Abstract – With the diverse nature of the biomedical engineering (BME) field, high school students are often limited in their understanding of the area during consideration for post-secondary study. In effort to improve student comprehension, as well as provide a unique learning opportunity in STEM (science, technology, engineering, and math) curriculum, graduate students at the Institute of Biomaterials and Biomedical Engineering (IBBME; University of Toronto) have developed and launched the IBBME Discovery Program. In strong collaboration with high school educators, graduate student instructors designed and executed activity- and designbased learning focused on applicable topics in BME aligned with Ontario high school science curriculum learning outcomes. Results from this pilot suggest strong student engagement in data-based experimental learning, and graduate student development in knowledge translation and activity design through collaboration. These results provide a strong foundation for program growth and quantitative assessment.
Critical Incidents in Graduate Student Development of Multicultural and Social Justice Competency