Progress 10/01/04 to 09/30/05
Outputs
The overall objective of this proposal is to implement a combined baccalaureate and masters program that provides students with early positive research experiences and an integrated biology and engineering background. The project is currently on track with the proposal plan. Recruitment. Recruitment of students into the program occurred through presentations at freshman lectures, a one-page flyer to advisors, flyers, and website. To date, six students have been recruited into the program (3 freshman, 2 sophomores, 2 juniors, 33% female). These students will engage in their first activities as a group in the fall. All of the six students have track records of high academic achievement. Recruitment of students into the program is an ongoing activity that continues year round. Despite our wide recruiting efforts, most of these students were identified through one on one communication. Freshmen in particular are rather intimidated or overwhelmed by the idea of a masters
program and have a need for more one on one counseling. The effectiveness of different recruiting methods will be explored directly through the assessment methods. Program Content. Progress on several of the proposal products has been made including new biological engineering experiences laboratory course, a curriculum and example plan of study, and web-based learning modules. More detail regarding these products is provided in the Products section of this report. Graduate student involvement. Three graduate students have been employed on the project. These students are developing content for the laboratory course that will be taught for the first time in the fall and spring of 2005. These same students will be teaching assistants for the modules that they developed. Three new web-based learning modules on quantitative biology topics were taught and evaluated for the first time in the fall of 2004. A fourth graduate student was involved in the development of these modules, but was
supported from other funds. Assessment. The PD has met with the senior associate responsible for evaluation and assessment. Development of detailed assessment materials (surveys, interview content, individual reflection etc.) is underway.
PRODUCTS: Integrated curriculum. An example plan of study has been presented to the faculty of the Agricultural and Biological Engineering department. The plan of study meets the existing B.S. and M.S. requirements and also fulfills the goals of the program by carefully choosing and guiding courses to integrate biology and engineering with direction toward the specific research areas. The goals of the project are well aligned with strategic directions both for the departments and for the college of Agriculture. Our program is now considered a pilot program to be modeled by the other degree granting programs within the department. Biological Engineering Laboratory Experiences Course. A two semester course series (ABE 495R, Biological Engineering Techniques I and II), 2 credits each semester, is in development and will be taught in the fall 2005 and the spring 2006. Graduate students have been working on content development for hands on lab experiences in the context of research
problems as four, 8-week modules. Module topics are: optical techniques for biosensors, cell culture techniques for biomaterials, analytical techniques for bioprocessing, and computational skills for data analysis. The students will work in small teams on guided experiments in a research lab. The different experiments in the module are all focused on or related to a real research problem being conducted in that lab. In addition, tours of high end equipment facilities on campus (electron microscopy, flow cytometry, atomic force microscopy etc.) will be scheduled. The students are likely to get trained on and use such equipment during their thesis projects. Web-based Learning Modules. In fall of 2005, a new and rather different course on quantitative biology (Quantitative Biology of the Living Cell, Biology 295F) was taught. This course focused explicitly on introducing engineering students to how engineering, mathematics, and computer science integrate naturally into the study and
manipulation of living cells. Three new interactive web-based learning modules were developed, taught, and assessed. These modules explored the possibilities of instantaneous feedback, dynamic visualization, and self-paced instruction in computer modules as tools for the teaching of biological engineering. Several papers and conferences presentations and 1 masters thesis were based on this work. Undergraduate Research. While the young students are only beginning the program, the most senior of the students has already begun research over the summer of 2005. This student applied for and won a $500 grant from the Office of Academic Programs in the College of Agriculture to fund his research project. In addition he was awarded a Summer Undergraduate Research Fellowship through the Vice President for Research (SURF) to support his research over the summer.
OUTCOMES: The most significant outcome of the proposal to date is that six new high achieving young students have been set a path towards advanced degrees and research oriented training in biological engineering.
DISSEMINATION ACTIVITIES: Dissemination is planned for year 3 of the project. This report summarized progress after year 1.
FUTURE INITIATIVES: Finalizing the Overall Program Assessment Plan The detailed materials for assessment according to the proposed logic model are in development for submission to the Committee on the Use of Human Research Subjects. Assessment for sub-components such as the web-based learning modules were conducted last year under a separate protocol. Pairing of Students with Faculty Research Mentors. In the upcoming year, the new students will be guided in finding a faculty mentor and research area. The most advanced student (recruited as a junior) has already found a mentor and a lab. Independent Research. A major focus will be place on the next two years in making sure that the transition of the students to research activities is smooth and productive. An emphasis on periodic milestones (poster sessions, conferences, etc.) will be made in order to build confidence in the students and ensure success. Seminar Series, Journal Clubs. In the next year we will be developing ways to
engage the students as a group and integrate them with graduate student community through seminars and journal clubs. Industry and National Lab Internships. In addition to coordinating on campus research opportunities for these students, we will also be working to place students in research oriented internships in industry and with our partners at national labs.
Impacts
Students from the program will be well prepared for Ph.D. programs and research in biological engineering and related interdisciplinary areas without additional undergraduate level coursework in either biological sciences or engineering. During their time in the program we expect these students will publish their research results and be highly competitive for doctoral training programs. These students will contribute to a supply of highly recruited candidates well suited for important National Needs Ph.D. programs.
Publications
- Verleger, M., Diefes-Dux, H., Rickus, J., Schaffer, S. (2005)"An Online Bioengineering Learning Module: Phylogenetic Relationships" 2005 ASEE IL/IN Sectional Conference, DeKalb, IL. accepted
- Verleger, M., Diefes-Dux, H., Rickus, J., Schaffer, S. (2005) "Drag the Green Ion - An Interactive Online Quantitative Cellular Biology Learning Module", Proceedings of the 2005 American Society for Engineering Education Annual Conference. accepted
- Verleger, M., Diefes-Dux, H., Rickus, J., Schaffer, S. (2005) "An Online Bioengineering Learning Module: Gene Regulation" abstract at the 2005 Frontiers in Education, Indianapolis, IN; Oct 2005
- Verleger, M., Diefes-Dux, H., Rickus, J., Schaffer, S. (2005) "Drag the Green Ion - An Interactive Online Quantitative Cellular Biology Learning Module". abstract at the 2005 American Society for Engineering Education Annual Meeting, Portland OR; June 2005
- Verleger, M., Diefes-Dux, H., Rickus, J., Schaffer, S. (2005) "An Online Bioengineering Learning Module: Phylogenetic Relationships" abstract at the 2005 Illinois-Indiana American Society for Engineering Education Sectional Conference, DeKalb, IL, April 1005.
- Verleger, M., Diefes-Dux, H., Rickus, J., Schaffer, S. (2005) "Interactive Online Cellular Biology Learning Modules" abstract at the 2005 Teaching and Learning with Technology Conference, West Lafayette, IN, February 2005.
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