Abstract
In design-oriented biomedical engineering courses, some instructors teach need-driven methods for health technology innovation that use a “need statement” to reflect a student team’s hypothesis about the most fruitful direction for their project. While need statements are of the utmost importance to the projects, we were not aware of any comprehensive rubric for helping instructors evaluate them. Leveraging resources such as the Biodesign textbook along with input from faculty teaching health technology design at our university, we created a rubric for evaluating the construction of need statements. We then introduced the rubric to undergraduate students in a 3-week intersession course in fall 2023. Afterward, we used the rubric to compare the de-identified final need statements from 2023 to the de-identified final need statements from students in the course in 2022 and 2021. Our assumption that need statements from 2023 would score better against the rubric than those from previous years proved not to be the case. However, we gleaned valuable lessons about the role of rubrics in supporting student learning and increasing alignment among faculty, as well as insights about rubric development and areas for future study. In this article, we also share the initial version of the rubric so that other instructors can adapt and improve upon it for their own courses.