My Presentation as Principal of VAMCC ,before NAAC TEAM - Sunil Sharma
VAMCC apply for 2nd cycle to NAAC for its gradation. The team arrived for visit as per schedule. on 8th April-2015 , the proceeding kicked off with my PPT presentation. Here I am uploading the same to guide others
Andreas Schleicher - Education at a Glance- Global Webinar- World Education T...EduSkills OECD
Andreas Schleicher, OECD Director of Education and Skills, presents data and reveals insights from the 2023 Education at a Glance report, which includes a special feature on Vocational Education and Training, with the aim of empowering educators, policymakers, and stakeholders with the data and analysis to shape their education systems.
My Presentation as Principal of VAMCC ,before NAAC TEAM - Sunil Sharma
VAMCC apply for 2nd cycle to NAAC for its gradation. The team arrived for visit as per schedule. on 8th April-2015 , the proceeding kicked off with my PPT presentation. Here I am uploading the same to guide others
Andreas Schleicher - Education at a Glance- Global Webinar- World Education T...EduSkills OECD
Andreas Schleicher, OECD Director of Education and Skills, presents data and reveals insights from the 2023 Education at a Glance report, which includes a special feature on Vocational Education and Training, with the aim of empowering educators, policymakers, and stakeholders with the data and analysis to shape their education systems.
NCF 2005
national curriculum framework 2005
राष्ट्ट्रीय पाठ्यचयाड रुपरेखा 2005
एनसीएफ 2005 का विकास
मार्गदर्शी सिद्धान्त Guiding Principles
प्रमुख सुझाव Key suggestions
1. ज्ञान को स्कूल के बाहरी जीवन से जोड़ा जाए।
2. पढाई को रटन्त प्रणाली से मुक्त किया जाए।
3. पाठ्यचर्या पाठ्यपुस्तक केन्द्रित न रह जाए।
4. कक्षाकक्ष को गतिविधियों से जोड़ना ।
5. राष्ट्रीय मूल्यों के प्रति आस्थावान विद्यार्थी तैयार हो।
6.परीक्षा को अधिक लचीला बनाना ।
This presentation was given by Stéphan Vincent-Lancrin at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
How To Calculate Grade Point Average (GPA)Don Sevcik
This video shows you how to calculate your grade point average (GPA) on a 4.0 scale.
A+ = 4.0
A = 4.0
A- = 3.7
B+ = 3.3
B = 3.0
B- = 2.7
C+ = 2.3
C = 2.0
C- = 1.7
D+ - 1.3
D = 1.0
F = 0
To calculate your GPA check out:
https://www.mathcelebrity.com/gpa.php
Visual data-enriched design technology for blended learningLaia Albó
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
NCF 2005
national curriculum framework 2005
राष्ट्ट्रीय पाठ्यचयाड रुपरेखा 2005
एनसीएफ 2005 का विकास
मार्गदर्शी सिद्धान्त Guiding Principles
प्रमुख सुझाव Key suggestions
1. ज्ञान को स्कूल के बाहरी जीवन से जोड़ा जाए।
2. पढाई को रटन्त प्रणाली से मुक्त किया जाए।
3. पाठ्यचर्या पाठ्यपुस्तक केन्द्रित न रह जाए।
4. कक्षाकक्ष को गतिविधियों से जोड़ना ।
5. राष्ट्रीय मूल्यों के प्रति आस्थावान विद्यार्थी तैयार हो।
6.परीक्षा को अधिक लचीला बनाना ।
This presentation was given by Stéphan Vincent-Lancrin at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
How To Calculate Grade Point Average (GPA)Don Sevcik
This video shows you how to calculate your grade point average (GPA) on a 4.0 scale.
A+ = 4.0
A = 4.0
A- = 3.7
B+ = 3.3
B = 3.0
B- = 2.7
C+ = 2.3
C = 2.0
C- = 1.7
D+ - 1.3
D = 1.0
F = 0
To calculate your GPA check out:
https://www.mathcelebrity.com/gpa.php
Visual data-enriched design technology for blended learningLaia Albó
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
Why Training in Engineering colleges should orient towards Industry 4.0 and the importance of advanced Mfg techniques. What should India do to catch up with the requirements for implementing Industry 4.0 techniques in Engg Colleges. What should students also do?
Conference paper presented at EDUCON 2020
García-Holgado, A., Deco, C., Bedregal-Alpaca, N., Bender, C., & Villalba-Condori, K. O. (2020). Perception of the gender gap in computer engineering studies: a comparative study in Peru and Argentina. In 2020 IEEE Global Engineering Education Conference (EDUCON), (27-30 April 2020, Porto, Portugal). IEEE
Diversity in Utilization of IT Infrastructures among State Universities and C...ijtsrd
The paper focused on determining the extent how the students were taught the IT Infrastructures among SUC’s and the extent to which the employment market used the IT Infrastructures in CARAGA administrative region. The respondents were the IT Teachers and Computer Course Students or IT Students of SUC’s and IT Experts from the Industry of CARAGA region. They were made to answer the research made instruments the contents of which were based on the variables of interest. The gathered data were statistically analyzed using both the descriptive and inferential statistical tools. The hypotheses were tested at a 5 margin of error. The study disclosed that the students were taught less from what the industry needs. The student claimed the highest was on the Website. The findings led to curriculum enhancement and thoroughly maintain monitoring. Bryan L. Guibijar "Diversity in Utilization of IT Infrastructures among State Universities and Colleges (SUCS) and Employment Markets in CARAGA Administrative Region" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50206.pdf Paper URL: https://www.ijtsrd.com/computer-science/data-processing/50206/diversity-in-utilization-of-it-infrastructures-among-state-universities-and-colleges-sucs-and-employment-markets-in-caraga-administrative-region/bryan-l-guibijar
The Future of Higher Education, the Future of Learningicdeslides
Presentation given at Higher Education Leadership Forum
Dubai, 12 – 13 November 2013 by Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
Academia, Government and Industry Collaborations - PANEL (IEEE Education Soci...Manuel Castro
Presentation delivered at the Twelfth LACCEI Latin American and Caribbean Conference for Engineering and Technology (LACCEI’2014) in Guayaquil, Ecuador, July 24th 2014
Bridging the digital divide: academic skills and digital literacies to suppor...RichardM_Walker
This presentation reflects on recent developments in the adoption of technology enhanced learning (TEL) tools within the UK higher education sector - in particular the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support a flexible and personalised learning experience - engaging them in collaborative knowledge creation activities and developing their learning as producers of ‘content’ (Generation ‘C’). Drawing on the most recent sector-wide research (Jisc, 2017; UCISA 2018), this paper discusses the impact of these technological developments on academic practice – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum.
