Implementing an Inclusive Curriculum for Women in Engineering Education
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 129, Issue 4
Abstract
Engineering faculty are urged to be “inclusive” when teaching classes of diverse students. Research has shown that an inclusive approach not only assists the progress of socially and culturally underrepresented students, but it will also broaden the perspectives of all students, and thus improve the overall quality of an engineering program. The writers of this paper have collaborated over a number of years at the University of South Australia to make engineering education more inclusive. This process commenced with an institutionwide project to develop inclusive curricula by improving the understanding and practice of faculty, and developing guidelines to assist them in restructuring their courses to become more inclusive. In the engineering departments, the process was further developed through staff workshops to assist faculty with the redevelopment of course curricula using the university guidelines, as well as the collection and dissemination of material and examples appropriate for engineering programs. This paper describes some of these methods in more detail, as well as the obstacles the writers have encountered and the devices they have used to overcome objections and impediments. Specific examples from civil engineering are included.
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Information & Authors
Information
Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 129 • Issue 4 • October 2003
Pages: 203 - 210
Copyright
Copyright © 2003 American Society of Civil Engineers.
History
Received: Jan 22, 2002
Accepted: Jun 25, 2002
Published online: Sep 15, 2003
Published in print: Oct 2003
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