Creating Engineering Classrooms for Inclusion, Equity, and Belonging
Created by N. Mulligan, Y. Djerbal, H. Ploeg and C. Baril at Queen’s University
Introduction
Despite ongoing efforts, women, and people from other historically excluded groups, remain underrepresented in many engineering fields, often encountering barriers that shape their educational and professional experiences. From early messages about who belongs in STEM fields to the male-dominated culture in engineering programs, these challenges highlight the need for inclusive teaching practices in engineering programs.
An engineering classroom is a place for learning technical concepts as well as for practicing problem-solving and collaboration, and it is where students start to build their sense of belonging in the field. An inclusive classroom does not happen by accident; it is the result of intentional choices made by educators. Inclusive by Design means structuring courses, materials, and interactions in ways that ensure all students feel valued and supported, particularly those who have historically faced barriers in engineering. While this resource focuses on supporting women in engineering, the strategies presented here will help create a more inclusive learning environment for all students, regardless of their identities.
Diversity strengthens engineering by bringing together the best minds and broadening the range of perspectives that shape innovation. Canada’s engineering workforce continues to evolve, and fostering an inclusive classroom is a critical step toward ensuring engineering education reflects the full diversity of Canadian society. By implementing inclusive teaching practices, educators play a vital role in not only supporting women in engineering but also in preparing all students to contribute to a profession that serves the needs of a diverse and changing world.
Inclusivity is crucial in engineering classrooms, particularly in technical subjects where these discussions are often lacking.
Creating an inclusive classroom doesn’t require a complete course overhaul. Small, intentional changes can make a meaningful impact. This page introduces practical strategies that educators can implement in course design and classroom activities to support women in engineering and foster an environment where all students can thrive.
This resource provides practical strategies that can be embedded in key areas of teaching: the syllabus, the first day of class, in-class activities, and assessments. Whether it’s revising a syllabus to set the tone for inclusion, ensuring all students feel welcome from day one, incorporating diverse examples in lessons, or designing fair and equitable assessments, instructors can start with one change and build from there, gradually integrating more inclusive practices over time.
Syllabus
The syllabus is more than a course outline. The syllabus sets the tone for the learning environment. By intentionally incorporating inclusive language, policies, and expectations, instructors signal from day one that all students belong in engineering and that their contributions are valued. To make the most of the syllabus as a resource, ensure students actually engage with it. Whether you walk through the entire document or highlight key sections, taking time in class helps students recognize the syllabus as a guide packed with valuable information for their success. Consider adding the following to your syllabus:
A land acknowledgement is an opportunity to recognize the histories, contributions, and ongoing relationships of Indigenous Peoples with the land, and to reflect on how engineering impacts and is shaped by these histories. The engineering syllabus template already includes a land acknowledgement, which is a good starting point. You can build on it by adding connections to your course. If you create your own syllabus, include an acknowledgement that feels meaningful to your research and teaching. This can be done in just one or two sentences in your syllabus and/or spoken at the start of class. Because engineering is connected to land, water, and resources, it is important to consider how colonialism has influenced infrastructure, energy systems, and technological development.
- Think about how the land acknowledgement connects to the subject of the course.
- How does your field of engineering interact with the land, water and natural resources?
- More on writing a land acknowledgement
Reflecting on your positionality as an instructor helps you recognize how your own identity, life experiences and values influence your teaching. Engineering is often presented as neutral and objective, yet the examples we use, the perspectives we highlight, and the assumptions we make are shaped by our own backgrounds.
- How do your identity, experience and values shape the way you teach engineering?
- In what ways do your course materials, examples and case studies reflect (or overlook) diverse perspectives in engineering?
- How do your own experiences with engineering education influence the way you set up problem sets and assess students? Are there barriers you might be unintentionally reinforcing?
- What steps can you take to ensure your classroom is an inclusive and supportive learning environment for students from different backgrounds?
