MIT’s Introduction to Biological Engineering: A Longitudinal Study of a Freshman Inquiry-Based Class

Abstract

We describe an introductory class in biological engineering that uses project-based and mentored inquiry to create a supportive, exciting, and effective learning environment. Freshman students at MIT work in small teams and with senior MIT students to design a biotechnology that addresses a real-world challenge of their choosing. Students gain familiarity with the tools and vocabulary for biodesign first through some hands-on experiences with synthetic biological systems and later by working in teams to define, present and then refine their ideas. A multiyear study of the class experience and impact included postsurveys and semistructured interviews of two freshman cohorts and a retrospective survey of three freshman cohorts. Data support the claim that students perceive academic gains through their project-based classroom experience. Freshmen reported they are better able to understand content in some of their other MIT courses, are better able to read scientific articles, and now think differently about biology. Moreover, they indicated the class was valuable in learning technical content and synthetic biology. We find this project-based class helps students make meaningful connections to scientific ideas, to personal goals and to a vision of their future selves.

Citation

Kuldell, N. and Mitchell, R. (2015), "MIT’s Introduction to Biological Engineering: A Longitudinal Study of a Freshman Inquiry-Based Class", Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 4), Emerald Group Publishing Limited, Leeds, pp. 75-92. https://doi.org/10.1108/S2055-364120150000004006