Inclusive teaching practices: a comparative case study of integrated inclusion in different contexts

Abstract

There is both a compelling business case and social justice case for diversity in engineering (and other professions). Diverse teams make better decisions, and cohorts should be representative of the communities from which they are drawn (otherwise some groups are being excluded). However, in Australia the engineering profession continues to suffer from a significant lack of diversity. In this paper, we describe one attempt to address this in three Australian university contexts by seeking to create an inclusive learning environment and to cultivate students' inclusion competencies.