NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1141079
Record Type: Journal
Publication Date: 2017
Pages: 6
Abstractor: As Provided
ISSN: EISSN-1557-5284
A Critical Discourse Analysis of Engineering Course Syllabi and Recommendations for Increasing Engagement among Women in STEM
Savaria, Michael; Monteiro, Kristina
Journal of STEM Education: Innovations and Research, v18 n1 p92-97 Jan-Mar 2017
Men outnumber women in the enrollment of science, technology, engineering, and mathematics (STEM) undergraduate majors. Course syllabi are distributed to students during open enrollment and provide key insights into the courses. A critical discourse analysis of introductory engineering syllabi at a 4-year public university revealed limited to no inclusion of: student learning course outcomes, connections to topics outside of engineering, encouragement of faculty-student or peer relationships, personal growth and societal impacts, or acknowledgement of the underrepresentation of women in STEM. Syllabi should incorporate multicultural engagement factors to help reduce the gender gap and promote the increased involvement of women in STEM fields.
Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A