The Gender Competence Service Department supports teaching staff with the integration of aspects of gender in teaching.
An in-depth analysis of the subject requires comprehensive processes. In many technical universities, teams are working on options for implementation.
An example of good practice will be available here shortly.
At TU Braunschweig, the "GENDERING"1 project has given rise to a "three-phase model".
In short, this model is about compliance with the syllabus for the course content to be covered, whilst incorporating enhancements to content and teaching through aspects of gender and diversity.
The three phases below give an overview of how this might look.
Interdisciplinary discussion through feedback from fields involved
|Phase 2||Identification of connections|
|Phase 3||Common teaching|
Taking into account these three phases, students experience aspects of gender and diversity as an integral element of technical design.
As illustrated by the specific example at TU Braunschweig, this approach brings huge benefits as well as innovation. However, it does require sufficient resources.
The specific example of integrating aspects of gender and diversity in the "Introduction to car body development" course can be found at: www.tu-braunschweig.de/index.php, opens an external URL in a new window.
1Project within the Faculty of Mechanical Engineering at TU Braunschweig that aims to integrate gender studies into engineering courses. Such content has been integrated into the "Introduction to car body development" lecture in the Institute for Engineering Design.
Source: Handreichung zur Integration von Gender- und Diversity-Aspekten in die ingenieurwissenschaftliche Lehre [Guide to integrating aspects of gender and diversity in engineering courses], TU Braunschweig