- A positionality statement should reflect your own identity, values, and experiences. It is not a template exercise. The following resources provide examples to illustrate the range of approaches instructors have taken. These examples are intended to spark ideas and show possibilities, but the value of a positionality statement lies in making it your own.
- More on writing positionality statements
- /ctl/resources/equity-diversity-inclusivity/positionality-statement
- https://engineerinclusion.com/why-do-we-need-to-reflect-on-positionality/
- https://seejournal.org/articles/10.21061/see.13
- https://www.uwindsor.ca/ctl/sites/uwindsor.ca.ctl/files/writing-positionality-and-inclusion-statements.pdf
- https://www.uwindsor.ca/ctl/sites/uwindsor.ca.ctl/files/infographic_updated-nov22-24.pdf
- https://www.uwindsor.ca/ctl/637/positionality-and-inclusivity-statements
- https://www.insidehighered.com/opinion/career-advice/2024/03/22/five-reasons-include-positionality-statements-your-writing-opinion
Making inclusion a stated priority helps set expectations for classroom behaviour.
- Consider adding an inclusivity statement to make clear that all students are valued and are expected to contribute to an environment of mutual respect.
- Consider setting policies that balance structure with flexibility, recognizing the various experiences and responsibilities of students.
- More on writing inclusivity statements
- https://umanitoba.ca/centre-advancement-teaching-learning/support/syllabus-creation-guide#equity-and-inclusion-commitment
Clarity in expectations helps prevent misunderstandings, reduces bias in evaluating participation, and ensures that all students, regardless of confidence level, understand how they can engage effectively in the course. You may also wish to include a brief statement about community agreements, which can guide respectful communication and collaboration. For ideas, see Community Agreements in Your Classroom (Queen's CTL)
Students have different comfort levels and availability when reaching out for support. Providing multiple options ensures that all students, including those who may feel intimidated asking questions in person, can access help in ways that work for them.
The syllabus should include information about academic, mental health and accessibility supports.
Additional Syllabus Resources
- https://ecampusontario.pressbooks.pub/teachingfellowdialogues/chapter/making-your-syllabus-engaging/
- https://umanitoba.ca/centre-advancement-teaching-learning/support/syllabus-toolkit/inclusive-syllabus
- https://www.umass.edu/ctl/inclusive-syllabus-design
First Day of Class
An inclusive syllabus sets the foundation, and the first day of class is where you put those values into practice in ways that are natural and authentic to your teaching style. Students take cues from their instructors about what is valued in the learning environment. Through written policies and also through how the class begins, how students are welcomed, and how expectations are communicated.
Inclusion doesn’t have to be complicated or overwhelming. Simple, intentional choices can make a big difference. For example, sharing why diverse perspectives strengthen engineering, highlighting ways students can participate, or using an activity that shows all students are recognized as part of the learning community. The goal is not perfection but about taking a step toward creating a learning environment where all students, especially those who have historically faced barriers, feel like they belong.
First impressions can shape students’ sense of belonging in the classroom. A welcoming introduction can reduce anxiety, encourage engagement, and help establish a positive classroom culture from the outset. For example, acknowledging students as they arrive, inviting them to share something simple with a neighbour, or starting with a brief low-stakes activity can help students feel at ease in the first moments of class.
Personal introductions humanize the instructor, making them more approachable.
- Share some information about your own academic journey. This may also help students see different pathways within engineering, particularly for those who may not feel like they "fit" the traditional mold.
- Think about:
- How and why did you become interested in engineering?
- How did you choose your particular field of engineering?
- What were some of your favourite courses during your undergraduate degree?
- Consider the size of your class and the best way for students to introduce themselves to each other and the instructor. Allowing students to share information about themselves, whether in person or via a survey, helps create a sense of community and allows the instructor to better understand their backgrounds, experiences, and potential challenges.