Presentation of the work:
García-Peñalvo, F. J., Rodríguez-Conde, M. J., García-Holgado, A., Sánchez-Prieto, J. C., Gamazo-García, A., & Martínez-Abad, F. (2020). Study for the improvement of the Moroccan public higher education system based on a stretegic plan for learning technologies. In A. Balderas, A. J. Mendes, & J. M. Dodero (Eds.), Proceedings of the 22th International Symposium on Computers in Education (Online, November 9-13, 2020). CEUR-WS.org. http://ceur-ws.org/Vol-2733/
García-Holgado A., Verdugo-Castro S., Sánchez-Gómez M.C., García-Peñalvo F.J. (2020) Facilitating Access to the Role Models of Women in STEM: W-STEM Mobile App. In: Zaphiris P., Ioannou A. (eds) Learning and Collaboration Technologies. Designing, Developing and Deploying Learning Experiences. HCII 2020. Lecture Notes in Computer Science, vol 12205. Springer, Cham
Paper available at: https://doi.org/10.1007/978-3-030-50513-4_35
Paper presented at WorldCIST 2020
Knihs, E., & García-Holgado, A. (2020). Young people participation in the Digital Society: a case study in Brazil. In Á. Rocha (Ed.), WorldCIST 2020, AISC 1161 (pp. 1-10). Springer. https://doi.org/10.1007/978-3-030-45697-9_34
Conference paper presented at EDUCON 2020
Vázquez-Ingelmo, A., García-Holgado, A., & García-Peñalvo, F. J. (2020). C4 model in a Software Engineering subject to ease the comprehension of UML and the software development process. In 2020 IEEE Global Engineering Education Conference (EDUCON), (27-30 April 2020, Porto, Portugal). IEEE.
Conference paper presented at EDUCON 2020.
García-Holgado, A., Mena, J., García-Peñalvo, F. J., Pascual, J., Heikkinen, M., Harmoinen, S., García-Ramos, L., Peñabaena-Niebles, R., & Amores, L. (2020). Gender equality in STEM programs: a proposal to analyse the situation of a university about the gender gap. In 2020 IEEE Global Engineering Education Conference (EDUCON), (27-30 April 2020, Porto, Portugal). IEEE.
Presentationo related to W-STEM project. Work conducted at Tecnológico de Monterrey (Mexico).
Hernandez-Armenta, I. y Dominguez, A. (2019). Equity in mathematical modelling education: A literature review. 19th International Conference on the Teaching of Mathematical Modelling and Applications. Hong Kong, Julio 21-26.
Work presented at TEEM Conference 2019, León, Spain.
García-Holgado, A., Camacho Díaz, A., & García-Peñalvo, F. J. (2019). Engaging women into STEM in Latin America: W-STEM project. In M. Á. Conde-González, F. J. Rodríguez Sedano, C. Fernández Llamas, & F. J. García-Peñalvo (Eds.), Proceedings of the 7th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2019) (León, Spain, October 16-18, 2019) (pp. 232-239). New York, NY, USA: ACM.
Trabajo presentado en CINAIC 2019, Madrid, España.
García-Holgado, A., Vázquez-Ingelmo, A., Mena, J., García-Peñalvo, F. J., González, C. S., Sánchez-Gómez, M. C., & Verdugo-Castro, S. (2019). Estudio piloto sobre la percepción de la brecha de género en estudios de ingeniería informática. In M. L. Sein-Echaluce Lacleta, Á. Fidalgo Blanco, & F. J. García-Peñalvo (Eds.), Aprendizaje, Innovación y Cooperación como impulsores del cambio metodológico. Actas del V Congreso Internacional sobre Aprendizaje, Innovación y Competitividad. CINAIC 2019 (9-11 de Octubre de 2019, Zaragoza, España) (pp. 698-703). Zaragoza, Spain: Servicio de Publicaciones Universidad de Zaragoza.
Trabajo presentado en CINAIC 2019, Madrid, España.
García-Holgado, A., Camacho Díaz, A., & García-Peñalvo, F. J. (2019). La brecha de género en el sector STEM en América Latina: una propuesta europea. In M. L. Sein-Echaluce Lacleta, Á. Fidalgo Blanco, & F. J. García-Peñalvo (Eds.), Aprendizaje, Innovación y Cooperación como impulsores del cambio metodológico. Actas del V Congreso Internacional sobre Aprendizaje, Innovación y Competitividad. CINAIC 2019 (9-11 de Octubre de 2019, Zaragoza, España) (pp. 704-709). Zaragoza, Spain: Servicio de Publicaciones Universidad de Zaragoza.
