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Discovery-based learning in early biomedical engineering courses promotes the development of skills that are required in later courses and in professional practice. Studio learning is an alternative to the conventional lecture/recitation/laboratory format, and it is shown to encourage student inquiry and foster faculty and peer mentoring. This method also allows significant integration of foundational course materials that are essential for biomedical engineering while engaging students' interest in the field. This article discusses the application of studio-based learning to biomedical engineering using examples from New Jersey Institute of Technology's (NJIT) two introductory sophomore courses in biomedical engineering.