ICWES15 - Today's Relevance of Feminist Theory and Gender Inclusive Engineering Curricula to Help Students Overcome Thresholds in Engineering Education. Presented by Sally A Male, The University of Western Australia, Australia
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Presentation from ICWES 15 Conference - July 2011, Australia
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ICWES15 - Today's Relevance of Feminist Theory and Gender Inclusive Engineering Curricula to Help Students Overcome Thresholds in Engineering Education. Presented by Sally A Male, The University of Western Australia, Australia
- 1. Today’s Relevance of Feminist Theory and Gender Inclusive Engineering Curricula to help Students Overcome Thresholds In Engineering Education Sally Male
- 2. Structure of Presentation • Threshold Concept Theory • Engineering Thresholds Project • Workshops • Sample potential engineering thresholds • Insights from WIE studies and experience • Conclusions 2
- 4. Threshold concepts are • Transformative • Troublesome complex, inert, alien, counter-intuitive, ritualistic, tacit, using troublesome language, requiring unfamiliar ways of thinking or practising 4
- 5. By identifying threshold concepts we can • Focus teaching, learning, and assessment activities 5
- 6. Engineering Thresholds Project First ever worldwide, inventory of thresholds across an integrated engineering course 6
- 7. Method 1. Interviews, focus groups and workshops to identify potential thresholds as perceived by academics, tutors, and students a. in individual disciplines and then b. negotiated across disciplines 2. Workshops to negotiate, refine and reduce the thresholds 7
- 8. Student Workshop Participants: 13 students, 7 female Disciplines: computer science, chemical, civil, environmental, mechatronic and mechanical engineering 8
- 9. Student Workshop Questions: 1. What is the engineering threshold concept? 2. How is the threshold concept transformative? 3. What makes the threshold concept difficult? 4. How could we reduce/remove barriers? 9
- 10. Student-Staff Workshop Participants: 7 students, 4 female 8 academics, 3 female 10
- 11. Potential Thresholds 1. Mathematical concepts: moving between reality and models 2. Communication of ideas 3. Computing and others 11
- 12. Participants’ suggestions and insights from inclusive curriculum design 1. Mathematical concepts: moving between reality and models – provide context and spatial visualisation skills 2. Communication of ideas – give communication status and understand culture 3. Computing – provide introductory courses 12
- 13. Conclusions • Knowledge and experience on inclusive engineering curriculum design can contribute to general engineering curriculum development • Helping a minority group could help many 13