Gender Differences in Adaptive Expertise: Evaluation of a challenge based HPL biomedical engineering curriculum

1 Stephanie Rivale, Science and Mathematics Education, University of Texas at Austin, [email protected] 2 Taylor Martin, , Science and Mathematics Education, University of Texas at Austin, [email protected] 3 Kenneth R. Diller, Biomedical Engineering, University of Texas at Austin, [email protected] Abstract – This paper investigates gender differences (n=54) in adaptive performance and beliefs in a nontraditional “How People Learn” (HPL) challenge based biotransport course at a large public university. The HPL challenge framework is similar to problem-based or inquiry-based learning, but with a significant emphasis on knowledge taxonomy and formative feedback. The course consisted of a series of 10 challenges. Performance was measured on three dimensions (knowledge, innovation, and adaptive expertise) at three different time points over the course of the semester. The results showed that all students significantly improved on all three performance dimensions over time. Student adaptive beliefs were measured using a Likert scale self-reporting survey. There were significant gender differences in performance, but no gender differences in beliefs. Females had lower initial performance, but showed more improvement. By the end of the course, males and females performed similarly on all three measures. These results suggest that HPL curriculum/instruction can help mediate the gender gap in SMET education.