ABSTRACT
This study applies several high impact practices in an integrated fourth-year biomedical engineering course. The engineering design project is mapped to six deliverables using an adaptation of the Information Rich Engineering Design (IRED) model. This pedagogy facilitates regular student interactions with the instructor, the teaching assistant, the librarian and peers. Periodic information audits provide students with opportunities to reflect, integrate their learning, and share diverse experiences with the instructor. The term project is a real-world application which allows students to discover the relevance of theoretically learned concepts to hands-on problem solving. Students demonstrate competence in skills related to information seeking, writing and critical thinking through the completion of an IEEEstyle conference paper.
