Expanding Engineering Limits: Culture, Diversity and Gender - Lecture Part
Language of Instruction: English
The aim of the course "Expanding Engineering Limits: Culture, Diversity and Gender" is to provide students an interactive and interdisciplinary course format in which critical issues are discussed that are directly related to the students' future fields of activity. The course analyses the interrelations between engineering, social responsibility and professional culture in the context of culture, gender and diversity. The complex effects of the above-mentioned factors on processes in society as a whole and on everyday learning and working in research, development and practical engineering sciences are reflected and viewed from new perspectives.
The course comprises three sub-courses:
- "Expanding Engineering Limits: Culture, Diversity and Gender - Lecture Part"
"Expanding Engineering Limits: Culture, Diversity and Gender - In Practice"
- "Reshaping Engineering Culture with Design Thinking"
- "Discovering Innovation - Project Work Beyond Engineering
The course (1) "Expanding Engineering Limits: Culture, Diversity and Gender - Lecture Part" is based on a theoretical perspective on diversity and the effects of diversity on different dimensions. The course deals with basic concepts and paradigms as well as aspects of leadership style research and change management. The course requires the analysis of scientific literature as well as the readiness for interdisciplinary discussions and critical reflection of the individual professional culture. Thus, the course opens up fundamental but also more advanced knowledge in the areas of gender and diversity approaches, social practice and culture of engineering sciences, especially for students of engineering sciences.
The course contents serve as a basis for the successful participation in course (2) "Reshaping Engineering Culture with Design Thinking".
Intended Learning Outcomes
Knowledge & Understanding
Students are able to define and compare terms and concepts in the field of gender, sex and diversity and can identify examples in different contexts. They can explain the context between engineering and social responsibility and combine this knowledge with concepts of change management.
They can describe particular concepts and approaches of culture, social practice, processes of inclusion, exclusion and discrimination in selected contexts.
Students are able to analyse the concept of intersectionality in women’s and men’s experiences in engineering cultures as well as common assumptions and stereotypes about engineering and sex/gender differences.
They are able to exploit scientific texts and other literature in text work on their own as well as in group work. They are able to reproduce and interpret their contents and can deduce main insights.
Application & Transfer
Students can transfer their acquired knowledge and learning insights to other contexts and are able to identify them in new contexts, especially in engineering.
They are able to develop and express own opinions and ideas, verbalise and reflect it in discussions. Students can also concretise and explicate them in oral presentations as well as in written elaborations on a basic level.
Reflection & Evaluation
Students are able to reflect and evaluate their acquired knowledge and learning insights. They can identify, analyse and evaluate gender and diversity perspectives in engineering. They can also envision new engineering processes, practices and cultures, which reflect new or expanded perspectives on gender, diversity and culture.
Sustainable Development GoalsCopyright: © UN
The relation between engineering sciences, social and cultural aspects as well as gender and diversity perspectives conveyed in the course reflect the close links between engineering sciences and the SDGs 5, 10, 11 and 13. In combination with the versatile teaching methods of the course, students acquire not only knowledge and understanding, but also the ability to reflect on, apply and transfer their knowledge to new contexts. In their future work as engineers, they can thus pursue the Sustainable Development Goals by applying a comprehensive, interdisciplinary view of engineering sciences and engineering problems.
Explore all teaching and research activities at GDI concerning these goals: