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In 2016, our biomedical engineering (BME) department created a new model of instructional change in which undergraduate BME curriculum is closely tied to the evolution of the field of BME, and in which faculty, staff, and students work together to define and implement current content and best practices in teaching. Through an Iterative Instructional Design Sequence, the department has implemented seven BME-in-Practice modules over two years. A total of 36 faculty, post docs, doctoral candidates, master’s students, and fourth year students participated in creating one-credit BME-in-Practice Modules exploring Tissue Engineering, Medical Device Development, Drug Development, Regulations, and Neural Engineering. A subset of these post docs, graduate students and undergraduates (23) also participated in teaching teams of two-three per Module and were responsible for teaching one of the BME-in-Practice Modules. Modules were designed to be highly experiential where the majority of work could be completed in the classroom. A total of 50 unique undergraduates elected to enroll in the seven Modules, 73.33% of which were women. Data collected over the first two years indicate that Module students perceived significant learning outcomes and the Module teaching teams were successful in creating student centered environments. Results suggest that this mechanism enables effective, rapid adaptation of BME curriculum to meet the changing needs of BME students, while increasing student-centered engagement in the engineering classroom. Findings also suggest that this approach is an example of an intentional curricular change that is particularly impactful for women engineering students.