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dc.contributor.authorLoy, Jennifer
dc.contributor.authorCooper, Rae
dc.date.accessioned2018-10-12T01:31:25Z
dc.date.available2018-10-12T01:31:25Z
dc.date.issued2017
dc.identifier.isbn978-1-5225-2212-6
dc.identifier.doi10.4018/978-1-5225-2212-6.ch007
dc.identifier.urihttp://hdl.handle.net/10072/337843
dc.description.abstractEngaged 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherIGI Global
dc.publisher.placeUnited States
dc.relation.ispartofbooktitleStrategies for Increasing Diversity in Engineering Majors and Careers
dc.relation.ispartofchapter7
dc.relation.ispartofpagefrom130
dc.relation.ispartofpageto154
dc.subject.fieldofresearchEngineering practice
dc.subject.fieldofresearchcode401003
dc.titleAddressing Cultural and Gender Project Bias: Engaged Learning for Diverse Student Cohorts
dc.typeBook chapter
dc.type.descriptionB2 - Chapters (Other)
dc.type.codeB - Book Chapters
gro.facultyArts, Education & Law Group, Queensland College of Art
gro.hasfulltextNo Full Text
gro.griffith.authorCooper, Rae L.
gro.griffith.authorLoy, Jennifer


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