This is a Work-in-Progress paper that will explore how concept maps can be utilized to make engineering curricula, pedagogy, and assessment more inclusive. Making engineering more inclusive is one method in increasing the representation of women, underrepresented minority (URM) students, and underserved populations in an engineering program. The paper will show how inclusive curriculum, pedagogy and assessment was developed over time. It is important to understand the historic development of inclusive curriculum in order to understand how concept mapping can be used to enhance inclusivity as well as student learning and development. After showing how concept mapping can be used, future work and development will be described to show what will develop over time.