Please use this identifier to cite or link to this item:
http://repositorio.grial.eu/handle/grial/2043
Full metadata record
DC Field | Value | Language |
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dc.contributor.author | González-González, C. S. | - |
dc.contributor.author | García-Holgado, A. | - |
dc.contributor.author | García-Peñalvo, F. J. | - |
dc.date.accessioned | 2020-05-25T20:05:43Z | - |
dc.date.available | 2020-05-25T20:05:43Z | - |
dc.date.issued | 2020-04-27 | - |
dc.identifier.citation | González-González, C. S., García-Holgado, A., & García-Peñalvo, F. J. (2020). Strategies to introduce gender perspective in Engineering studies: a proposal based on selfdiagnosis. In 2020 IEEE Global Engineering Education Conference (EDUCON), (27-30 April 2020, Porto, Portugal) (pp. 1884-1890). IEEE. | en |
dc.identifier.isbn | 978-1-7281-0930-5 | - |
dc.identifier.uri | http://repositorio.grial.eu/handle/grial/2043 | - |
dc.description.abstract | 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, conte | en |
dc.language.iso | en | en |
dc.publisher | IEEE | en |
dc.subject | gender gap | en |
dc.subject | STEM | en |
dc.subject | engineering education | en |
dc.subject | gender perspective | en |
dc.subject | higher education | en |
dc.subject | equality | en |
dc.title | Strategies to introduce gender perspective in Engineering studies: a proposal based on selfdiagnosis | en |
dc.type | Article | en |
Appears in Collections: | W-STEM Papers |
Files in This Item:
File | Description | Size | Format | |
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1774-pre.pdf | Article | 543,89 kB | Adobe PDF | View/Open |
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