Learning and Growth in an Inclusive Engineering and Design Course

Abstract

Researchers and educators have explored a variety of approaches for addressing diversity, equity, inclusion, and belonging (DEIB) challenges in engineering and design. This research builds on recommendations to teach future engineers and designers about DEIB principles and applications, and to challenge the dissociation of engineering and societal concerns. This paper analyses 25 student reflections from a course on Inclusive Engineering and Design to reveal engaging topics, perceived learning, and personal growth. Our conclusion is that such courses are meaningful and worthwhile contributions to the curriculum.