Embedding Studio-Based Learning in the Biomedical Engineering Curriculum to Improve Quantitative Problem-Solving Skills

Abstract Purpose We present a curriculum transformation initiative within the BME Department at Cornell University, focused on integrating studio-based pedagogy to enhance students’ technical and creative problem-solving abilities. We outline the structure of the proposed BME studio model and share initial findings, inviting instructors to consider this approach as means of driving meaningful change in the BME education field. Methods Throughout the course, we collected studio artifacts, post-studio student reflections, and administered an end of the semester survey to the students. We used a mixed-methods approach, using open-ended responses from reflection assignments, closed-response data from a post-course survey, and completed studio worksheets. Likert scale data were analyzed quantitatively, while open responses were thematically coded to identify trends, with key insights illustrated through representative quotes and sample student works. Results Integrating quantitative cellular signaling principles into the course improved students’ ability to formulate mathematical equations for biological systems, with iterative studio practice leading to increased proficiency, as measured by our performance indicator rubric. Our studio model enhanced problem-solving skills through repetitive practice and collaboration, with many students planning to continue using these methods beyond the course. A Google Slides/Documents platform was developed to document and track student work, fostering collaboration and idea-sharing across teams. We believe these platforms can used to create portfolios for documenting students’ proficiency development throughout their studies. Conclusions Embedding studio-based learning throughout the engineering curriculum, rather than as standalone courses, offers a transformative approach to develop active, engaged, and adaptable engineers equipped to tackle real-world challenges.