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Key difficulties included balancing breadth and depth, improving experiential learning, stabilizing changes, and operating as a new program, while ongoing assessment used surveys, admissions data, and curriculum feedback.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/development-of-an-interdisciplinary-undergraduate-bioengineering-program-at-lehigh-university-summer-2011-abstract-and-challenges-overview/589418/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/development-of-an-interdisciplinary-undergraduate-bioengineering-program-at-lehigh-university-summer-2011-abstract-and-challenges-overview/589418.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the goal of establishing the Bioengineering Program at Lehigh University?","Question",{"text":112,"@type":113},"It aimed to describe how the program was developed and implemented, including the challenges encountered, while supporting recruitment, curriculum rigor, laboratory capability, and industrial partnerships.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What interdisciplinary features shaped the curriculum?",{"text":117,"@type":113},"The curriculum emphasized experiential learning, entrepreneurship, and innovation, combining basic requirements, three specialization tracks, and experiential learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main challenges in running the new program?",{"text":121,"@type":113},"Challenges included balancing breadth and depth, improving experiential learning opportunities, implementing changes without losing stability, and managing operations as a new program rather than an established department.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589418,1792191720,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSUMMER 2011  \nDevelopment of an Interdisciplinary Undergraduate Bioengineering Program at Lehigh University  \nLORI HERZ  \nChemical Engineering and Bioengineering  \nM. JEAN RUSSO  \nCenter for Social Research  \nH. DANIEL OU-YANG  \nPhysics and Bioengineering  \nMOHAMED EL-AASSER  \nChemical Engineering and International Affairs  \nANAND JAGOTA  \nChemical Engineering and Bioengineering  \nSVETLANA TATIC-LUCIC  \nElectrical and Computer Engineering and  \nJOHN OCHS  \nMechanical Engineering and Mechanics, Integrated Product Development Lehigh University  \nBethlehem, PA  \nABSTRACT  \nThe undergraduate Bioengineering Program at Lehigh University was established as part of the university’s Bioscience and Biotechnology Initiative with support from the National Science Foundation through a grant from its Division of Engineering Education and Centers (EEC) . The objective here is to describe the program development and implementation, as well as the challenges encountered. Bioengineering at Lehigh was designed as an interdisciplinary program, with an emphasis on experiential learning, entrepreneurship, and innovation. In this light, the goals established for the program implementation were focused on recruiting students, developing a rigorous curriculum, equipping laboratories, and fostering industrial partnerships. The curriculum initially had three key components: a core of basic requirements, three tracks allowing students to specialize within a field of bioengineering, and experiential learning. The key challenges faced are balancing breadth and depth of a curriculum in a diverse field, improving experiential learning opportunities, implementing changes while maintaining stability, and handling operations as a new program rather than as an established department. The effectiveness of these strategies has been  \nSUMMER 2011 1  \nADVANCES IN ENGINEERING EDUCATION  \nDevelopment of an Interdisciplinary Undergraduate Bioengineering Program at Lehigh University  \nassessed on an ongoing basis. For example, an integrated recruitment strategy was used to encourage student enrollment, the results of which were measured through surveys and admissions data. Requiring students to select one of the three tracks, which are Biopharmaceutical Engineering, Cell and Tissue Engineering, and Bioelectronics and Biophotonics, each with an advanced laboratory course, added depth to the curriculum. Based on several sources of feedback, numerous changes have been made to the curriculum, including the addition of more bioengineering courses, especially advanced electives. The incorporation of Integrated Product Development (IPD), which was already an established hallmark program at Lehigh, into bioengineering, was a major program change that enhanced the hands-on learning and innovation opportunities. Implementing such changes, and managing them effectively, have been necessary to maintain program stability.  \nKey Words: bioengineering, National Science Foundation, curriculum, interdisciplinary education, experiential learning, entrepreneurship  \nINTRODUCTION  \nLehigh University began a campus-wide Bioscience and Biotechnology Initiative in 2000, aiming to bridge fields in the life and physical sciences, engineering, business, and education, providing a wide range of research and educational opportunities for the institution. The four specific elements of this initiative are systems biology, bioengineering, biobusiness, and science education, and the establishment of the undergraduate Bioengineering Program has been a key component of this endeavor. Lehigh has recognized that bioengineering will be an important field in the twentyfirst century, one that requires the removal of traditional boundaries among academic disciplines, practical experience, and collaborations among people with different backgrounds and expertise. The program was init","cbCaivaZb6QN49hJ","https://ap.wps.com/l/cbCaivaZb6QN49hJ","pdf",3385789,31,"English","# Abstract\n# Introduction\n## Program initiative and funding\n## Bioengineering education approaches","[{\"question\":\"What was the goal of establishing the Bioengineering Program at Lehigh University?\",\"answer\":\"It aimed to describe how the program was developed and implemented, including the challenges encountered, while supporting recruitment, curriculum rigor, laboratory capability, and industrial partnerships.\"},{\"question\":\"What interdisciplinary features shaped the curriculum?\",\"answer\":\"The curriculum emphasized experiential learning, entrepreneurship, and innovation, combining basic requirements, three specialization tracks, and experiential learning.\"},{\"question\":\"What were the main challenges in running the new program?\",\"answer\":\"Challenges included balancing breadth and depth, improving experiential learning opportunities, implementing changes without losing stability, and managing operations as a new program rather than an established department.\"}]","Development of an Interdisciplinary Undergraduate Bioengineering Program at Lehigh University - Summer 2011 - Abstract and challenges overview | PDF",1792067208,78]