Presentación realizada en las I Jornadas de Buenas Prácticas USAL como Buena Práctica reconocida por la USAL en Responsabilidad Social.
Más información: https://calidad.usal.es/observatorio-de-buenas-practicas-y-mejora-continua/repositorio-de-buenas-practicas/
Presentation at Universidade Presbiteriana Mackenzie (Sao Paolo, Brazil)
Based on the study published in https://doi.org/10.1007/978-3-030-21814-0_4.
García-Holgado, A., Tajes-Reiris, I., Kearney, N. A., Martinus, C., & García-Peñalvo, F. J. (2019). An app to support yoga teachers to implement a yoga-based approach to promote wellbeing among young people: usability study. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Designing Learning Experiences. 6th International Conference, LCT 2019, Held as Part of the 21st HCI International Conference, HCII 2019, Orlando, FL, USA, July 26–31, 2019, Proceedings, Part I (pp. 38-49). Switzerland: Springer, Cham.
This presentation was used during HCII 2019 in Orlando (Florida, USA). It is related to this publication:
García-Holgado, A., Tajes-Reiris, I., Kearney, N. A., Martinus, C., & García-Peñalvo, F. J. (2019). An app to support yoga teachers to implement a yoga-based approach to promote wellbeing among young people: usability study. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Designing Learning Experiences. 6th International Conference, LCT 2019, Held as Part of the 21st HCI International Conference, HCII 2019, Orlando, FL, USA, July 26–31, 2019, Proceedings, Part I (pp. 38-49). Switzerland: Springer, Cham.
Research presented at the International Conference TEEM 2019:
Verdugo-Castro, S., García-Holgado, A., & Sánchez-Gómez, M. C. (2019). Age influence in gender stereotypes related to Internet use in young people: a case study. In M. Á. Conde-González, F. J. Rodríguez Sedano, C. Fernández Llamas, & F. J. García-Peñalvo (Eds.), Proceedings of the 7th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2019) (León, Spain, October 16-18, 2019) (pp. 223-231). New York, NY, USA: ACM.
Trabajo presentado en modo PechaKucha en el Congreso International CINAIC 2019:
Verdugo-Castro, S., García-Holgado, A., & Sánchez-Gómez, M. C. (2019). Percepción de los estereotipos de género asociados al uso de Internet en estudiantes de pedagogía. In M. L. Sein-Echaluce Lacleta, Á. Fidalgo Blanco, & F. J. García-Peñalvo (Eds.), Aprendizaje, Innovación y Cooperación como impulsores del cambio metodológico. Actas del V Congreso Internacional sobre Aprendizaje, Innovación y Competitividad. CINAIC 2019 (9-11 de Octubre de 2019, Zaragoza, España) (pp. 629-634). Zaragoza, Spain: Servicio de Publicaciones Universidad de Zaragoza.
Presentación del proyecto en la Universidad Nacional de San Agustin de Arequipa (Arequipa, Perú) como parte de las conferencias desarrolladas por Alicia García-Holgado como investigadora de impacto invitada.
Industrial Training at Shahjalal Fertilizer Company Limited (SFCL)MdTanvirMahtab2
This presentation is about the working procedure of Shahjalal Fertilizer Company Limited (SFCL). A Govt. owned Company of Bangladesh Chemical Industries Corporation under Ministry of Industries.
Final project report on grocery store management system..pdfKamal Acharya
In today’s fast-changing business environment, it’s extremely important to be able to respond to client needs in the most effective and timely manner. If your customers wish to see your business online and have instant access to your products or services.
Online Grocery Store is an e-commerce website, which retails various grocery products. This project allows viewing various products available enables registered users to purchase desired products instantly using Paytm, UPI payment processor (Instant Pay) and also can place order by using Cash on Delivery (Pay Later) option. This project provides an easy access to Administrators and Managers to view orders placed using Pay Later and Instant Pay options.
In order to develop an e-commerce website, a number of Technologies must be studied and understood. These include multi-tiered architecture, server and client-side scripting techniques, implementation technologies, programming language (such as PHP, HTML, CSS, JavaScript) and MySQL relational databases. This is a project with the objective to develop a basic website where a consumer is provided with a shopping cart website and also to know about the technologies used to develop such a website.
This document will discuss each of the underlying technologies to create and implement an e- commerce website.
Sachpazis:Terzaghi Bearing Capacity Estimation in simple terms with Calculati...Dr.Costas Sachpazis
Terzaghi's soil bearing capacity theory, developed by Karl Terzaghi, is a fundamental principle in geotechnical engineering used to determine the bearing capacity of shallow foundations. This theory provides a method to calculate the ultimate bearing capacity of soil, which is the maximum load per unit area that the soil can support without undergoing shear failure. The Calculation HTML Code included.
Immunizing Image Classifiers Against Localized Adversary Attacksgerogepatton
This paper addresses the vulnerability of deep learning models, particularly convolutional neural networks
(CNN)s, to adversarial attacks and presents a proactive training technique designed to counter them. We
introduce a novel volumization algorithm, which transforms 2D images into 3D volumetric representations.
When combined with 3D convolution and deep curriculum learning optimization (CLO), itsignificantly improves
the immunity of models against localized universal attacks by up to 40%. We evaluate our proposed approach
using contemporary CNN architectures and the modified Canadian Institute for Advanced Research (CIFAR-10
and CIFAR-100) and ImageNet Large Scale Visual Recognition Challenge (ILSVRC12) datasets, showcasing
accuracy improvements over previous techniques. The results indicate that the combination of the volumetric
input and curriculum learning holds significant promise for mitigating adversarial attacks without necessitating
adversary training.