Value the diversity of experiences students bring to the course. Recognizing that students enter the course with different perspectives, prior knowledge, and challenges encourages a more inclusive and empathetic learning environment. It also signals that diverse viewpoints are valued in engineering problem-solving. You might acknowledge diversity by naming it directly on the first day (e.g., “I know you all bring different backgrounds and experiences, and that enriches our work together”), by incorporating examples from a range of contexts, or by inviting students to share their perspectives through brief introductions, surveys or early class activities.
Use the first class to set the tone for how students engage with each other and with you. Clear agreements about listening, respectful discussion, and collaboration make expectations explicit and help ensure all voices are valued. This is especially important in engineering, where research shows that not all instructors receive the same level of respect from students. Stating expectations clearly helps counter these inequities and ensures professionalism in the classroom.
Reviewing key points in the syllabus ensures that all students are aware of important policies, expectations, and resources. This reduces uncertainty and helps students feel more prepared for the course. Encourage students to take a few moments to think about the syllabus content and ask any questions (this could be an individual or team activity).
Clarifying communication methods for the class from the beginning removes barriers to seeking help and encourages an open line of communication between students and the instructor/TAs. Students will benefit from knowing the answer to:
- Who are the course teaching assistants (TAs)?
- When should students contact the instructor versus the TAs?
- What is the best way to contact the instructor? The TAs?
https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/surviving-your-first-day-class
In the classroom
Regular classroom interactions shape students’ sense of belonging. Using diverse examples, ensuring all students have opportunities to contribute, and structuring group work to support collaboration help create an environment where all students feel valued and encouraged to contribute.
Language shapes our understanding of the world and signals who belongs. Using inclusive terms like they/them, team, or everyone helps ensure all students feel valued, whereas gendered words like guys can reinforce exclusion. Small shifts in language can make classrooms more welcoming and inclusive for everyone.
Broadening the definition of engineering beyond theory and technical problem-solving makes the field more inclusive and relevant. It helps students understand the social impact of engineering that go beyond the technical aspects and encourages them to consider diverse applications of their skills.
- Discuss how the subject (e.g., thermodynamics, fluids, circuits, mechanics, coding etc.) is integral in society, and how the subject impacts people's lives.
- Provide students with opportunities to explore the social, cultural and humanitarian dimensions of engineering problem-solving alongside technical content.
Engineering is inherently collaborative. Engineering students in the classroom and engineers in the workplace work in teams to solve complex problems. However, in engineering courses, women and students from other underrepresented groups often face challenges such as being assigned administrative tasks, having their contributions overlooked, having their ideas dismissed or encountering biased assumptions about their technical abilities. To create an inclusive learning environment, instructors should structure group work intentionally to ensure equitable participation and meaningful collaboration, so all students develop confidence in their abilities, contribute fully to team efforts, and see themselves as valued members of the engineering community.
- Use a structured team format. Avoid letting students self-elect into groups, as this can reinforce existing social dynamics and exclusionary patterns. Instead, form diverse teams that balance perspectives, if possible. Be mindful to avoid isolating students from underrepresented groups (e.g., being the only woman, the only visible minority, or the only international student in a team), as this can increase feelings of tokenism and reduce opportunities for equitable participation.
- Acknowledge and challenge biases. Discuss common biases in team settings, such as assumptions about who should take the lead on certain types of tasks. Encouraging students to reflect on their own biases helps to build a more inclusive team environment.
- Set clear expectations for teamwork. Define what effective collaboration looks like in an engineering context. This may include setting expectations for equitable division of work, respectful communication and valuing diverse contributions.
- Assign rotating roles. Rotating responsibilities ensures all students have opportunities to take on technical, leadership, and communication roles and prevents certain students to consistently being relegated to support tasks.
- Encourage equitable participation. Use team contracts, peer evaluations, and periodic check-ins to ensure everyone can contribute. Provide guidance on managing group dynamics and addressing conflicts constructively.
