ABSTRACT
The previous chapters have considered the processes and issues involved in introducing inclusive features in the engineering curriculum at classroom or course level, and designing an inclusive course or program at departmental level. But without declared and monitored institutional commitment to inclusivity, there is no guarantee that the next instructor to teach the course, once the inclusivity champion has moved on or retired, will continue with inclusive practices in the classroom. Likewise, unless institutional procedures evaluate course processes against their declared objectives, there is a real danger that objectives are ignored if the course manager and instructors have no particular commitment to inclusivity. The same argument also applies to the non-curriculum based initiatives that were discussed in Chapter 3, which we also view as a critically important component in the overall approach needed to implement gender inclusive engineering education.
