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To broaden efforts for improving diversity, equity, and inclusion (DEI) in biomedical engineering (BME) education—a key area of emphasis is the integration of inclusive teaching practices. While BME faculty generally support these efforts, translating support into action remains challenging. This project aimed to address this need through a 3-phase inclusive teaching training, consisting of graduate students, faculty, and engineering education consultants. In Phase I, graduate students and faculty participated in a 6-week learning community on inclusive teaching (Foundational Learning). In Phase II, graduate students were paired with faculty to modify or develop new inclusive teaching materials to be integrated into a BME course (Experiential Learning). Phase III was the implementation of these materials. To assess Phases I & II, graduate student participants reflected on their experiences on the project. To assess Phase III, surveys were administered to students in IT-BME-affiliated courses as well as those taking other BME-related courses. Phases I & II: graduate students responded positively to the opportunity to engage in this inclusive teaching experiential learning opportunity. Phase III: survey results indicated that the incorporation of inclusive teaching practices in BME courses enhanced the student learning experience. The IT-BME project supported graduate students and faculty in learning about, creating, and implementing inclusive teaching practices in a collaborative and supportive environment. This project will serve to both train the next class of instructors and use their study of inclusive teaching concepts to facilitate the creation of ideas and materials that will benefit the BME curriculum and students. 

The Citizen CATE 2024 next-generation experiment placed 43 identical telescope and camera setups along the path of totality during the total solar eclipse (TSE) on 8 April 2024 to capture a 60-minute movie of the inner and middle solar corona in polarized visible light. The 2024 TSE path covered a large geographic swath of North America and we recruited and trained 36 teams of community participants (“citizen scientists”) representative of the various communities along the path of totality. Afterwards, these teams retained the equipment in their communities for on-going education and public engagement activities. Participants ranged from students (K12, undergraduate, and graduate), educators, and adult learners to amateur and professional astronomers. In addition to equipment for their communities, CATE 2024 teams received hands-on telescope training, educational and learning materials, and instruction on data analysis techniques. CATE 2024 used high-cadence, high-dynamic-range (HDR) polarimetric observations of the solar corona to characterize the physical processes that shape its heating, structure, and evolution at scales and sensitivities that cannot be studied outside of a TSE. Conventional eclipse observations do not span sufficient time to capture changing coronal topology, but the extended observation from CATE 2024 does. Analysis of the fully calibrated dataset will provide deeper insight and understanding into these critical physical processes. We present an overview of the CATE 2024 project, including how we engaged local communities along the path of totality, and the first look at CATE 2024 data products from the 2024 TSE.