Since the beginning of the country's history, Saudi Arabia has dramatically transformed every aspect of its existence from its booming economy to the massive expansion of educational offerings. But this natural resource and tradition rich nation is now faced with a cultural revolution that is not unfamiliar in the history of mankind yet is exceptionally unique to modern society. In a time when almost all countries in the world have recognized women to be an essential part of civil society, the kingdom is just beginning to turn its attention to the inequality women experience there.
In light of this paradigm shift in the way women are viewed in Saudi Arabia, education is at the forefront illustrating evident signs of this change. With the support of the king and powerful political leaders universities are opening their doors to female engineers and companies are starting to employ more and more females outside the realm of education. With such momentum building it is an auspicious moment to further stretch the boundaries and reach for a wider audience including younger females in secondary school.
This project introduces a comprehensive program for the enrollment of secondary school female students in a program constructed around the hope to encourage girls to consider engineering as a topic of study at higher education institutions. The program embodies the idea of learning, applying, creating and engineering (LACE) where students will take an intensive engineering course (IEC) hosted by universities outside of KSA and a project course at their local secondary school to apply what they learned through the creation and engineering of a solution that address issues challenging their communities.
| Identifer | oai:union.ndltd.org:lmu.edu/oai:digitalcommons.lmu.edu:etd-1367 |
| Date | 01 April 2015 |
| Creators | Alsamari, Haya |
| Publisher | Digital Commons at Loyola Marymount University and Loyola Law School |
| Source Sets | Loyola Marymount University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | LMU/LLS Theses and Dissertations |
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