ABSTRACT
This chapter is addressed to engineering teaching faculty. It focusses on how to be more gender inclusive in the engineering classroom or laboratory. The major part of the chapter, Inclusive Curriculum Course Examples, uses real case studies to illustrate how curriculum features of undergraduate engineering courses of all types can be made more inclusive. Some of the courses described have been developed or enhanced specifi cally to improve gender inclusivity; others incorporate content and classroom practices which are inclusive because they succeed in creating an environment of shared learning. The next part of the chapter, Inclusive Curriculum Snippets, offers more real examples of inclusive engineering teaching, but in abbreviated, or ‘snapshot’ form. We then provide Inclusive Curriculum Suggestions Categorized by Attributes of Engineering Graduates, which may be helpful for faculty in institutions which require curriculum features to relate to graduate attributes, as well as for some engineering accreditation processes, which use a similar framework. We conclude the chapter with answers to some Frequently Asked Questions about gender inclusive teaching raised by engineering faculty members. These case studies and examples can be used by teaching faculty to suggest what can be done tomorrow to improve inclusivity to some extent, as well as how to make a course more thoroughly inclusive over a period of time. We hope that the examples and suggestions also illustrate that changing a course to become more gender inclusive does not involve major investments of time or other resources that you may not have, nor does it require additional content to be added. Rather, it requires you to think differently about what you have been doing.
