@incollection{LeichtScholtenSteuerDankert2020,
  author    = {Leicht-Scholten, Carmen and Steuer-Dankert, Linda},
  title     = {Educating engineers for socially responsible solutions through design thinking},
  series = {Design thinking in higher education: interdisciplinary encounters},
  booktitle = {Design thinking in higher education: interdisciplinary encounters},
  publisher = {Springer},
  address   = {Singapore},
  isbn      = {978-981-15-5780-4},
  doi       = {10.1007/978-981-15-5780-4},
  pages     = {229 -- 246},
  year      = {2020},
  abstract  = {There is a broad international discussion about rethinking engineering education in order to educate engineers to cope with future challenges, and particularly the sustainable development goals. In this context, there is a consensus about the need to shift from a mostly technical paradigm to a more holistic problem-based approach, which can address the social embeddedness of technology in society. Among the strategies suggested to address this social embeddedness, design thinking has been proposed as an essential complement to engineering precisely for this purpose. This chapter describes the requirements for integrating the design thinking approach in engineering education. We exemplify the requirements and challenges by presenting our approach based on our course experiences at RWTH Aachen University. The chapter first describes the development of our approach of integrating design thinking in engineering curricula, how we combine it with the Sustainable Development Goals (SDG) as well as the role of sustainability and social responsibility in engineering. Secondly, we present the course "Expanding Engineering Limits: Culture, Diversity, and Gender" at RWTH Aachen University. We describe the necessity to theoretically embed the method in social and cultural context, giving students the opportunity to reflect on cultural, national, or individual "engineering limits," and to be able to overcome them using design thinking as a next step for collaborative project work. The paper will suggest that the successful implementation of design thinking as a method in engineering education needs to be framed and contextualized within Science and Technology Studies (STS).},
  language  = {en}
}
@incollection{vondenDrieschSteuerDankertBergetal.2020,
  author    = {von den Driesch, Elena and Steuer-Dankert, Linda and Berg, Tobias and Leicht-Scholten, Carmen},
  title     = {Implementation of gender and diversity perspectives in transport development plans in germany},
  series = {Engendering cities: designing sustainable urban spaces for all},
  booktitle = {Engendering cities: designing sustainable urban spaces for all},
  publisher = {Routledge},
  address   = {London},
  isbn      = {978-1-351-20090-5},
  pages     = {90 -- 109},
  year      = {2020},
  abstract  = {As mobility should ensure the accessibility to and participation in society, transport planning has to deal with a variety of gender and diversity categories affecting users' mobility needs and patterns. Exemplified by an analysis of an instrument of transport development processes - German Transport Development Plans (TDPs) - we investigated to what extent diverse target groups and their mobility requirements are implemented in transport strategy papers. Research results illustrate a still-prevalent neglect of several relevant gender and diversity categories while prioritizing and focusing on eco-friendly topics. But how sustainable can transport be without facing the diversification of life circumstances?},
  language  = {en}
}
@incollection{SteuerDankertBouffierGaedickeetal.2017,
  author    = {Steuer-Dankert, Linda and Bouffier, Anna and Gaedicke, Sonja and Leicht-Scholten, Carmen},
  title     = {Diversifying engineering education: a transdisciplinary approach from RWTH Aachen University},
  series = {Strategies for increasing diversity in engineering majors and careers},
  booktitle = {Strategies for increasing diversity in engineering majors and careers},
  publisher = {IGI Global},
  address   = {Hershey, USA},
  isbn      = {9781522522126},
  doi       = {10.4018/978-1-5225-2212-6.ch010},
  pages     = {201 -- 235},
  year      = {2017},
  abstract  = {Engineers and therefore engineering education are challenged by the increasing complexity of questions to be answered globally. The education of future engineers therefore has to answer with curriculums that build up relevant skills. This chapter will give an example how to bring engineering and social responsibility successful together to build engineers of tomorrow. Through the integration of gender and diversity perspectives, engineering research and teaching is expanded with new perspectives and contents providing an important potential for innovation. Aiming on the enhancement of engineering education with distinctive competencies beyond technical expertise, the teaching approach introduced in the chapter represents key factors to ensure that coming generations of engineers will be able to meet the requirements and challenges a changing globalized world holds for them. The chapter will describe how this approach successfully has been implemented in the curriculum in engineering of a leading technical university in Germany.},
  language  = {en}
}