2026 ASEE Annual Conference & Exposition

Challenge:
Undergraduate biomedical engineering students often struggle to navigate multiple pedagogical approaches across their coursework and to translate theoretical knowledge into real-world applications. This challenge can reduce engagement in synthesis-intensive courses such as tissue mechanics, negatively impacting academic performance and influencing students’ attitudes toward post-graduation professional pathways. To address this issue, there is a need to move beyond ‘traditional’ lecture-heavy formats for advanced biomedical engineering courses and incorporate more constructivist approaches, including problem-based, case-based, technology-enhanced, and reflective learning. We propose that structured modular course design provides an effective mechanism for delivering synthesis-intensive content while facilitating these active-learning strategies.
Learning Objectives:
The overall objective for this SHARE paper is to provide an explanation of a student learning activity to be applied in a Tissue Mechanics course. By participating in this learning activity, students will:
1. Improve understanding of concepts in Tissue Mechanics through reflective learning.
2. Combine case-based and technology-enhanced learning using real-world applications.
3. Understand potential limitations and problem-solving approaches by hands-on analyses.
Implementation:
To align with constructivist, synthesis-focused learning, each module in the Tissue Mechanics course will be structured to progressively guide students from foundational knowledge to application, analysis, and reflection(i.e., scaffolded learning). The module sequence is designed to scaffold learning, encourage active engagement, and integrate multiple learning approaches.
Proposed Sequence and Justification:
1. Tissue Form and Function – Students begin by connecting prior knowledge in general physiology to specific tissue cases, establishing biological and functional context.
2. Matrix Composition – Building on prior exposure to biomaterials, students explore the extracellular matrix and structural components of the tissue. Deepening conceptual understanding and linking structure to function, preparing students for mechanical considerations.
3. Mechanical Testing – Students examine the mechanical behavior of tissues, moving from theory to applied practice. Moving from observation to application to reflection, reinforcing understanding through multiple modalities.
3a) Protocol Demonstration – Students are introduced to real-world sample preparation and testing methods.
3b) Data Analysis – An example dataset allows students to engage in problem-solving, applying quantitative reasoning and critical thinking.
3c) Literature Report – Students review and reflect on published studies to understand how experimental data informs scientific interpretation and decision-making.
4. Computational Modeling – Students use technology-enhanced tools to simulate the mechanical test. Encouraging exploration of “what-if” scenarios, and supports constructivist learning by allowing students to manipulate variables and see outcomes.
5. Case Study – Students analyze how factors such as disease, age, and regenerative interventions impact tissue mechanics. This step situates knowledge in realistic, complex contexts, promoting integrative and critical thinking.
6. Inquiry-Based Reflective Exercise – Students identify an aspect of the case study to explore further or formulate open questions. This self-directed, reflective task encourages deeper synthesis, independent inquiry, and connection to real-world applications.
The sequence is designed to progressively build understanding from foundational knowledge to applied skills, computational reasoning, and reflective synthesis.
Situational Factors:
Factors that may affect this activity are the following:
• Class size and inclusion of team-based approaches
• Student classification level/ credit hour total.
• Students’ academic standing.
• Student attitude towards group participation.