NO1 Uk best vashikaran specialist in delhi vashikaran baba near me online vas...Amil Baba Dawood bangali
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Welcome to WIPAC Monthly the magazine brought to you by the LinkedIn Group Water Industry Process Automation & Control.
In this month's edition, along with this month's industry news to celebrate the 13 years since the group was created we have articles including
A case study of the used of Advanced Process Control at the Wastewater Treatment works at Lleida in Spain
A look back on an article on smart wastewater networks in order to see how the industry has measured up in the interim around the adoption of Digital Transformation in the Water Industry.
Student information management system project report ii.pdfKamal Acharya
Our project explains about the student management. This project mainly explains the various actions related to student details. This project shows some ease in adding, editing and deleting the student details. It also provides a less time consuming process for viewing, adding, editing and deleting the marks of the students.
Hierarchical Digital Twin of a Naval Power SystemKerry Sado
A hierarchical digital twin of a Naval DC power system has been developed and experimentally verified. Similar to other state-of-the-art digital twins, this technology creates a digital replica of the physical system executed in real-time or faster, which can modify hardware controls. However, its advantage stems from distributing computational efforts by utilizing a hierarchical structure composed of lower-level digital twin blocks and a higher-level system digital twin. Each digital twin block is associated with a physical subsystem of the hardware and communicates with a singular system digital twin, which creates a system-level response. By extracting information from each level of the hierarchy, power system controls of the hardware were reconfigured autonomously. This hierarchical digital twin development offers several advantages over other digital twins, particularly in the field of naval power systems. The hierarchical structure allows for greater computational efficiency and scalability while the ability to autonomously reconfigure hardware controls offers increased flexibility and responsiveness. The hierarchical decomposition and models utilized were well aligned with the physical twin, as indicated by the maximum deviations between the developed digital twin hierarchy and the hardware.
1. Gender
mainstreaming in
Engineering Education
Dr. Alicia García-Holgado
GRIAL Research Group
Computer Science and Automation
Department
Universidad de Salamanca
aliciagh@usal.es @aliciagh_
Gender mainstreaming in Engineering Education 1
2. The gender gap
in the world (I)
• The Global Gender Gap report 2022 includes 146 countries, however, no
country has yet achieved full gender parity
• Europe has the second-highest level of gender parity (76.6%)
• Based on the constant set of 102 countries covered since 2006, the region
has a 60-year wait to close the gap
Gender mainstreaming in Engineering Education 2
4. Gender mainstreaming in Engineering Education 4
World Economic Forum, Global Gender Gap Index, 2022
5. The gender gap in the world (IV)
Gender mainstreaming in Engineering Education 5
World Economic Forum, Global Gender Gap Index, 2022
6. The gender gap in
STEM (I)
• There is parity in tertiary education
enrolment but a significant gap in STEM
áreas (UNESCO, UIS.Stat education statistics
data portal)
• The percentage of women graduates in ICT
is 1.7%, compared to 8.2% of men
graduates (World Economic Forum, 2022)
• In Engineering and Manufacturing
the same figures are 24.6% for men and
6.6% for women (World Economic Forum,
2022)
Gender mainstreaming in Engineering Education 6
7. The gender gap in STEM (II)
• According to data from the LinkedIn platform, it is estimated that
women represent 15% of workers in the engineering sector, despite
the fact that engineering has one of the highest employment growth
rates in the world (World Economic Forum, 2020)
Gender mainstreaming in Engineering Education 7
8. The gender gap in STEM (III)
Gender mainstreaming in Engineering Education 8
World Economic Forum, Global Gender Gap Index, 2022
9. What can we do?
Gender mainstreaming in Engineering Education 9
12. Motivation
University education
• Methodological initiatives and proposals are still few and far between
• Although it is compulsory for university students to receive equality
training, there is little or no practical guidance on how to do this in
teaching guides and examples of educational activities
Gender mainstreaming in Engineering Education 12
An international problem that needs to be addressed at all levels of
education
13. Education for equality
• Methodological proposal for
approaching teaching-learning
processes with a gender perspective
in educational centers
• Students and teachers must be
trained in values such as equality,
tolerance, dialogue and practical
conflict resolution and introduce this
knowledge and skills into the
educational curriculum
Gender mainstreaming in Engineering Education
14. Different ways of
gender
mainstreaming
• Specific degrees focusing on gender studies
• Degrees that have specific equality subjects
• Gender mainstreaming, in which equality content is integrated into any
subject of the curriculum
14
15. Co-education
Gender mainstreaming in Engineering Education 15
• “It is a current pedagogical proposal to
respond to the claim of equality made by
feminist theory, which proposes a
reformulation of the model of transmission of
knowledge and ideas from a gender
perspective in socialization spaces for training
and education” (Spanish Institute of Woman,
2017)
16. Main characteristics of co-educational practices
Project/Problem Based
Learning (knowledge
and observation of the
environment)
Crash of traditional
educational dynamics
and practices
Active Methodologies,
participatory and
motivating
Non-sexist language
Sensitization of
students, teachers and
the immediate
environment
Participation and
cooperation
Discovery, critical
thinking and debate
17. How can we incorporate
co-education in
engineering education?
