![Ako engineering 46](/assets/Ako-engineering-46__FillWzY2MCw0NTBd.png)
Assisting the formation of inclusive engineering cohorts
Status
Completed: 1 December 2021
Project Details
A three-year project commencing in 2018, undertaken by the University of Canterbury, that investigated the effect of creating an inclusive cohort environment in engineering undergraduate education on student retention.
Aims:
The main aims of the project were to:
- improve student retention rates
- create an inclusive atmosphere within the student cohort
- place particular emphasis on creating an inclusive atmosphere for minority groups, such as women, LGBTQ and ethnic minorities.
Methodology:
The project's methodology included:
- a focused review of the literature
- interviews/survey questionnaires with staff and students
- adaptation of the successful ADVANCE programme, followed by an evaluation of the implementation through focus groups and surveys.
Team
![UC](/assets/Organisation-logos/UC-v2__FillWzI1MCwyNTBd.png)
Professor Philippa A. Martin
Project Leader
University of Canterbury![UC](/assets/Organisation-logos/UC-v2__FillWzI1MCwyNTBd.png)
Dr Anne K. Soutter
University of Canterbury![UC](/assets/Organisation-logos/UC-v2__FillWzI1MCwyNTBd.png)
Associate Professor Erik Brogt
University of CanterburyStatus
Funding
$27,280.00 (excl GST)
Key Findings
The preliminary findings from the project include:
- Trial orientation sessions including a primer on effective inclusive cohorts has been completed.
- Impact on practice – the product design team now want to develop an orientation programme for their students. Already it is clear that this will be a regular way to start the academic year.
- Impact on learners – there has been a much quicker cohort formation and students have been much bolder in approaching staff. It broke down barriers between students and between staff and students.
- Impact on team – insights were gained into team dynamics as they played out during the orientation. These insights were shared with students during the event.
- Other highlights or challenges – the project now needs to look at follow up activities/touch points to further upskill students on working in diverse teams and managing team conflicts in an inclusive and professional manner.
Key Recommendations
Review / Climate Check – Important to provide barrier-free access to education for all learners.
- A first step is to identify existing barriers.
- Reviews or climate-checks need to be done regularly.
- Set the tone for the culture and learning environment on the first day/week ( see Resource Guide).
- Address the case of benign neglect and work to assist students to achieve shared knowing i.e. Use of names, team bonding exercises, encourage student-to-student interaction.
- Staff need to model inclusive language and use respectful communication.
- Organise social events.
- Address stereotype threat and create an identity-safe environment ( a range of ideas to tackle stereotype threat are provided).
- Provide facilities i.e. spaces where Māori knowledge is valued, provide internet, computer labs, study spaces, libraries.
- Important to incorporate te Reo Māori and tikanga Māori into the learning environment. Use diverse examples in class.
- Focus on creating cooperative learning groups by teaching, modelling as well as enforcing positive and enriching collaborative work experiences. Teamwork skills need to be taught.
- Enable students to engage with someone or have experiences in the career they are studying.
- Important to integrate tikanga Māori into the programme and whānau and community connections in particular.
- Provide opportunities for the appointment and development of Māori staff as well as provision of training in diversity and inclusion.
A resource guide for educators that presents a range of ideas which could be employed to tackle stereotype threat and create an identity-safe environment for learners.
- 30 November 2021
This resource guide outlines ways course leaders, directors and coordinators can ensure that a student cohort develops to be supportive, constructive and inclusive to all.
- 30 November 2021
This resource guide outlines ways teaching staff can ensure that a student cohort develops to be supportive, constructive and inclusive to all.
- 30 November 2021
This resource guide outlines some simple things teaching staff can do at the start of a course to make people feel welcome and to foster a sense of belonging.
- 30 November 2021