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Embedding Studio-Based Learning in the Biomedical Engineering Curriculum to Improve Quantitative Problem-Solving Skills

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Title: Embedding Studio-Based Learning in the Biomedical Engineering Curriculum to Improve Quantitative Problem-Solving Skills
Language: English
Authors: Stephanie Fuchs, Viswajith Vasudevan, Jonathan Butcher (ORCID 0000-0002-9309-6296)
Source: Biomedical Engineering Education. 2026 6(1):35-55.
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: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Medical Education, Engineering Education, Studio Art, Biomedicine, Curriculum Development, Problem Solving, Skill Development, Equations (Mathematics), Experiential Learning
Geographic Terms: New York
DOI: 10.1007/s43683-025-00195-5
ISSN: 2730-5937
2730-5945
Abstract: Purpose: We present a curriculum transformation initiative within the BME Department at Cornell University, focused on integrating studio-based pedagogy to enhance students' technical and creative problem-solving abilities. We outline the structure of the proposed BME studio model and share initial findings, inviting instructors to consider this approach as means of driving meaningful change in the BME education field. Methods: Throughout the course, we collected studio artifacts, post-studio student reflections, and administered an end of the semester survey to the students. We used a mixed-methods approach, using open-ended responses from reflection assignments, closed-response data from a post-course survey, and completed studio worksheets. Likert scale data were analyzed quantitatively, while open responses were thematically coded to identify trends, with key insights illustrated through representative quotes and sample student works. Results: Integrating quantitative cellular signaling principles into the course improved students' ability to formulate mathematical equations for biological systems, with iterative studio practice leading to increased proficiency, as measured by our performance indicator rubric. Our studio model enhanced problem-solving skills through repetitive practice and collaboration, with many students planning to continue using these methods beyond the course. A Google Slides/Documents platform was developed to document and track student work, fostering collaboration and idea-sharing across teams. We believe these platforms can used to create portfolios for documenting students' proficiency development throughout their studies. Conclusions: Embedding studio-based learning throughout the engineering curriculum, rather than as standalone courses, offers a transformative approach to develop active, engaged, and adaptable engineers equipped to tackle real-world challenges.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505568
Database: ERIC
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  Data: Embedding Studio-Based Learning in the Biomedical Engineering Curriculum to Improve Quantitative Problem-Solving Skills
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  Data: <searchLink fieldCode="AR" term="%22Stephanie+Fuchs%22">Stephanie Fuchs</searchLink><br /><searchLink fieldCode="AR" term="%22Viswajith+Vasudevan%22">Viswajith Vasudevan</searchLink><br /><searchLink fieldCode="AR" term="%22Jonathan+Butcher%22">Jonathan Butcher</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9309-6296">0000-0002-9309-6296</externalLink>)
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Studio+Art%22">Studio Art</searchLink><br /><searchLink fieldCode="DE" term="%22Biomedicine%22">Biomedicine</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Equations+%28Mathematics%29%22">Equations (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+York%22">New York</searchLink>
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  Data: 10.1007/s43683-025-00195-5
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  Data: Purpose: We present a curriculum transformation initiative within the BME Department at Cornell University, focused on integrating studio-based pedagogy to enhance students' technical and creative problem-solving abilities. We outline the structure of the proposed BME studio model and share initial findings, inviting instructors to consider this approach as means of driving meaningful change in the BME education field. Methods: Throughout the course, we collected studio artifacts, post-studio student reflections, and administered an end of the semester survey to the students. We used a mixed-methods approach, using open-ended responses from reflection assignments, closed-response data from a post-course survey, and completed studio worksheets. Likert scale data were analyzed quantitatively, while open responses were thematically coded to identify trends, with key insights illustrated through representative quotes and sample student works. Results: Integrating quantitative cellular signaling principles into the course improved students' ability to formulate mathematical equations for biological systems, with iterative studio practice leading to increased proficiency, as measured by our performance indicator rubric. Our studio model enhanced problem-solving skills through repetitive practice and collaboration, with many students planning to continue using these methods beyond the course. A Google Slides/Documents platform was developed to document and track student work, fostering collaboration and idea-sharing across teams. We believe these platforms can used to create portfolios for documenting students' proficiency development throughout their studies. Conclusions: Embedding studio-based learning throughout the engineering curriculum, rather than as standalone courses, offers a transformative approach to develop active, engaged, and adaptable engineers equipped to tackle real-world challenges.
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