Gender mainstreaming in Engineering Education 17
18. Self-
assessment
18
Conduct a self-
assessment of
the gender
perspective in
the teaching
guides
Review
contents
Analyse the
context
Detect and
analyse
situations of
inequality
Gender mainstreaming in Engineering Education
20. Finding out students' perspective on the
gender gap: the GENCE 2.0 questionnaire
Gender mainstreaming in Engineering Education 20
García-Holgado, A., González-González, C. S., & García-Peñalvo, F. J. (2020). Gender gap perceptions of computing students: a case
study in two Spanish universities. In C. S. González González, A. Infante Moro, & J. C. Infante Moro (Eds.), 2020 X International
Conference on Virtual Campus (JICV) (pp. 10-14). IEEE. https://doi.org/10.1109/JICV51605.2020.9375768
García-Holgado, A., González-González, C. S., & Peixoto, A. (2020). A comparative study on the support in engineering courses: a
case study in Brazil and Spain. IEEE Access, 8, 125179-125190. https://doi.org/10.1109/ACCESS.2020.3007711
24. Gender mainstreaming in Engineering Education 24
García-Peñalvo, F. J., García-Holgado, A., Vázquez-Ingelmo, A., & Sánchez Prieto, J. C. (2021). Planning, communication and active
methodologies: Online assessment of the software engineering subject during the COVID-19 crisis. RIED. Revista iberoamericana de
educación a distancia, 24(2), 41-66. https://doi.org/10.5944/ried.24.2.27689
García-Holgado, A., Vázquez-Ingelmo, A., Verdugo-Castro, S., González, C. S., Sánchez-Gómez, M. C., & García-Peñalvo, F. J. (2019).
Actions to promote diversity in engineering studies: a case study in a Computer Science Degree. In 2019 IEEE Global Engineering
Education Conference (EDUCON), (9-11 April 2019, Dubai, UAE) (pp. 793-800). IEEE. https://doi.org/10.1109/EDUCON.2019.8725134
Gender -> Diversity & inclusion -> Ethics
25. Phase 1
• Review and update educational
materials
• Diversity in teams
• Twitter for sharing news
• Gender issues as problems to
solve in the workshops
• Final Project developed across
the course focused on solving
society problems related to
women
Gender mainstreaming in Engineering Education 25
26. Phase 2
• Improve and solve issues
detected in phase 1
• Remove the introduction talk
about gender in technology
Gender mainstreaming in Engineering Education 26
27. Phase 3
• Coach. Focus on diversity and
ethics.
• Talks on topics related to
software engineering and the
professional sector
• Gamification through a set of
badges associated with diversity
and inclusion
Gender mainstreaming in Engineering Education 27
28. Phase 4
• Selection and adaptation of
techniques used in agile
methodologies to establish
group dynamics that promote
internal and external inclusión
• Design thinking techniques
Gender mainstreaming in Engineering Education 28
29. Phase 4
• The last phase focused on
incorporating ethical aspects
related to software development in
the Bachelor's Degree in Computer
Engineering through a SPOC
• Lectures on computer ethics:
introduction to computer ethics,
ethics and HCI, ethics and universal
design, and ethics and AI
Gender mainstreaming in Engineering Education 29
31. Gender-
sensitive
mentorship
network
• Co-education approach outside the
classroom
• Gender-sensitive mentorship
network across countries from
Latin America and Europe
• Main action of the W-STEM
network
Gender mainstreaming in Engineering Education 31
González Rogado, A. B., García-Holgado, A., & García-Peñalvo, F. J. (2021).
Mentoring for future female engineers: pilot at the Higher Polytechnic
School of Zamora In A. García-Holgado, F. J. García-Peñalvo, C. S. González
González, A. Infante Moro, & J. C. Infante Moro (Eds.), 2021 XI
International Conference on Virtual Campus (JICV). IEEE.
doi:10.1109/JICV53222.2021.9600410
32. Gender mainstreaming in Engineering Education 32
W-STEM Network
Oulu University – OULU (Finlandia)
Politecnico di Torino – POLITO (Italia)
Tecnológico de Monterrey – ITSM
Universidad de Guadalajara – UDG
Universidad Técnica Federico Santa María – UTSM
Pontificia Universidad Católica de Valparaíso – PUCV
Northern Regional College – NRC
Technological University Dublin – TUD
Instituto Tecnológico de Costa Rica – ITCR
Universidad de Costa Rica – UCR
Universidad Técnica Particular de Loja – UTPL
Universidad Técnica del Norte – UTN
Universidad Tecnológica de Bolívar
– UTB
University of Salamanca – USAL
Universidad del Norte – UNINORTE
Associated partner
External evaluator
33. W-STEM model (I)
Gender mainstreaming in Engineering Education 33
• Attraction
processes
Before they get
to university
• Access
processes
During university
access
• Guidence
and retention
processes
While they are at
university
García-Holgado, A., & García-Peñalvo, F. J. (2022). A Model for Bridging the Gender Gap in STEM in Higher Education Institutions. In F. J. García-Peñalvo, A. García-
Holgado, A. Dominguez, & J. Pascual (Eds.), Women in STEM in Higher Education: Good Practices of Attraction, Access and Retainment in Higher Education (pp. 1-19).
Springer. https://doi.org/10.1007/978-981-19-1552-9_1
34. Gender-sensitive mentorship for guidance
and retention
The goal of the Mentoring Network
is to empower women and
encourage their active participation
in STEM careers
• Training of MENTORs (teachers +
students) at centralised level
• Accompanying first-year STEM
students and enhancing their
student participation
• Generate indicators to
characterise young women
choosing STEM careers
Cross-cutting training in leadership,
women's empowerment, inclusive
language, creating inclusive
environments
35. Roadmap to implement
the gender-sensitive
mentorship
• Identify tutors among the academic staff
• Engage students from first year
• Engage students as mentors
Preparation
• Training for tutors about co-education
• Training for mentors and mentees about gender equality
and inclusion
Training
• Share the initial questionnaire
• Organise follow-up meetings
• Collect feedback
Implementation
Gender mainstreaming in Engineering Education 35
García-Holgado, A., Segarra-Morales, S., González-
Rogado, A. B., & García-Peñalvo, F. J. (2022). Definición e
implementación de la Red de Mentorías W-STEM. In M. E.
