Addressing Cultural and Gender Project Bias: Engaged Learning for Diverse Student Cohorts

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Author(s): Jennifer Loy (Griffith University, Australia)and Rae Cooper (Griffith University, Australia)
Copyright: 2019
Pages: 19
Source title: Gender and Diversity: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-6912-1.ch083

Keywords: Gender & Diversity / Gender and Diversity / Information Science Reference / Medicine & Healthcare

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Abstract

Engaged student learning is based on creating significant learning experiences for every student. Attracting a more diverse student body into Engineering requires a re-evaluation of the conventional project topics that dominate the discipline. Recognising and addressing cultural and gender bias in the development of project work allows for the education of Engineering faculty on the development of a range of project work opportunities that support the learning for a more diverse cohort. The selection of set project work has the potential to negatively impact the learning experience of minority students. This chapter considers the elements influencing set project work and provides strategies for understanding cultural and gender bias, and for redesigning project work that provides for a more diverse cohort.

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Addressing Cultural and Gender Project Bias: Engaged Learning for Diverse Student Cohorts

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