation?
13
Scan QR code with phone or laptop camera
Review Padlet Responses…
Envisioning DEI Competent BME/BE grads
14
Session 1: Identifying DEI-related competencies
Round 2: For your assigned ABET student outcome, what are the related DEI-related competencies?
15
Review Padlet Responses…
DEI interwoven with ABET - What skills were identified for each SO?
Thank you for participating!
End of Session 1 (3:50 pm)
16
Theme 1
Session 3: Incorporating DEI into instruction and interpreting the new ABET criteria
Alyssa Taylor and
Jennifer Leight
Why is Diversity, Equity, and Inclusion important in BME education?
We want our BMEs to:
18
Making the most of our time together: leveraging current enthusiasm and experience
To what extent are you currently addressing DEI content in your courses?
How strongly do you feel that your department is supporting DEI incorporation into the curriculum?
N = 111 participants
19
Existing ABET DEI-relevant Student Outcomes
SO 2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
SO 3. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
SO 5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
20
ABET: Optional Pilot General Criteria 2024-25
Criterion 5. Curriculum
d. content that ensures awareness of diversity, equity, and inclusion for professional practice consistent with the institution’s mission.
Criterion 6. Faculty
“The program faculty must also demonstrate knowledge of applicable institutional policies on diversity, equity, and inclusion, and demonstrate awareness appropriate to providing an equitable and inclusive environment for its students that respects the institution’s mission.”
https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2024-2025/
21
Incorporating DEI in the classroom
Recent published approaches: (many doing this work less formally as well)
Today: What skills do our students need to be DEI-competent biomedical engineers?
22
Goals for Session 3: Incorporating DEI into instruction
Backwards design of a BME DEI curriculum:
Session 1 (3pm): Envisioning DEI proficient BME/BE grads and identifying key DEI-related competencies
Session 2 (4pm): Student achievement of DEI competencies: techniques for assessment and instruction
Session 3 (5pm): Navigating barriers and developing solutions to implementation, leveraging ABET criteria
23
Session Organization
24
Session 2: Assessment and Instruction of DEI
Round 1: How can students demonstrate achievement of DEI competencies?
Round 2: What instructional strategies can we use to support student achievement of these competencies?
25
Review Padlet Responses from Session 1…
Envisioning DEI Competent BME/BE grads
DEI interwoven with ABET - ideas for strategies
26
Session 2: Assessment and Instruction of DEI
Round 1: How can students demonstrate achievement of DEI competencies?
27
Scan QR code with phone or laptop camera
Review Padlet Responses…
DEI interwoven with ABET - ideas for assessment
28
Session 2: Assessment and Instruction of DEI
Round 2: What instructional strategies can we use to support student achievement of these competencies?
29
Review Padlet Responses…
DEI interwoven with ABET - ideas for strategies
Thank you for participating!
End @ 4:50 pm
30
Theme 1
Session 3: Incorporating DEI into instruction and interpreting the new ABET criteria
Alyssa Taylor and
Jennifer Leight
Why is Diversity, Equity, and Inclusion important in BME education?
We want our BMEs to:
32
Making the most of our time together: leveraging current enthusiasm and experience
To what extent are you currently addressing DEI content in your courses?
How strongly do you feel that your department is supporting DEI incorporation into the curriculum?
N = 111 participants
33
Existing ABET DEI-relevant Student Outcomes
SO 2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
SO 3. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
SO 5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
34
ABET: Optional Pilot General Criteria 2024-25
Criterion 5. Curriculum
d. content that ensures awareness of diversity, equity, and inclusion for professional practice consistent with the institution’s mission.
Criterion 6. Faculty
“The program faculty must also demonstrate knowledge of applicable institutional policies on diversity, equity, and inclusion, and demonstrate awareness appropriate to providing an equitable and inclusive environment for its students that respects the institution’s mission.”
https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2024-2025/
35
Incorporating DEI in the classroom
Recent published approaches: (many doing this work less formally as well)
Today: What skills do our students need to be DEI-competent biomedical engineers?
36
Goals for Session 3: Incorporating DEI into instruction
Backwards design of a BME DEI curriculum:
Session 1 (3pm): Envisioning DEI proficient BME/BE grads and identifying key DEI-related competencies
Session 2 (4pm): Student achievement of DEI competencies: techniques for assessment and instruction
Session 3 (5pm): Navigating barriers and developing solutions to implementation, leveraging ABET criteria
37
Review Padlet Responses from Session 1 and 2…
Envisioning DEI Competent BME/BE grads
DEI interwoven with ABET - ideas for strategies
38
Session Organization
39
Session 3: Developing solutions to DEI barriers
Themes from the pre-conference survey:
40
Session 3: Developing solutions to DEI barriers
Round 1: Are there any additional barriers to incorporating DEI into instruction that we are missing?
Round 2: What strategies do you envision for overcoming these barriers across organizational levels (society, university, college, department, course, instructor)?
41
Session 3: Developing solutions to DEI barriers
Round 1: Are there any additional barriers to incorporating DEI into instruction that we are missing?
42
Scan QR code with phone or laptop camera
Review Padlet Responses…
“Barriers and solutions to DEI implementation” Padlet
Add sections for additional barriers
43
Session 3: Developing solutions to DEI barriers
Round 2: What strategies do you envision for overcoming these barriers across organizational levels (university/college, department, course, instructor)?
44
Review Padlet Responses…
Barriers and solutions to DEI implementation
Thank you for participating!
End @ 5:50 pm
45
Session 3: Incorporating DEI into instruction
Backwards design of a BME DEI curriculum:
Session 1 (3pm): Envisioning DEI proficient BME/BE grads and identifying key DEI-related competencies
Session 2 (4pm): Student achievement of DEI competencies: techniques for assessment and instruction
Session 3 (5pm): Navigating barriers and developing solutions to implementation, leveraging ABET criteria
Envisioning DEI competent BME/BE grads
DEI interwoven with ABET
Barriers and solutions to DEI implementation