Implementing an Inclusive Curriculum for Women in Engineering Education

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.