- Make teamwork a skill to be developed. Provide guidance or resources on effective collaboration, communication, and conflict resolution. Engineering work requires strong teamwork skills, and learning to work in a team is part of professional preparation.
Use examples, case studies, and guest speakers that reflect diverse engineers and engineering.
- Highlight contributions to engineering from women and other engineers from historically excluded groups. Women have always been part of shaping the field, yet their contributions are often overlooked. Showcasing their work challenges stereotypes and reminds students that engineering is for everyone.
- Representation matters. When students see diverse engineers in case studies, guest lectures, and historical examples, they gain a broader understanding of the profession. For students from underrepresented groups, this reinforces that they belong in engineering. For others, it fosters respect for different perspectives and challenges biases.
- Be intentional with media choices. When using images, videos, interviews or testimonials, seek out examples featuring women and other engineers from underrepresented groups. Seeing diverse role models helps students imagine themselves in these roles and expand their sense of what an engineer looks like.
- Encourage critical thinking about inclusivity in engineering solutions. Students can think about Who benefits from this product, system or solution? Who might be left out? Inclusive engineering ensures solutions work for everyone and do not intentionally or unintentionally exclude certain groups or communities.
- Move beyond traditional examples that reinforce a narrow view of the field. Instead of relying solely on mainstream applications of thermodynamics, fluids, circuits, mechanics and coding, include examples from diverse industries and global contexts. This makes engineering more engaging and relevant to a wider range of students.
Explore different methods of engagement.
- Pay attention to classroom participation patterns. If only a few students ask questions or participate in discussions, implement strategies to engage quieter voices (e.g., using Qlicker, show of hands, etc).
- Use structured discussion formats like think-pair-share or small group work to encourage broader participation.
- Invite contributions in multiple ways, such as written reflections, online discussion boards, or anonymous polling, so students who may not feel comfortable speaking or asking questions to the large group still have a way to share their ideas.
Create an environment where these behaviours are not tolerated. It helps students who may be directly affected and also shows all students the importance of respect, empathy and inclusivity.
- Be prepared with facts and context to correct common misconceptions about engineering ability, gender roles, or other biases that may surface. For example, research shows that women and men perform equally well in engineering programs, but women are more likely to experience bias in evaluations and group work.
- Useful sources:
- https://engineerscanada.ca/diversity/about-diversity-in-engineering
- https://www.aauw.org/app/uploads/2020/03/Solving-the-Equation-report-nsa.pdf
- Useful sources:
- Encourage students to critically examine how biases may influence decisions, such as in group work, product design, workplace culture, or historical case studies.
- Model inclusive behavior in your own language and interactions, reinforcing the expectation that everyone deserves to be heard and respected.
Provide a way for students to share feedback on the course during the term. For example, a survey in the first third of the course. Acknowledge feedback and explain how you plan to address concerns, including whether certain aspects cannot be changed.
Assessments
Assessments can measure learning, and they also shape students’ perceptions of their abilities and place in the engineering field. Thoughtful assessment design, such as using clear grading criteria and offering multiple ways to demonstrate understanding can ensure all students have an equitable opportunity to succeed.
Be transparent about expectations and grading criteria to reduce ambiguity. Ambiguity in grading can disproportionately impact students who are unfamiliar with unspoken academic norms. Clear criteria help level the playing field by making expectations explicit for all students.
Whenever possible, grade assignments or exams without knowing who submitted them to help ensure assessments are based on knowledge, not unconscious biases related to identity.
Traditional assessments often emphasize speed, memorization, or rigid problem-solving approaches. Instead of relying solely on high-stakes exams, consider a mix of structured problem-solving tasks, conceptual questions, presentations, application-based projects, or iterative assignments where students refine their work based on feedback. Not every strategy will be feasible in every course, especially in large classes with limited TA support. This might mean designing exams with a mix of conceptual questions that test whether students understand the “why” behind a concept, and applied questions that ask them to use their knowledge in a practical situation. Auto-graded online quizzes for practice or breaking one large assignment into two smaller components can also add variety without creating extra marking. Even small adjustments can help ensure students are evaluated on understanding and application rather than on test-taking skills.
