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Overview:
Despite numerous initiatives over the
past 30 years, women continue to be a
small minority in engineering education
and employment in much of the world. In
a recent Australian report Addressing
the supply and quality of Engineering
graduates for the new century by
Emeritus Professor Robin King it was
recommended that engineering education
must become more female-friendly, and
specifically that a more inclusive
curriculum must be defined and
implemented. The selection of the
knowledge and skills to be included in
any curriculum is the responsibility of
the faculty members, in conjunction with
accreditation bodies, and the choices
made will therefore shape student
perceptions of the current priorities,
attitudes and practices in the
profession.
The presenters of this webinar are
co-authors of the recently published
book Gender Inclusive Engineering
Education (Routledge, 2010) which
demonstrates the ways in which
traditional engineering education has
not attracted, supported or retained
female students and identifies the
issues needing to be addressed in
changing engineering education to become
more gender inclusive. This innovative
and much-needed work also addresses how
faculty can incorporate inclusive
curriculum within their courses and
programs, and provides a range of
exemplars of good practice in gender
inclusive engineering education that
will be immediately useful to faculty
who teach engineering students.
This webinar will discuss some of these
findings and particularly focus on
assisting faculty members in engineering
to develop inclusive curriculum in their
courses by exploring the following:
-
What does gender have to do with the
engineering curriculum?
-
Case studies of inclusive practice
in engineering
-
How can I make my courses more
inclusive?
Presenter biographies:
Julie Mills is an Associate Professor in
Civil Engineering at the University of
South Australia. She worked for fifteen
years as a structural engineer in
private industry before returning to
academia and completing her PhD in
engineering education. Julie was Chair
of the Australian Women in Engineering
Committee from 2004-6 and has received
several university and national teaching
grants and awards.
Mary Ayre has worked in universities in
the UK and Australia teaching
mathematics and academic literacy, and
has coordinated several projects to
widen participation or improve teaching
and learning in engineering and science.
She has recently retired from a senior
lectureship at the University of
Glamorgan, Wales, UK.
Judith Gill is Associate Professor in
the School of Education at the
University of South Australia. Besides
her many publications in the area of
gender equity and social justice she has
recently published a book based on
research with Australian schoolchildren
tracing their ideas about belonging ,
citizenship and the meaning of being
Australian.
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