(366g) Graduate Involvement in Vertically Integrated Projects for Biomaterials Education Research

Hands-on educational experiences during the first few years of an undergraduate program are imperative for propelling students into the field long-term, this is especially prominent for students from underrepresented minority groups [1,2]. Unfortunately, hands-on undergraduate experiences are limited to highly competitive Research Experience for Undergraduate (REU) programs at large, fully funded, universities. For small and 2-year undergraduate programs there has been a push for to find alternatives to help offer more hands-on experiences to students. The Vertically Integrated Projects (VIP) program is one way to accomplish this goal. VIP courses consist of students of various age, experience and majors working to tackle problems of external value that lasts over multiple semesters [3]. At Cooper Union, which is a primarily undergraduate institute, one area of the VIP program focuses on developing new inquiry-based learning (IBL) modules for translational biomaterials research, an underrepresented topic in the literature. Additionally, there is a need to develop future researchers in the area of biomaterials-based engineering education.

Through the VIP framework, a graduate student section was implemented. In this section, master’s students learn about engineering education pedagogy and work alongside the professor to add to the field of engineering education. Furthermore, the VIP helps train master’s students to be near-peer mentors to the undergraduate students in the VIP. The presence of a master’s student serves as an invaluable alumni resource that is more personalized than just the professor alone. Additionally, the masters student develops their own leadership, teaching, and problem-solving skills that are beneficial for their thesis research and beyond. The efficacy of this framework is currently being evaluated in a long-term study using a modified version of the validated Undergraduate Research Student Self-Assessment (URSSA) survey.

Currently, the biomaterial IBL learning modules in development are: assessing variations in fatigue strength of corroded paperclips, understanding controlled release mechanics of soft contact lenses with food coloring, and modeling pH-dependent particle diffusion through capsules. All modules are designed with inexpensive and easy-to-acquire items such as food coloring, vinegar, paperclips, etc. to remove the financial burden accustomed with biomaterials research. Once completed, these modules will be incorporated into an undergraduate biomaterials class and K-12 STEM Outreach, both in-person and remote. To provide an equitable, deployable, and successful biomaterials IBL modules for all ages, genders, and minorities is at the core of our mission. This will enable more students to be exposed to biomaterials research at a younger age and improve the diversity of the field, which helps engender more creative ideas to solve translation biomaterials research problems.

References

[1] S. Olson, D.G. Riordan, Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics. Report to the President, in, 2012.

[2] D. Lopatto, Science in Solution, 2010.

[3] R. Abler, T. Juhna, H. Kim, S.P.E. Marshall, M. Pardo, J. Sonnenberg-Klein, W.S. Percybrooks, Vertically Integrated Projects (VIP) Programs at International Institutions: Multidisciplinary Projects with Homes in Any Discipline, in: American Society of Engineering Education Annual Conference, Columbus, Ohio, 2017.