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Learning Science Thrust

      The Learning Sciences Thrust (LST) has worked closely with the other thrusts to rethink what should be taught, how it should be taught, (including innovative uses of technology) and how learning should be assessed. Collaboration with the domain thrust and industry partners have helped us define what should be taught.  Work with the technology thrust has suggested new ways to teach.  Assessment issues have involved collaborations with the assessment thrust in consultation with the domain and technology thrusts. Overall, the LST seeks to align the efforts of all the other thrusts in order to pursue the goal of optimizing learning for all bioengineering students.  This requires defining "optimal learning" and finding when, where and why it is not currently happening, and it requires a focus on faculty learning in order for change processes to occur.

       To accomplish the LST goals, we have defined a research trajectory that begins by exploring the potential relevance for bioengineering education of state-of-the-art knowledge of (a) how people learn and (b) educational design. Working collaboratively, the LST has helped VaNTH articulate important testable conjectures that are especially promising for bioengineering education. The LST then works with VaNTH members to (a) develop materials and teaching strategies based on our conjectures; (b) observe how the materials and strategies are implemented both within and outside the classroom (e.g. lecture and web materials); (c) analyze the effects on both faculty and student engagement and learning; and (d) continually refine materials and teaching strategies based on what students learn.  A VaNTH-wide decision to organize the design process around modules that can be flexibly adapted and organized into broader instructional units has made the LST’s goals of implementation and the study of learning easier to accomplish.