García D. & M. Holanda (Eds.), Proceedings of the XIV
Congress of Latin American Women in Computing 2022
(LAWCC 2022) co-located with XLVIII Latin American
Computer Conference (CLEI 2022), Armenia, Colombia,
October 21, 2022. CEUR-WS.org.
38. CreaSTEAM project
Co-thinking and Creation for STEAM diversity-gap reduction
• Acronym
• CreaSTEAM
• Funding
• European Union. Erasmus + KA2 – Cooperation and Innovation
for Good Practices. Strategic Partnerships for school education
• Reference
• 2020-1-ES01-KA201-082601
• Dates
• 01/10/2020 a 30/09/2022
• Budget
• 240.736€
Gender mainstreaming in Engineering Education 38
Fonseca, D., García-Holgado, A., García-Peñalvo, F. J., Jurado, E., Olivella, R., Amo, D., Maffeo, G.,
Yiğit, Ö., Keskin, Y., Sevinç, G., Quass, K., & Hofmann, C. (2021). CreaSTEAM. Hacia la mejora de
brechas en diversidad mediante la recopilación de proyectos, buenas prácticas y espacios STEAM. In
M. L. Sein-Echaluce Lacleta, Á. Fidalgo Blanco, & F. J. García-Peñalvo (Eds.), Innovaciones docentes
en tiempos de pandemia. Actas del VI Congreso Internacional sobre Aprendizaje, Innovación y
Cooperación, CINAIC 2021 (20-22 de Octubre de 2021, Madrid, España) (pp. 38-43). Servicio de
Publicaciones Universidad de Zaragoza. doi:10.26754/CINAIC.2021.0007
40. CreaSTEAM Objetives
• Develop a framework for secondary schools
to create a collaborative space in which
diversity and inclusion in STEAM is
promoted
• Establish mechanisms to foster collaboration
between STEAM communities and initiatives
and secondary schools
Gender mainstreaming in Engineering Education 40
41. STEAM-Labs
• STEAM-Labs merge three concepts
• Fab-Labs
• Media Labs
• User Labs
• They seek to create inclusive spaces that work with STEAM in an integrated
way
• Science
• Technology
• Engineering
• Arts
• Mathematics
Gender mainstreaming in Engineering Education 41
45. STEAM-Labs:
Tools
La mujer en áreas STEM 45
https://coggle.it/diagram/X-Cy2_YZrx-l8zDJ/t/technology-in-a-steam-lab-
star/87aa2de749f590535e3050cd2eb3f71eea7934008b241419a12782b21f23872e?present=1
46. Bibliography
• Bello, A., & Estébanez, M. E. (2022). An unbalanced equation: Increasing participation of women in STEM in LAC (MTD/SC/2022/PI/01).
• Fonseca, D., García-Holgado, A., García-Peñalvo, F. J., Jurado, E., Olivella, R., Amo, D., Maffeo, G., Yiğit, Ö., Hofmann, C., Quass, K., Sevinç, G., & Keskin, Y. (2021). CreaSTEAM.
Towards the improvement of diversity gaps through the compilation of projects, best practices and STEAM-Lab spaces. In M. Alier & D. Fonseca (Eds.), Proceedings of the Ninth
International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’21) (Barcelona, Spain, October 26-29, 2021) (pp. 92-97). ACM.
https://doi.org/10.1145/3486011.3486426
• Fonseca, D., Jurado, E., García-Holgado, A., Olivella, R., García-Peñalvo, F. J., Sanchez-Sepulveda, M., Amo, D., Maffeo, G., Yiğit, Ö., Hofmann, C., Quass, K., Sevinç, G., & Keskin, Y.
(2022). Conceptualizing a teacher training for identifying STEAM-Lab spaces to address diversity gaps. In CINAIC. Springer.
• Fonseca, D., Sanchez-Sepulveda, M., Jurado, E., García-Holgado, A., Olivella, R., García-Peñalvo, F. J., Amo, D., Maffeo, G., Yiğit, Ö., Hofmann, C., Quass, K., Sevinç, G., & Keskin, Y.
(2022). Characterization of spaces and didactic units for the improvement of diversity gaps. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies: Designing
the Learner and Teacher Experience. 9th International Conference, LCT 2022, Held as Part of the 24th HCI International Conference, HCII 2022, Virtual Event, 26 June - 1 July 2021,
Proceedings, Part I. Springer. https://doi.org/10.1007/978-3-031-05657-4_24
• García-Holgado, A., Camacho Díaz, A., & García-Peñalvo, F. J. (2019). The gender gap in the STEM sector in Latin America: an European proposal. In M. L. Sein-Echaluce Lacleta, Á.
Fidalgo Blanco, & F. J. García-Peñalvo (Eds.), Aprendizaje, Innovación y Cooperación como impulsores del cambio metodológico. Actas del V Congreso Internacional sobre
Aprendizaje, Innovación y Competitividad. CINAIC 2019 (9-11 de Octubre de 2019, Zaragoza, España) (pp. 704-709). Servicio de Publicaciones Universidad de Zaragoza.
