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Intervention models towards more diversity in engineering education

Recent trends in the numbers of engineering students in education suggest that there is a need for change in engineering study programs. One attempt to gain more students is to address a more diverse students' population. This paper draws on current studies on good practice in engineering education in Europe. Based on empirical data, two major trends will be discussed: first, the role of interdisciplinary courses attracting not only more women but generally more ‘non-typical’ engineering students. Second, women only engineering degree courses as an apparently paradox intervention to reach gender equality in the long run by winning more female students will be analyzed.