Real-Life Examples of Mathematics Used in Biomedical Engineering Research: The Effect of Supplemental Applications Curriculum on Performance and Motivation in an Introductory Calculus Course
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| Title: | Real-Life Examples of Mathematics Used in Biomedical Engineering Research: The Effect of Supplemental Applications Curriculum on Performance and Motivation in an Introductory Calculus Course |
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| Language: | English |
| Authors: | Jamie L. Hernandez (ORCID |
| Source: | Biomedical Engineering Education. 2025 5(2):365-373. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Biomedicine, Engineering Education, Introductory Courses, Calculus, Mathematical Applications, Authentic Learning, Supplementary Education, Active Learning, Student Attitudes, Instructional Effectiveness, College Students |
| DOI: | 10.1007/s43683-025-00177-7 |
| ISSN: | 2730-5937 2730-5945 |
| Abstract: | Challenge: Courses like introductory calculus are described as "gatekeeper" classes but are required for students across a variety of science, technology, engineering, and mathematics (STEM) majors. Real applications of mathematics subjects are known to have a positive effect on student motivation and retention. Considering the broad and interdisciplinary nature of biomedical engineering (BME) research, we assessed if real-life examples of calculus applications from the field of BME could appeal to a broad STEM audience and increase student motivation toward their education and careers. Novel Initiative: Students had the opportunity to participate in a supplemental curriculum focused on real-life examples of calculus concepts used in BME research. The supplemental curriculum was composed of three "mini-lectures" and active learning extra credit assignments, which followed each unit of the course. Optional student surveys at the beginning and end of the course were used to assess student perceptions. Test grade data was used to measure student performance. Reflection: Students highly scored the supplemental curriculum as useful, relevant, and interesting. Furthermore, some students strongly agreed that the supplementary curriculum increased their interest in a STEM career. The test grade performance was improved or similar to previous semesters. Overall, the students enjoyed having real-life examples of calculus as a part of the curriculum, and largely considered the topics from BME research to be interesting. Similar curriculum could be adapted for use at other institutions or even for high school outreach. Additional work is needed to assess and adapt this strategy for promoting interest in BME careers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482512 |
| Database: | ERIC |
| Abstract: | Challenge: Courses like introductory calculus are described as "gatekeeper" classes but are required for students across a variety of science, technology, engineering, and mathematics (STEM) majors. Real applications of mathematics subjects are known to have a positive effect on student motivation and retention. Considering the broad and interdisciplinary nature of biomedical engineering (BME) research, we assessed if real-life examples of calculus applications from the field of BME could appeal to a broad STEM audience and increase student motivation toward their education and careers. Novel Initiative: Students had the opportunity to participate in a supplemental curriculum focused on real-life examples of calculus concepts used in BME research. The supplemental curriculum was composed of three "mini-lectures" and active learning extra credit assignments, which followed each unit of the course. Optional student surveys at the beginning and end of the course were used to assess student perceptions. Test grade data was used to measure student performance. Reflection: Students highly scored the supplemental curriculum as useful, relevant, and interesting. Furthermore, some students strongly agreed that the supplementary curriculum increased their interest in a STEM career. The test grade performance was improved or similar to previous semesters. Overall, the students enjoyed having real-life examples of calculus as a part of the curriculum, and largely considered the topics from BME research to be interesting. Similar curriculum could be adapted for use at other institutions or even for high school outreach. Additional work is needed to assess and adapt this strategy for promoting interest in BME careers. |
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| ISSN: | 2730-5937 2730-5945 |
| DOI: | 10.1007/s43683-025-00177-7 |
