Global Diversity and Inclusion in Engineering Education: Developing Platforms toward Global Alignment


  • David Antoine Delaine Universidade de São Paulo, Escola Politécnica
  • Renetta Tull The Graduate School at UMBC The University of Maryland Baltimore County
  • Rovani Sigamoney UNESCO Engineering Initiative
  • Darryl N. Williams Tufts University The Center for STEM Diversity



Diversity, Inclusion, Global, Collaboration, Broadening Participation, Underrepresented Minorities


This paper presents an exploratory investigation of global scale diversity and inclusion efforts within engineering education. The content is an expansion of work that was shared at the 2015 World Engineering Education Forum’s first special session on “Diversity & Inclusion in Global Engineering.” Diversity and Inclusion (D&I) are contextualized topics that shift objectives from country to country. The role of D&I in engineering education and practice has gained prominence in recent years due to the fact that engineers are facing increased need for global collaborations and are expected to be able to work in highly diverse teams and within different cultures. D&I initiatives in the field of engineering generally include gender, ethnicity, and national origin, and may include persons who are economically underprivileged and persons with disabilities. While the prominence of D&I has increased, international learning outcomes and collaborations within these efforts are limited. Within a global community a common platform would allow for the sharing of best practices and maximize learning opportunities and impact. By examining models from around the world, we can begin to consolidate, optimize, and disseminate the global benefits of D&I. In this work, various programs are reviewed as success cases because they have increased the numbers of underrepresented students who enroll in and graduate from STEM programs. The potential for solidarity amongst Diversity & Inclusion initiatives and programs in different regions of the world is explored. Efforts are made to determine what can be learned from synergies across D&I activities.

Author Biography

David Antoine Delaine, Universidade de São Paulo, Escola Politécnica

David A. Delaine is a progressive engineer who has strong interests in the intersections of engineering, education, and society. He has obtained a Ph.D. in electrical engineering from Drexel University, in Philadelphia, USA. He is currently serving his second term as an executive member of the International Federation of Engineering Education Societies (IFEES). In this role he serves as a Vice President, representing Diversity and Inclusion. He is currently performing research as a Fulbright Scholar postdoctoral researcher at the Escola Politécnica da Universidade de São Paulo for his project titled "An Action Research of Boundary Spanning Intervention on University-wide STEM Educational Engagement" where he will attempt to optimize community/university relations for broadening participation in the STEM fields. David is a co-founder and past president of the Student Platform for Engineering Education Development (SPEED). He has ambitions to significantly broaden the global pipeline of STEM talent and to unify the needs of the engineering education stakeholders in order for engineering education to more accurately reflect societal needs. Diversity and inclusion, university/community engagement, educational research methods, action research, and student led initiatives fall within the scope of his growing expertise.




How to Cite

Delaine, D. A., Tull, R., Sigamoney, R., & Williams, D. N. (2016). Global Diversity and Inclusion in Engineering Education: Developing Platforms toward Global Alignment. International Journal of Engineering Pedagogy (iJEP), 6(1), pp. 56–71.