2025 ASEE Annual Conference & Exposition

Biomedical engineering plays a crucial role in addressing real-world clinical challenges through innovative solutions. Our department offers a junior-level clinical and industry immersion course designed to prepare students for senior design projects. The success of this course hinges on access to medical centers, industry sites, and a diverse student body. However, like many fields within engineering, biomedical engineering often lacks demographic diversity. This disparity can lead to varied learning outcomes for students from historically marginalized groups (HMG), who may experience feelings of isolation due to a lack of mentor representation or limited professional opportunities.
This study aims to explore how our clinical immersion course impacts students from HMGs, focusing on key demographic identifiers such as race, ethnicity, first-generation status, gender, and age. We conducted comparisons among groups including African Americans, Hispanics, women, and first-generation students against their peers. To assess the course's impact on educational outcomes, we employed pre- and post-course surveys incorporating a Likert scale and open-response questions. These tools helped us analyze changes in students' self-confidence, ability to form connections, and interest in engineering.
Our analysis revealed discrepancies in self-assessment across different demographic groups. For instance, Hispanic students initially reported lower confidence levels before the course but exhibited the most substantial growth upon completion. This finding underscores the transformative potential of targeted educational interventions, but it also highlights the need for more effective interventions in prior levels (first- and second-year students).
Further qualitative analysis using NVivo software allowed us to delve into the complex dynamics experienced by HMGs during the course. Both male and female students reported increased confidence in engineering design; however, females demonstrated a more pronounced boost. Among Hispanic students, there were notable improvements in professional communication skills and critical thinking abilities. Additionally, females and HMG students showed enhanced teamwork and communication skills, highlighting the significant impact of these areas on their overall development.
This study emphasizes the urgent need for more inclusive mentorship opportunities for HMG and a well-curated curriculum that fosters equity and enhances student engagement across all demographic groups in engineering education. Addressing these disparities can create a more supportive environment that empowers all students to succeed and thrive in their engineering careers.