| description abstract | Higher education in biomechanics and bioengineering, and by extension, all engineering fields, continues to innovate and evolve over time. Educators and students navigate teaching and learning of interdisciplinary topics using approaches that continue to infuse evidence-driven instruction practices, while ensuring that the modern classroom remains an equitable and accessible space. In the early 2010s, the concept of a flipped classroom emerged at the forefront of education across institutions of higher learning. The emphasis on experiential learning, and innovative instruction strategies based on pedagogy research, has since continued to grow, spawning a wide spectrum of teaching and learning strategies. In parallel, following several instances of severe racial injustice across the United States, institutions and instructors have re-evaluated instructional policies and methods with a focus on diversity, equity, and inclusion. These efforts have aimed to develop initiatives not only to ensure the accessibility and equity of courses for all students but also to educate students and instructors alike on core diversity, equity, and inclusion issues. Over the last half a decade, the global Covid-19 pandemic further compelled educators to reassess teaching methodologies, leading to creative solutions and innovations to effectively engage students in a primarily online/remote setting. Despite the resumption of in-person classes postpandemic, the concept of online teaching and learning has persisted strongly in many institutions, morphing into a modality for offering added flexibility for both students and instructors. | |
