The Wallace H. Coulter Department of Biomedical Engineering at Georgia Tech is currently making an intentional effort to infuse entrepreneurial minded learning and critical reflection throughout the undergraduate curriculum. One unique aspect of this effort is the creation of student-faculty partnerships that are focused on developing more entrepreneurially minded and reflective pedagogy within specific core courses. In this pilot effort, eight biomedical engineering students were recruited based on previous course experience, expressed interest in entrepreneurially minded learning and course development, and academic performance. These student partners formed a core team of course implementation assistants (CIA) that were overseen and supported by one faculty member serving as team leader. Six biomedical engineering core courses were selected for modification as an initial trial. Instructional teams for each of these courses were then matched with one or more CIA student partners and charged with redesigning portions of their courses to incorporate entrepreneurial mindset development and critical reflection. Student-faculty partnerships of this nature have most often been seen in liberal arts programs. However, involving undergraduate students as partners in curriculum development within an engineering program represents a significant innovation in engineering education. While sometimes met with resistance, these types of student-faculty partnerships at work in liberal arts curricula have been shown to foster empathy, self-authorship, and a sense of belonging in both the students and the faculty involved. In this work in progress paper, we characterize the features of these student-faculty partnerships at Georgia Tech and discuss lessons learned from student and faculty perspectives on their collaboration over the course of a semester.
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