ABSTRACT
Given the current situation for women in engineering outlined in the previous chapters, the case for curriculum adaptation is compelling, and we have already pointed to some developments in gender inclusive education in engineering that are being currently adopted. Chapter 4 has outlined the theoretical basis of the case for gender inclusive curriculum in engineering education and has provided a defi nition with related components and understandings. We turn now to the practical applications of this theory: the curriculum itself. If you are currently teaching courses in engineering programs to engineering students, or will be in the future, then this chapter is for you! It contains some background information about designing and implementing gender inclusive courses and programs, followed by a wealth of practical advice and suggestions for how to go about it. Examples of course design and implementation are used throughout the chapter, and then in Chapter 6 we provide several more specifi c course examples. We hope that these two chapters in particular will enable all faculty members to see that they can do something positive with regard to gender inclusive curriculum in their courses and programs, even if it may only seem a small change and even if other members of their departments may not yet be convinced of the value of it. Our view is that anything that can improve the retention and success of female students in engineering is worth doing. There is also nothing to lose by trying, since, as we showed in Chapter 4, an inclusive curriculum improves the performance of all students, not just females.
