Mentoring female high school students for a STEM career

Torre, Noelia Olmedo; Carrera, Marta Pena; Lopez-Beltran, Mireia; Gómez, Maica Sanz; López, David

doi:10.1109/fie.2018.8658683

Cited by 7 publications

(4 citation statements)

References 11 publications

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“…Specific STEM education programs prioritize the instruction and development of high school pupils. Specialized training programs exclusively cater to female pupils (Lou et al, 2014;Olmedo-Torre et al, 2018). In this program, we targeted participants from Islamic Boarding School students.…”

Section: Training Participantsmentioning

confidence: 99%

Robotics training to improve STEM skills of Islamic boarding school students in Batam

Jamzuri,

Soebhakti,

Prayoga

et al. 2024

jcse

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One potential approach to addressing the challenges posed by the advent of Industry 4.0 and Society 5.0 is to offer robotics training. This endeavor aims to enhance students' foundational understanding of STEM (Science, Technology, Engineering, and Mathematics) disciplines. The study involved collaborating with the Pondok Pesantren Granada, an Islamic Boarding School located in Batam, to provide robotics training as community service activities. The study included 29 trainees: 15 from class XI and 7 from classes X and XII. The teaching was conducted using a combination of didactic instruction, interactive discourse, and hands-on exercises. Trainees are administered a written examination to assess their proficiency level before and after the training program. The training outcomes exhibited a significant improvement in the mean STEM proficiency of trainees, with an increase of 38.15%. Furthermore, a series of activities have been effectively implemented, resulting in trainee satisfaction ratings exceeding 50% concerning course materials, trainer, and teaching equipment. A mere 17% of the individuals undergoing training expressed dissatisfaction with the allocated time, particularly the hands-on component's duration.

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Section: Training Participantsmentioning

confidence: 99%

Robotics training to improve STEM skills of Islamic boarding school students in Batam

Jamzuri,

Soebhakti,

Prayoga

et al. 2024

jcse

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“…The interest in the introduction of the gender dimension into regulated studies at the UPC is not surprising, as this university has been involved in gender projects since many years ago (for example, the project TECNOIA at the end of the 1990s, or the Woman Program in 1997). Currently, through the implementation of the III Gender Equality Plan 2016-2020, this university promotes actions aimed at ensuring nondiscrimination, as well as fostering gender policies in decision making, academic career and gender dimension in teaching and research, such as T'steam [37], +GirlsTIC, M2m, Time Reform and Glass Ceiling, among others. In addition, the UPC is a partner of a European project H2020 (2017-2021) Gender Equality in Engineering through Communication and Commitment, (GEECCO), which encourages the development of gender equality plans in research performing organizations (such as universities) and the incorporation of the gender dimension in teaching as its main axes.…”

Section: Research Environmentmentioning

confidence: 99%

Introducing and Evaluating the Effective Inclusion of Gender Dimension in STEM Higher Education

et al. 2021

Self Cite

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The need to incorporate the gender dimension in higher education is a central element of gender equality policies within the European Union (EU). When most institutions of higher education have already strengthened and consolidated their curricula, the next challenge is to include and ensure that all people have the same opportunities to progress in education. This study intends to incorporate the gender dimension in teaching through a guide providing recommendations for the introduction of changes that will allow its effective incorporation in STEM (Science, Technology, Engineering and Mathematics) areas. It will take into account the administration in charge of formulating policies in the field of education, the students, and, mainly, the teaching staff. Its objective is to cover aspects related to the principles of equal opportunities and gender equality in STEM higher education disciplines. For this purpose, 41 volunteer teachers from 8 degrees and master’s degrees from the Universitat Politècnica de Catalunya in Spain participated. To achieve the results of this study, aspects related to social and gender relevance of the subjects, inclusive methodology, classroom management and assessment were considered. As a preliminary step to the development of the guide of recommendations, a teacher’s self-assessment tool and a questionnaire for students to analyze the perception of the gender dimension were developed.

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“…Authors are grateful to (1) Beatriz Galindo and Mireia Ventura for their revisions and suggestions; (2) the Feminist Assembly at ETSEIB, the Students' Delegation at EETAC and the one at EPSEM for their availability and cooperation, and (3) all the members of the Gender Dimension in Teaching project This work has been carried out within the framework of the Gender Dimension in Teaching project, at UPC-BarcelonaTech, and GEECCO project that has received funding from the European Union's Horizon 2020 research and innovation program under grant agreement No. 741128.…”

Section: Acknowledgementsmentioning

confidence: 99%

“…The interest in the introduction of the gender perspective into regulated studies at the Universitat Politècnica de Catalunya, UPC-BarcelonaTech (UPC, www.upc.edu) is not surprising, as this university has been involved in gender projects since many years ago (for example, the project TECNOIA at the end of the 90s, or the Dona Program in 1997). Currently, through the implementation of the III Gender Equality Plan 2016-2020, this university promotes actions aimed at ensuring nondiscrimination, as well as fostering gender policies such as T'steam [2], + GirlsTIC, M2m, Time Reform and Glass Roof, among others [3]. In addition, the UPC is a member of a European project H2020 (GEECCO, 2017(GEECCO, -2021, which encourages the development of equality plans in research institutions (such as universities) and the incorporation of the gender perspective in teaching as its main axes.…”

Section: Introduction and Contextmentioning

confidence: 99%

Stem Students’ Perception of Gender Mainstreaming in Teaching: The Development of a Measuring Tool

Alsina¹,

Valls²,

Martínez³

et al. 2019

ICERI Proceedings

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This study assesses the development process of a tool to measure students' perceptions of gender mainstreaming in STEM (Science, Technology, Engineering and Mathematics) studies. Within the framework of a pilot project named Gender Dimension in Teaching implemented at the Universitat Politècnica de Catalunya, UPC-BarcelonaTech, a group of 35 lecturers worked during one semester on how to introduce the gender perspective in their teaching. The project focuses on the four pillars of teaching (i.e. contents, classroom management, methodology and assessment), which were revised from a gender perspective. Within each pillar, gender issues were identified according to the experienced perception of the project participants. However, uncertainty aroused concerning the reliability of such a perception. Indeed, teachers' perception might be influenced by stereotypes and prejudices that could alter the identification of gender issues. Hence, it became obvious that more reliable data concerning students' perceptions was needed. To this end, a first test was cooperatively developed using Google Forms. The survey was tested at the beginning of the semester in 8 different UPC degrees, both at Bachelor and Master level, obtaining more than 500 answers. Despite some interesting preliminary results, a detailed revision of the questionnaire was conducted in order to remove some acquiescence bias and formal errors, thus improving the quality of the survey for a more global study. The improvement process included discussions among the members of the Gender Dimension in Teaching project, discussions with some UPC students' associations and suggestions form experts in survey definition. The revised questionnaire was tested and discussed with a small sample of students. As a result, an improved questionnaire to assess student's perceptions of gender mainstreaming in STEM studies has been cooperatively obtained, which may become an essential tool for further studies extended to all the university community.

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Mentoring female high school students for a STEM career

Cited by 7 publications

References 11 publications

Robotics training to improve STEM skills of Islamic boarding school students in Batam

Robotics training to improve STEM skills of Islamic boarding school students in Batam

Introducing and Evaluating the Effective Inclusion of Gender Dimension in STEM Higher Education

Stem Students’ Perception of Gender Mainstreaming in Teaching: The Development of a Measuring Tool

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