• García-Holgado, A., Deco, C., Bedregal-Alpaca, N., Bender, C., & Villalba-Condori, K. O. (2020). Perception of the gender gap in computer engineering studies: a comparative study
in Peru and Argentina. In 2020 IEEE Global Engineering Education Conference (EDUCON), (27-30 April 2020, Porto, Portugal) (pp. 1252-1258). IEEE.
https://doi.org/10.1109/EDUCON45650.2020.9125224
• García-Holgado, A., & García-Peñalvo, F. J. (2022). A Model for Bridging the Gender Gap in STEM in Higher Education Institutions. In F. J. García-Peñalvo, A. García-Holgado, A.
Dominguez, & J. Pascual (Eds.), Women in STEM in Higher Education: Good Practices of Attraction, Access and Retainment in Higher Education (pp. 1-19). Springer.
https://doi.org/10.1007/978-981-19-1552-9_1
• García-Holgado, A., González-González, C. S., Frango Silveira, I., & García-Peñalvo, F. J. (2022). A Case Study in Brazil and Spain about the Students’ Perception of the Gender Gap
in Computing. International Journal of Engineering Education (IJEE), 38(3), 663–672.
• García-Holgado, A., González-González, C. S., García Fernández, I., Moreno López, L., Barrenechea, E., Rueda, S., G. Navarro, Á., Martínez, P., Masiá, B., Navarro, E., & Fornés, A.
(2022). A preliminary study about gender gap perception in informatics studies in Spain. In C. S. González González, A. Infante Moro, J. C. Infante Moro, & A. García-Holgado
(Eds.), 2022 XII International Conference on Virtual Campus (JICV). IEEE.
• García-Holgado, A., González-González, C. S., & García-Peñalvo, F. J. (2020). Gender gap perceptions of computing students: a case study in two Spanish universities. In C. S.
González González, A. Infante Moro, & J. C. Infante Moro (Eds.), 2020 X International Conference on Virtual Campus (JICV) (pp. 10-14). IEEE.
https://doi.org/10.1109/JICV51605.2020.9375768
• García-Holgado, A., González-González, C. S., & García-Peñalvo, F. J. (2021). Introduction of the gender perspective in the university teaching: a study about inclusive language in
Spanish. In T. Klinger, C. Kollmitzer, & A. Pester (Eds.), Proceedings of the 2021 IEEE Global Engineering Education Conference (EDUCON), (21-23 April 2021, Vienna, Austria) (pp.
1669-1673). IEEE. https://doi.org/10.1109/EDUCON46332.2021.9454113 46
47. Bibliography
• García-Holgado, A., González-González, C. S., & Peixoto, A. (2020). A comparative study on the support in engineering courses: a case study in Brazil and Spain. IEEE Access, 8,
125179-125190. https://doi.org/10.1109/ACCESS.2020.3007711
• García-Holgado, A., Mena, J., García-Peñalvo, F. J., & González, C. S. (2018). Inclusion of gender perspective in Computer Engineering careers: Elaboration of a questionnaire to
assess the gender gap in Tertiary Education. In 2018 IEEE Global Engineering Education Conference (EDUCON), (17-20 April 2018, Santa Cruz de Tenerife, Canary Islands, Spain)
(pp. 1547-1554). IEEE. https://doi.org/10.1109/EDUCON.2018.8363417
• García-Holgado, A., Mena, J., García-Peñalvo, F. J., Pascual, J., Heikkinen, M., Harmoinen, S., García-Ramos, L., Peñabaena-Niebles, R., & Amores, L. (2020). Gender equality in
STEM programs: a proposal to analyse the situation of a university about the gender gap. In 2020 IEEE Global Engineering Education Conference (EDUCON), (27-30 April 2020,
Porto, Portugal) (pp. 1824-1830). IEEE. https://doi.org/10.1109/EDUCON45650.2020.9125326
• García-Holgado, A., Vázquez-Ingelmo, A., Mena, J., García-Peñalvo, F. J., González, C. S., Sánchez-Gómez, M. C., & Verdugo-Castro, S. (2019). Estudio piloto sobre la percepción de
la brecha de género en estudios de ingeniería informática. In M. L. Sein-Echaluce Lacleta, Á. Fidalgo Blanco, & F. J. García-Peñalvo (Eds.), Aprendizaje, Innovación y Cooperación
como impulsores del cambio metodológico. Actas del V Congreso Internacional sobre Aprendizaje, Innovación y Competitividad. CINAIC 2019 (9-11 de Octubre de 2019, Zaragoza,
España) (pp. 698-703). Servicio de Publicaciones Universidad de Zaragoza. https://doi.org/10.26754/CINAIC.2019.0142
• García-Holgado, A., Verdugo-Castro, S., González, C. S., Sánchez-Gómez, M. C., & García-Peñalvo, F. J. (2020). European Proposals to Work in the Gender Gap in STEM: A
Systematic Analysis. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 15(3), 215-224. https://doi.org/10.1109/RITA.2020.3008138
• García-Holgado, A., Verdugo-Castro, S., Sánchez Gómez, M. C., & García-Peñalvo, F. J. (2020). Facilitating access to the role models of women in STEM: W-STEM mobile app. In P.
Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Designing, Developing and Deploying Learning Experiences. HCII 2020 (pp. 466–476). Springer.
https://doi.org/10.1007/978-3-030-50513-4_35
• García-Peñalvo, F. J. (2019). Women and STEM disciplines in Latin America. The W-STEM European Project. Journal of Information Technology Research, 12(4), v-viii.
• García-Peñalvo, F. J., Bello, A., Domínguez, A., & Romero Chacón, R. M. (2019). Gender Balance Actions, Policies and Strategies for STEM: Results from a World Café Conversation.
