부산대학교 도서관

This study explores interactions between computational thinking, gender and engineering identity among biomedical engineering undergraduate students. Biomedical engineering enjoys higher rates of women’s enrollment than other engineering disciplines, but nevertheless has gender disparities in persistence within the field. Additionally, trends towards greater incorporation of computation into biomedical engineering have the potential to recreate the gender inequities seen in more computationally intensive engineering disciplines. Recently, ‘engineering identity’ has emerged as a powerful analytic lens to understand persistence in engineering, particularly for underrepresented groups such as women. However, there is limited work examining how experiences using computational methods influences engineering identity formation in undergraduate biomedical engineers. Further, it remains unclear to what extent gender differentially mediates the effects of computational practice on engineering identity formation. In order to explore the intersection of these issues, we study a thermodynamics course in the biomedical engineering department of a large Midwestern public research institution in the United States. The thermodynamics course includes in-class computational modeling group activities and has an enrollment of more than 120, primarily sophomore year, undergraduate students. We use a qualitative study approach that includes gathering data through classroom observation and detailed semi-structured interviews. We analyze classroom observation data to try to understand student experiences of learning and participation during in-class computational modeling exercises. Specifically, we look for evidence of gendered differences in task sorting and engagement with the exercise. Classroom data is complemented by semi-structured interviews. Thematic analysis of semi-structured interviews gains student’s perspectives on how gender has influenced their learning experience and their identity as engineers.