A Critical Discourse Analysis of Engineering Course Syllabi and Recommendations for Increasing Engagement among Women in STEM

Abstract

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.