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首页> 外文会议>American Society For Engineering Education Annual Conference and Exposition >BIOLOGY ACROSS THE CURRICULUM: PREPARING STUDENTS FOR A CAREER IN THE LIFE SCIENCES
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BIOLOGY ACROSS THE CURRICULUM: PREPARING STUDENTS FOR A CAREER IN THE LIFE SCIENCES

机译：课程中的生物学：为生命科学的职业制定学生

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Addition of biological applications into the chemical engineering undergraduate curriculum is becoming more common now, in a response to the pervasive use of biology in more and more aspects of modem technology. Likewise, as recommended in the National Academy of Engineering's, "Educating the Engineer of 2020", "Engineering schools should introduce interdisciplinary learning in the undergraduate environment, rather than having it as an exclusive feature of the graduate programs." Thus, including biological problems in undergraduate courses serves two purposes, namely, to teach students to apply their fundamental engineering principles to new and different fields and also to help prepare more students for eventual careers in the life sciences. The Bioengineering Educational Materials Bank (BioEMB) has been in operation since early in 2007 with problems for the Material and Energy Balance Course. With continuing funding, five additional core courses have been added: Kinetics and Reactor Design; Process Dynamics and Control; Heat and Mass Transfer; Fluid Dynamics; and Thermodynamics. Workshops were held for faculty to learn basic principles of biology and how engineering principles are applied in many different aspects of modem biotechnology, from kinetics of biological reactions to fluid transfer and process dynamics problems in whole organisms. Problems are organized by textbook sections relevant for each course. There are over 300 problems posted on the website and the solutions to the problems are available only to registered faculty. The problems have been created by chemical engineering faculty with research and teaching expertise in the subject areas of the problems. To date the website has had over 1200 registrations by students and faculty, including faculty from chemical engineering departments from around the world. Beta testing is in progress for the newly posted course materials. To date, the data has been analyzed only for the material and energy balance course problems. For that study, 199 students from six universities were tested with a set of simple bio and non-bio concept questions, in addition to questions about familiarity with the material. Data showed that students from classes that included the BioEMB problems were able to perform better on the bio-based roblems than students whose teachers did not include the BioEMB problems in their course. Additionally, the performance on the non-bio questions did not show statistical differences in performance across the intervention and comparison sites. It can thus be inferred that inclusion of the additional BioEMB problems did not distract the students from learning the fundamental chemical engineering principles.
机译：在越来越多的生物学中，在调制解调器技术的越来越多的生物学的反应时，将生物应用添加到化学工程本科课程中正变得更为常见。同样，正如国家工程学院所建议的那样，“教育2020年的工程师”，“工程学学校应该在本科环境中引入跨学科学习，而不是将其作为研究生课程的独家特征。”因此，本科课程中的生物问题包括两种目的，即教学学生将他们的基本工程原则应用于新的和不同的领域，并帮助为生命科学的最终职业生涯做好准备。生物工程教育材料银行（BIOEMB）自2007年初以来一直在运作，具有物质和能源平衡课程的问题。随着持续的资金，增加了五个额外的核心课程：动力学和反应堆设计;过程动态和控制;热量和传质;流体动力学;和热力学。举办了讲习班，为教师学习生物学的基本原则以及如何在调制解调器生物技术的许多不同方面应用工程原则，从生物反应的动力学对整个生物体的流体转移和过程动态问题。问题由与每门课程相关的教科书部分组织。在网站上发布了300多个问题，问题的解决方案仅适用于注册教师。化学工程学院在问题的主题领域进行了研究和教学专业知识。迄今为止，该网站已由学生和教师有超过1200名注册，包括来自世界各地的化学工程部门的教师。 Beta测试正在进行新发布的课程材料。迄今为止，已仅针对材料和能量平衡课程问题进行了分析。对于该研究，除了关于熟悉材料的问题之外，还测试了来自六所大学的199名学生，以及一套简单的生物和非生物概念问题。数据显示，包括BIOEMB问题的课程的学生能够在基于生物的徽章上表现得比学生在他们的课程中没有包括生物态问题的学生。此外，非生物问题的性能并未显示干预和比较网站的性能统计差异。因此，可以推断出包含额外的生物态度问题并没有分散学生学习基础化学工程原则的问题。

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