Workshops
Document Type
Conference Paper
Abstract
Within discussions of inclusion work in engineering education, calls have been made to shift to a shared responsibility model where all are responsible for proactively fostering inclusive environments. In an academic setting, it is through pro-active design of learning activities that academics can pre-emptively meet the needs of diverse students such that they may feel included. This design work often relies on academics being educated or aware of what is inclusive or exclusive for different groups that have traditionally underrepresented identities and lived experiences. However, academics do not always possess this information. This workshop proposes an approach that asks academics to employ a process-based approach to consider what assumptions underpin the design of a real-life student-centered activity and seek information to challenge those assumptions. Participants will employ this approach as well as a suggested method for drawing on evidence-based practice to consider structural and design changes that may make the activity in question more inclusive.
DOI
https://doi.org/10.21427/ASYX-X442
Recommended Citation
Pearson, A., & Deters, J. (2023). Questioning Implicit Assumptions – Proactively Fostering Inclusion In Engineering Activity Design. European Society for Engineering Education (SEFI). DOI: 10.21427/ASYX-X442
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.