Education in the Knowledge Society, 20(15). https://doi.org/10.14201/eks2019_20_a31
• García-Peñalvo, F. J., García-Holgado, A., Vázquez-Ingelmo, A., & Sánchez Prieto, J. C. (2021). Planning, communication and active methodologies: Online assessment of the
software engineering subject during the COVID-19 crisis. RIED. Revista iberoamericana de educación a distancia, 24(2), 41-66. https://doi.org/10.5944/ried.24.2.27689
• González, C. S., Martínez-Estévez, M. d. l. A., Martín-Fernandez, A., Aranda, C., García-Holgado, A., Gil, M., Marcos, A., & Gershon, T. S. (2018). Gender and Engineering:
Developing Actions to Encourage Women in Tech. In 2018 IEEE Global Engineering Education Conference (EDUCON), (17-20 April 2018, Santa Cruz de Tenerife, Canary Islands,
Spain) (pp. 2082-2087). IEEE. https://doi.org/10.1109/EDUCON.2018.8363496
• González Rogado, A. B., García-Holgado, A., & García-Peñalvo, F. J. (2021). Mentoring for future female engineers: pilot at the Higher Polytechnic School of Zamora In A. García-
Holgado, F. J. García-Peñalvo, C. S. González González, A. Infante Moro, & J. C. Infante Moro (Eds.), 2021 XI International Conference on Virtual Campus (JICV). IEEE.
https://doi.org/10.1109/JICV53222.2021.9600410
47
48. Bibliography
• González-González, C. S., & García-Holgado, A. (2021). Strategies to gender mainstreaming in Engineering studies: a workshop with teachers. In L. Molina-Tanco, C. Manresa-Yee,
C. S. González-González, B. Montalvo-Gallego, & A. Reyes-Lecuona (Eds.), Interacción '21: Proceedings of the XXI International Conference on Human Computer Interaction
(September 22 - 24, 2021, Málaga, Spain) (pp. Article 19). ACM. https://doi.org/10.1145/3471391.3471429
• González-González, C. S., García-Holgado, A., & García-Peñalvo, F. J. (2020). Strategies to introduce gender perspective in Engineering studies: a proposal based on self-diagnosis.
In 2020 IEEE Global Engineering Education Conference (EDUCON), (27-30 April 2020, Porto, Portugal) (pp. 1884-1890). IEEE.
https://doi.org/10.1109/EDUCON45650.2020.9125289
• Lacave, C., Molina, A. I., García-Holgado, A., & González-González, C. S. (2021). Delving into gender gap perceptions of computing students: A replication study. In M. Alier & D.
Fonseca (Eds.), Proceedings of the Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’21) (Barcelona, Spain, October 26-29, 2021)
(pp. 103-108). ACM. https://doi.org/10.1145/3486011.3486428
• UNESCO. (2017). Measuring gender equality in science and engineering: the SAGA toolkit. SAGA Working Paper 2. UNESCO.
https://unesdoc.unesco.org/ark:/48223/pf0000259766
• UNESCO. (2018). Telling SAGA: Improving measurement and policies for gender equality in Science, Technology and Innovation. SAGA Working Paper 5. UNESCO.
https://unesdoc.unesco.org/ark:/48223/pf0000266102
• UNESCO Institute for Statistics. (2018). Women in Science (FS/2018/SCI/51). http://uis.unesco.org/sites/default/files/documents/fs51-women-in-science-2018-en.pdf
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http://bit.ly/2k8nhns
• Verdugo-Castro, S., García-Holgado, A., Sánchez Gómez, M. C., & García-Peñalvo, F. J. (2021). Multimedia Analysis of Spanish Female Role Models in Science, Technology,
Engineering and Mathematics. Sustainability, 12(22), Article 12612. https://doi.org/10.3390/su132212612
• Verdugo-Castro, S., García-Holgado, A., & Sánchez-Gómez, M. C. (2019). Analysis of instruments focused on gender gap in STEM education. In M. Á. Conde-González, F. J.
Rodríguez Sedano, C. Fernández Llamas, & F. J. García-Peñalvo (Eds.), Proceedings of the 7th International Conference on Technological Ecosystems for Enhancing Multiculturality
(TEEM 2019) (León, Spain, October 16-18, 2019) (pp. 999-1006). ACM. https://doi.org/10.1145/3362789.3362922
• Verdugo-Castro, S., García-Holgado, A., & Sánchez-Gómez, M. C. (2022). The gender gap in higher STEM studies: a Systematic Literature Review. HELIYON.
https://doi.org/10.1016/j.heliyon.2022.e10300
• Verdugo-Castro, S., Sánchez-Gómez, M. C., & García-Holgado, A. (2022a). Opinions and Perceptions about STEM Studies in Higher Education: An Exploratory Case Study in Spain.
Education in the Knowledge Society, 23. https://doi.org/10.14201/eks.27529
• Verdugo-Castro, S., Sánchez-Gómez, M. C., & García-Holgado, A. (2022b). University students' views regarding gender in STEM studies: design and validation of an instrument.
Education and Information Technologies. https://doi.org/10.1007/s10639-022-11110-8
• World Economic Forum. (2019). Insight Report. The Global Gender Gap Report 2020. World Economic Forum. http://reports.weforum.org/global-gender-gap-report-2020/
• World Economic Forum. (2021). The Global Gender Gap Report 2021. Insight Report. World Economic Forum. http://weforum.org/reports/global-gender-gap-report-2021
• World Economic Forum. (2022). Global Gender Gap Report 2022. World Economic Forum. http://weforum.org/reports/global-gender-gap-report-2021 48
49. Gender
mainstreaming in
Engineering Education
Dr. Alicia García-Holgado
GRIAL Research Group
Computer Science and Automation
Department
Universidad de Salamanca
aliciagh@usal.es @aliciagh_
Gender mainstreaming in Engineering Education 49