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    Towards Closing STEAM Diversity Gaps: A Grey Review of Existing Initiatives
    (MDPI, 2022-12-10) Hasti, H.; Amo-Filva, D.; Fonseca, D.; Verdugo-Castro, S.; García-Holgado, A.; García-Peñalvo, F. J.
    Although STEAM (science, technology, engineering, art, and math) and student-centered instruction are growing rapidly in popularity, their reach is not adequately distributed across diversity groups (including individuals of different genders, economic backgrounds, immigrant backgrounds, abilities, and races, among other characteristics). The CreaSTEAM project intends to address diversity gaps by developing STEAM-Labs, student-centered spaces that combine components of fab labs, media labs, and user labs to specifically target diversity gaps. This paper carried out an informal PRISMA systematic review of a collection of 124 worldwide STEAM diversity initiatives to gather data on existing best practices that will be used in the STEAM-Labs. The review studied the geographic distributions, organizational structures, founding years, and activity offerings of the initiatives, along with the dataset’s overall STEAM content area prevalence and diversity target area prevalence. STEM was the most common approach, and gender was the most common diversity target area. Since 2010 initiative creation has increased, with most growth in gender-focused initiatives.
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    Introduction of the gender perspective in the university teaching: a study about inclusive language in Spanish
    (IEEE, 2021-04-21) García-Holgado, A.; González-González, C. S.; García-Peñalvo, F. J.
    Equality and inclusion are part of the strategic plans of the universities. In particular, the Spanish government has established that the universities should have equality units to apply the principle of equality between women and men. These units are in charge of the definition of the Equality Plans. These Plans vary from one university to another, but they are focused on including the gender perspective in the university's different activities. Teachers' specific training about gender mainstreaming should be one of the key actions to foster equality in higher education. This work presents findings on participants of a course about "Introduction of the gender perspective in the University teaching" developed in the University of Salamanca in June 2020. The document describes the organization and structure of the course with a particular focus on the adaptation to online format due to the COVID-19 crisis. Furthermore, we share some of the results about the participants' perceptions and opinions on the inclusion of non-sexist language in Spanish and their educational practices