Traditional lecture-based approach of teaching is rapidly becoming obsolete in a world where
problems are often multifaceted and cross-disciplinary. This is exceptionally true for biomedical
engineering education, where graduates are required to comprehend and apply advanced concepts in
the fields of engineering, biology, and medicine, while simultaneously being able to understand the
importance of commercialization in dissemination of discoveries. In addition, as the worlds of medicine
and engineering continuously merge, biomedical engineers will increasingly often find themselves in
environments considered “clinical” – where an understanding and insight of human factors, ethics,
community engagement, and social interaction will be instrumental. Towards addressing some of these
challenges, we propose the development of an Educational Toolkit for Bioengineering Design,
Entrepreneurship and Service Learning. This novel educational program will enhance the biomedical
engineering education by implementing several additional curricular components. These team-based
1) A junior-level Clinical Needs Finding clinical immersion course with a Service-Learning
dedication. Students observe and identify healthcare gaps and disparities; and innovate
projects that are directly relevant to our local healthcare community.
2) A junior-level course in Computational Tools for Biomedical Engineering Design, teaching
the essential tools that are required for engineering design and prototyping.
3) A senior-level course in Entrepreneurial Bioengineering, focusing on commercialization,
technology transfer, and start-up potential.
4) A 3-semester spanning Service-Learning class in which students mentor local high school
pre-engineering design teams focused on biomedical and healthcare topics.
If the goals of this program are met, students will gain valuable understanding about the role of a
biomedical engineer in a clinical setting, build a network of peer and program faculty support, and develop
a deeper understanding of the career opportunities in science and medicine. They will possess an
understanding about design and commercialization in an engineering context, but are sensitive to aspects
beyond science, such as health disparities and ethical challenges. Furthermore, by emphasizing the
community engagement aspect in the two novel Service-Learning courses, we are encouraging the
students to be the best possible stewards of their education, in growing to serve the communities around
them, and inspiring the younger generation of engineers.