A Collaborative Effort to Convert MATLAB-based Curriculum to Python in Undergraduate Biomedical Engineering Education
In response to the evolving landscape of programming languages in the field of biomedical engineering education, this abstract presents the outcomes of an innovative initiative aimed at transforming MATLAB-based classroom exercises, labs, and homework assignments into Python exercises.Spearheaded by a team of enthusiastic undergraduates and coordinated by a dedicated faculty member over the summer, this conversion project was undertaken to ensure alignment with contemporary industry demands, curricular uniformity that will allow for knowledge to build semester-to-semester, and enhance the educational experience for biomedical engineering students and provides a framework for others looking to perform similar conversions.The scope of this endeavor encompassed all 11 required undergraduate biomedical engineering classes, across 24 different faculty members assisted by 12 undergraduate students.Courses that were part of the conversion effort included Signals and System, Modeling Cellular Systems, Instrumentation, Biomaterials, and more.Additionally, the initiative extended to cover a spectrum of junior-level track courses, such as Imaging, Biomaterials and Biomechanics, Cellular Engineering, Molecular Engineering, and Fluid Transport.By employing Python, a versatile and widely used programming language, the curriculum was not only modernized but also made accessible to a broader range of students, as our department worked to make the programming content more uniform across the curriculum.This paper delves into the extensive collaborative process used, working across faculty and classes, highlighting the integral role played by undergraduates in the conversion efforts.Through the combined expertise of the faculty member and the students, a systematic approach was employed to meticulously transform MATLAB assignments into Python, ensuring the retention of educational integrity and pedagogical objectives.The challenges faced during this transition, ranging from technical intricacies to pedagogical considerations, are discussed, along with the innovative solutions devised to overcome these hurdles.The successful conversion of these diverse engineering courses signifies a significant milestone in the evolution of Duke's BME engineering education, empowering students with a foundational understanding of Python programming while engaging them in real-world applications within their respective fields.This abstract serves as a testament to the collaborative spirit driving educational innovation, illustrating how the synergy between dedicated faculty and enthusiastic students can bridge the gap between traditional classroom practices and contemporary industry demands.
