Implementing an Inclusive Curriculum for Women in Engineering Education

Mills, Julie E.; Ayre, Mary

doi:10.1061/(asce)1052-3928(2003)129:4(203)

Cited by 26 publications

(18 citation statements)

References 6 publications

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“…Engineering is necessary to solve major problems facing the world today, and a broader definition including the ways that engineering can help people and the variety of skills engineering requires are frequently cited as aspects that appeal to traditionally underrepresented groups. Engineering education research informs these practical efforts by deepening understanding of activities that are most effective in attracting students from underrepresented groups to engineering, as well as identifying specific patterns of behavior (e.g., by society, parents, teachers) that discourage students from pursuing engineering (Mills, Ayre, & Gill, 2008;Riley, 2003).…”

Section: Explainsmentioning

confidence: 99%

The Emergence of Engineering Education Research as an Internationally Connected Field of Inquiry

Borrego

Bernhard

2011

J of Engineering Edu

227

168

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Background In recent years, engineering education research (EER) has emerged as an internationally connected field of inquiry through the establishment of EER conferences, interest groups within engineering education societies, Ph.D. programs, and departments and centers at universities. Improving the preparation and training of engineers through EER is critical to solving major engineering challenges in sustainability, climate change, civil infrastructure, energy, and public health. Purpose The purpose of this article is twofold: (1) to introduce EER as a field of inquiry, and (2) to describe the U.S. and Northern and Central European approaches to EER as two examples of the diversity of approaches. Scope/Method The article is organized around a framework from the European didaktik tradition, which focuses on answering the w‐questions of education. The major sections describe what, why, to what end, where, who, and how EER is conducted. Conclusion Northern and Central European educational approaches focus on authentic, complex problems, while U.S. approaches emphasize empirical evidence. Additionally, disciplinary boundaries and legitimacy are more salient issues in the U.S., while the Northern and Central European Bildung philosophy integrates across disciplines toward development of the whole person. Understanding and valuing complementary perspectives is critical to growth and internationalization of EER.

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Section: Explainsmentioning

confidence: 99%

The Emergence of Engineering Education Research as an Internationally Connected Field of Inquiry

Borrego

Bernhard

2011

J of Engineering Edu

227

168

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“…PISA shows that women generally have higher expectations for the profession they intend to follow, but on average, less than 5% of women in OECD countries intend to continue a career in engineering or computer science [4]. There is also evidence of cases in which women face a hostile environment in universities [13]. Therefore, it is not surprising that, in these countries, only a small proportion of women enter and graduate in careers such as engineering and computer science.…”

Section: P O S Tmentioning

confidence: 99%

Engaging women into STEM in Latin America

García‐Holgado

Díaz

García-Peñalvo

2019

Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality

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Significant progress has been made during the last decades to achieve gender equality, but there is still much work to do. In particular, the gender gap is pronounced in the science, technology, engineering, and mathematics (STEM) fields at all levels of education and labour market. In those areas, the women participation remains low, although there are differences from country to country. In the Latin American context, there is a need for carrying out studies to collect quality data about the actual situation of women in STEM. Although some available data show a high proportion of women in Latin American university education, they are a minority in STEM programs. Moreover, this problem is particularly severe in Latin America because of the biases or cultural norms that influence female behaviour. In this context, the W-STEM project seeks to improve strategies and mechanisms for attracting, accessing, and guiding women in Latin America in STEM higher education programs. This work aims to describe the main results to prepare a set of attraction campaigns in secondary schools in the Latin American countries involved in the project (Chile, Colombia, Costa Rica, Ecuador, Mexico). In particular, a self-assessment tool about gender equality in higher education institutions in Latin America, an interview protocol for female role models, and a mobile application to show those role models.

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“…Bagilhole and Goode (1998) also found that individuals could operate either a 'narrow' or 'broad' definition of the curriculum, whereby the curriculum might be taken as simply referring to the topics to be covered in a particular course/module or the whole process of teaching and learning and all the activities in their various contexts which take place during that process. Mills and Ayre (2003) suggest that there have been a number of findings that many women experience a 'chilly climate' in SET courses, and it is likely that other minority groups share similar experiences. Unhappy or uncomfortable students are unlikely to achieve their full potential and may even leave the course.…”

Section: He Culturementioning

confidence: 99%