H2 - Experiential Learning in Introductory Bioengineering: Mass Transfer in Porous Materials

Introduction: : Hands-on experiential learning can play a critical role in helping engineering students build technical skills and a sense of identity within their field. Bioengineering is a discipline that integrates principles from many areas of science and technology. Many introductory students in bioengineering, particularly first-year and transfer students, may feel overwhelmed or disconnected due to the breadth of the field. At the University of Illinois at Urbana-Champaign, Introduction to Bioengineering (BIOE 120) is a 1-credit course that is designed for non-majors who are interested in bioengineering concepts. However, the course’s broad, introductory nature and lack of prerequisites make it challenging to cover complex technical topics effectively through standard lectures. Prior course evaluations revealed student interest in more hands-on learning opportunities. Building on this feedback, we explored how integrating low-cost experimental activities could introduce core bioengineering topics, like transport and fluid dynamics. These topics are foundational to areas such as circulatory system modeling, drug delivery, and bioreactor design, but are typically reserved for upper-level coursework. Early exposure helps students develop intuition and practical skills that are valuable for future classes, research, and industry experiences. Integrating applied activities into BIOE 120 provides a way for students to engage with essential material in a hands-on context, which strengthens both understanding and curiosity. This work gave students practical experience with core bioengineering concepts while also helping them build identity, community, and confidence.

Materials and

Methods: : A project was introduced to complement course topics with a hands-on activity relating to fluid
flow and mass transfer in biological systems. CATME’s Team-Maker software was utilized to diversify teams of students in BIOE 120.

To begin the experiment, students first filled pots with two different types of soil of varying intrinsic properties (e.g., density, porosity, material makeup). In their teams, students slowly poured a set volume of water into the pots while measuring the water volume that flowed out of the soil through the pot’s drainage holes over 10-second intervals. Lastly, students planted 6 perennial lupine seeds into each pot. The pots were watered twice per week by the students and rotated regularly to ensure equal sun exposure. Students monitored plant growth conditions over the course of 4 weeks.

Two different question sets were assigned to students to reflect on and analyze their experiment. At the end of the project, students completed a final presentation that linked the experiment to different topics in bioengineering, including the circulatory system, lymphatic flow, renal clearance, and biomedical devices.

Pre-, mid-, and post-project surveys assessed the project’s effectiveness in introducing the topics and enhancing their sense of belonging and identity. Surveys were analyzed utilizing CATME software and online forms. Likert-scale questions were aggregated for averages and distributions. Quantitative survey data was analyzed using descriptive statistics to summarize and interpret the results. T-tests determined significance between two groups (e.g., feeling of belongingness pre- and post-project).

Results, Conclusions, and Discussions:: This student-centered project incorporated hands-on experimentation to explore mass transfer and fluid dynamics concepts, particularly as they relate to bioengineering. Students conducted soil flow experiments, analyzed growth variables, and delivered final presentations applying engineering concepts to the field of bioengineering. In the early stages of the project, students measured flow rates through various soils and identified experimental errors. Throughout the project, students collected plant growth data, evaluated influencing variables and refined their analytical skills. Their final presentations gave them the opportunity to connect their results to real-world bioengineering applications such as microfluidics, drug delivery, and implantable devices.

Assessments showed that students’ sense of belonging increased significantly, with pre- to post-survey scores shifting from 3.1 to 2.4 (p = 0.015), indicating a shift in the direction of a greater sense of belonging. Engineering identity measures also improved as students increasingly saw themselves, and were seen by others, as bioengineers. There were significant gains in statements such as “Others ask me for help in this subject” (+37.3%, p = 0.0002) and “My instructors see me as a bioengineer” (+27.8%, p = 0.016).

Students also developed experimental and analytical skills, especially in spreadsheet use, technical writing, and presentation skills. While many students attributed this improvement to other coursework in conjunction with BIOE 120, 15.6% credited this course as the primary source. Additionally, students’ science-related interests grew, particularly in areas such as explaining science concepts and engaging with peers. The experiment encouraged collaboration between students with diverse academic backgrounds, fostering communication and bridging confidence gaps.

Although there were varied preparation levels for students upon entering the course, at the end most students reported greater motivation and appreciation for bioengineering. Some challenges did emerge with group sizes and role distribution leading some students to feel left out or disengaged, but overall, the project was effective.

Ultimately, the project supported increased engagement, identity development, and practical skill-building, validating the value of early, hands-on experiential learning in STEM education.

Acknowledgements and/or References (Optional)::