Strategies to introduce gender perspective in Engineering studies: a proposal based on selfdiagnosis.
Gender inequality in STEM careers is a global problem and avoid bias in education can be a solution. This paper presents a framework for inclusion of gender perspective in engineering courses. The methodology followed in its design was divided into two phases: the developed of different educational...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión enviada para evaluación y publicación |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universidad de Salamanca (USAL) |
| Repositorio: | GREDOS. Repositorio Institucional de la Universidad de Salamanca |
| OAI Identifier: | oai:gredos.usal.es:10366/143084 |
| Acceso en línea: | http://hdl.handle.net/10366/143084 |
| Access Level: | acceso abierto |
| Palabra clave: | Gender gap STEM Engineering education Gender perspective Higher education Equality 1203.17 Informática |
| Sumario: | Gender inequality in STEM careers is a global problem and avoid bias in education can be a solution. This paper presents a framework for inclusion of gender perspective in engineering courses. The methodology followed in its design was divided into two phases: the developed of different educational innovation projects and a co-creation workshop. Several instruments have been created and validated, such as questionnaires, canvas model and rubrics. The framework includes elements such as the self-diagnosis and redefinition of curriculum, contents and practices, specific learning outcomes and gender and sex balanced methods and learning environments for equity. |
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