Keywords active learning interdisciplinary bioengineering teamtaught Maximizing learning

Keywords: active learning, inter-disciplinary, bioengineering, team-taught Maximizing learning experience in a multidisciplinary team-taught course Soumya K. Srivastava Department of Chemical & Materials Engineering University of Idaho

Why? • Problems: v. Lack of bioengineering focus in the department v. How to team-teach multidisciplinary course without loosing students focus? • What are your educational objectives? v. To strengthen bioengineering curriculum with the addition of splitlevel bioengineering course v. Create an active environment where students are actively engaged individually and in groups with the instructor.

When? • In 2014 a new program, Biological engineering (detached from College of Sciences) was included in College of Engineering. v. Focus moved to enhancing bioengineering core. • Department of Chemical & Materials engineering decided to offer courses in Bioengineering (since two faculty’s had enough background to offer an elective course) • Team-taught multidisciplinary split-level elective course was offered in Spring 2015: Survey of Bioengineering v. Focus was biotechnology (environmental applications) and bioengineering (micro and nano-technology)

Where? • Have you tried this in other institutions? v. The course was offered as 3 -credits for both graduate and undergraduate degree programs at University of Idaho for Chemical, Materials, and Biosystem Engineering programs. • Is this developed for a single class, a full course, or a curriculum? v. It is developed as a full course v. Class size: 4 Undergraduates and 4 Graduate students (total 8)

What? • What learning activities and materials have you developed? v Homeworks (group-based and individual) v Project design and report v Quick news capsules to demonstrate advancement in micro- nano- research v Think-pair-share activities v Rapid-fire quiz games, cross-word puzzles, fill in the gaps (working out a problem partially and asking them to fill up) • What is your theory of change? v Re-engage class every 10 -15 min (1. 5 hr class once a week) v Quick feed-back reports on project design v Blend team-taught material with the other instructor- since student’s feel disconnected v Demos / videos / real-examples / hands-on activities minimizing traditional lecturing v Having outline and objectives for every class • What has worked really well? v Critiquing on the project design presentation by other members v Think-pair-share activities v Sharing quick news capsule

Prognosis? • How are you documenting impact? v. Biweekly minute papers, mid semester assessment v. Project presentations review from other students • How do you plan to scale-up? v. Advertising and cross-listing with several other programs v. Sharing materials online • What challenges are you currently facing? v. Make it more interactive v. Avoiding traditional lecturing v. Enhancing team-work experience v. Blending the instructors materials to avoid students feeling disconnected between the instructors • What advice would you like from others at FOEE? v. Retain students interest and focus v. Avoid traditional lecturing and enhance class participation