Team projects and in-class interactions are the hallmark of a freshmen introductory course in biomedical engineering (BME). Our challenge was to continue team activities, mentoring, and the semester-long design project in a virtual environment after in-person classes ended due to the COVID-19 pandemic. This paper highlights some of the adaptations required to continue a large ( = 124) team-based course with students located throughout the world. Breaking up planned in-class activities into small individual assignments followed by team meetings gave groups a starting point for their discussions. Mentoring panels with upperclassmen were actually enhanced through the inclusion of alumni in a virtual environment. The end-of-semester anonymous survey results indicate that 81% of the freshmen agreed or strongly agreed that the course objectives were met, and 75% believed that the team assignments were useful learning experiences. In spite of the sudden shift to online learning, we were able to continue with both short-term and semester-long team activities.
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| http://dx.doi.org/10.1007/s43683-020-00005-0 | DOI Listing |
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