Timed tests can disadvantage students who process information differently or experience test anxiety. While exams may be necessary in technical courses, they can be designed more equitably without adding extra grading. Consider formats such as open-resource exams using instructor-provided notes or a standardized exam reference material (e.g., formula sheet, reference sheet, etc). Include a few explanation-based questions that test understanding rather than speed, or spread the weighting across several assessments instead of one large final.
Emphasize learning over one-time performance. In large classes, full re-grading of assignments may not be feasible, but students can still be supported by having access to answer keys, annotated examples or worked solutions after an assessment. Encourage them to compare their work to these examples and identify one or two specific changes they would make. This builds the habit of learning from feedback without requiring extra grading.
Opportunities for students to evaluate their own work or give structured feedback to peers can help them reflect on their learning and develop professional skills. This approach is usually more feasible in smaller classes, labs, or design projects where discussion and collaboration are built into the format. In larger courses or resource-constrained settings, an effective alternative is for instructors to provide posted examples for students to compare with their own work.
Authentic assessments prepare students for real-world engineering practice by emphasizing original thinking, problem-solving, and the application of knowledge. These tasks give students meaningful skills they carry beyond the classroom. In practice, this might mean asking students to analyze real-world case studies, apply course concepts to a current engineering challenge, or justify their design decisions in writing or orally. Approaches like these also reduce the likelihood of academic integrity violations involving generative AI, since students mut explain their reasoning or apply concepts in unique contexts rather than reproduce standard solutions.
Since engineering is deeply connected to real-world challenges, incorporate examples that show the impact of technical concepts beyond the classroom when possible. Reframing problems in meaningful contexts can help engineering students connect with the material and see the broader value of their work.
In primary and secondary school, boys and girls of equal ability are often praised differently. Boys tend to be praised for their innate talent and girls for their hard work, even when their abilities are the same. Students should understand that in engineering, success comes from both effort and the ability to develop problem-solving skills, conceptual understanding, and technical accuracy. However, while recognizing that effort is important, it should not be treated as an achievement in itself. Students benefit most when they learn that persistence, when paired with effective strategies, leads to deeper understanding and meaningful progress. Feedback should reinforce that working hard is necessary, but effective effort is what drives real learning and growth.
- Praise effective effort, not just effort. This reinforces that effort should lead to deeper understanding and effective problem-solving. For example, “I see you put a lot of effort into this project, by how clearly you can explain your approach.”
- Emphasize productive struggle. Remind students that engineering problems are challenging, and working through them builds important skills.
- Encourage students to reflect on strategies that helped them improve. Ask them about which approaches they tried that helped them get to the solution.
- Connect effort to learning outcomes. Highlight the relationship between effort and skill development. Help students focus on how their effort leads to tangible learning gains rather than expecting effort alone to be rewarded with higher grades. For example:
- “Your persistence in refining your calculations led to a more precise answer.”
- “The time you spent debugging your code shows in how efficiently it runs now.”
Conclusion
At Queen’s University, we are proud of our academic environment where all students can thrive. Engineering is about solving the world’s most pressing challenges, and inclusive teaching ensures that the broadest range of perspectives contributes to these solutions. When we purposefully create classrooms where every student feels valued and supported, we improve educational outcomes and strengthen the engineering profession.
Inclusion is integral with the Queen’s ֱ to advance knowledge and innovation while upholding principles of equity and diversity. By embedding inclusive practices into our teaching, we prepare students to collaborate effectively, challenge biases, and contribute to a profession that serves the diverse needs of society. As educators, we play a critical role in shaping the future of engineering, one where talent is recognized, voices are listened to, and classrooms are inclusive by design, so all students are supported and have the opportunity to thrive.