I'll describe a graduate-level miniaturized biomedical device engineering course that I have developed and taught over the last decade in in-person, remote, and hybrid formats. The course employs experiential learning components, including a proposal development and review that mimics the National Institutes of Health process, technical assignments that use raw research data, and computer game-based microfabrication exercises. I'll discuss the course structure and components, and how they can be applied to different courses and instructional formats.
Reference publication: Goshi, Girardi, Kim, Seker. Journal of Biomedical Engineering Education (2022).
