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EB

ONLINE

Singapore : Springer, 2022

1 online resource (204 pages)

ISBN 9789811915529 (electronic bk.)

ISBN 9789811915512

Lecture Notes in Educational Technology Ser.

Print version: Garcia-Penalvo, Francisco Jose Women in STEM in Higher Education Singapore : Springer,c2022 ISBN 9789811915512

3.4.2 Telecommunications -- 3.4.3 Environmental and Chemical Engineering -- 3.4.4 Mathematics and Physics.

2.2.2 The Department of Education & -- Skills Gender Task Force-Accelerating Gender Equality in Irish Higher Education Institutions-Gender Action Plan 2018-2020 -- 2.2.3 Senior Academic Leadership Initiative (SALI) -- 2.3 Advance Higher Education (HE) -- 2.3.1 Athena SWAN and Athena SWAN Ireland -- 2.3.2 AURORA Leadership Programme and Other Leadership Initiatives -- 2.4 Gender Equality Strategies and Policies of Irish Research Funding Organisations -- 2.4.1 Gender Equality Policy and the Irish Research Council -- 2.4.2 Gender Equality Policy and Science Foundation Ireland -- 2.5 Conclusion -- Appendix -- References -- 3 Making and Taking Leadership in the Promotion of Gender Desegregation in STEM -- 3.1 Introduction -- 3.2 Background -- 3.3 Design of the Study -- 3.4 Professional Profiles of Women in Leadership Position in STEM Fields -- 3.4.1 Medical Biochemistry ---

3.4.2 Telecommunications -- 3.4.3 Environmental and Chemical Engineering -- 3.4.4 Mathematics and Physics.

Intro -- Foreword -- Preface -- Acknowledgments -- Contents -- 1 A Model for Bridging the Gender Gap in STEM in Higher Education Institutions -- 1.1 Introduction -- 1.2 The Project -- 1.3 W-STEM Model -- 1.3.1 Situation Analysis -- 1.3.2 Definition of the Gender Equality Action Plan -- 1.3.3 Implementation of Actions and Measuring Impact and Achievement of Objectives -- 1.4 Main Results -- 1.4.1 International Leadership Summer Camp -- 1.4.2 Women in STEM Mobile App -- 1.4.3 Attraction Campaigns -- 1.4.4 W-STEM Mentoring Network -- 1.5 Conclusions -- References -- 2 A Review of Irish National Strategy for Gender Equality in Higher Education 2010-2021 -- 2.1 Introduction -- 2.2 Gender Equality in Irish Higher Education Institutions -- 2.2.1 The Higher Education Authority: National Review of Gender Equality in Irish Higher Education Institutions ---

10 Examples of Good Practices in Erasmus+ Projects that Integrate Gender and STEM in Higher Education -- 10.1 Introduction -- 10.2 Project 1-Augmented Reality for Science Education -- 10.2.1 Project Context -- 10.2.2 Project Objectives -- 10.2.3 Project Results -- 10.3 Project 2-Engendering STEM -- 10.3.1 Project Context -- 10.3.2 Project Objectives -- 10.3.3 Project Results -- 10.4 Project 3-Innovative Women Entrepreneurs of the Future -- 10.4.1 Project Context -- 10.4.2 Project Objectives -- 10.4.3 Project Results -- 10.5 Project 4-Euro4Science: Exploring "CSI Effect" and Forensic Sciences to Boost the Appeal of Science to Young People and Reinforce Interdisciplinarity in European High Schools -- 10.5.1 Project Context -- 10.5.2 Project Objectives -- 10.5.3 Project Results -- 10.6 Project 5-Early Identification of STEM Readiness and Targeted Academic Interventions -- 10.6.1 Project Context ---

5.2 Context -- 5.3 "WeAreHERe" Campaign -- 5.4 Results -- 5.5 Conclusions and Future Plans -- References -- 6 Promoting the Participation of Women in STEM: A Methodological View -- 6.1 Introduction -- 6.2 Brief Description of the W-STEM Project -- 6.3 Methodological Approach -- 6.3.1 Baseline -- 6.3.2 Analysis -- 6.3.3 Planning -- 6.3.4 Development -- 6.4 Engaging Women into STEM: The Case of Uninorte -- 6.4.1 Baseline -- 6.4.2 Analysis -- 6.4.3 Strategic Planning Process -- 6.4.4 Development -- 6.5 Discussion -- 6.5.1 Lessons Learned -- 6.5.2 Sustainability -- 6.5.3 Limitations -- 6.6 Conclusion -- References -- 7 Women Retention in STEM Higher Education: Systematic Mapping of Gender Issues -- 7.1 Introduction -- 7.2 Methodology -- 7.3 Results and Discussion -- 7.3.1 Database Analysis and Timeline -- 7.3.2 Type of Documents -- 7.3.3 Geographic Data -- 7.3.4 Trending Keywords -- 7.3.5 Most Cited Articles ---

10.7.2 Project Objectives -- 10.7.3 Project Results -- 10.8 Conclusions -- References.

8 Mentoring Female Students in Engineering as a Way of Caring -- 8.1 Introduction -- 8.2 Mentoring Female Engineering Students -- 8.2.1 Mentor Roles -- 8.2.2 Mentor Attributes -- 8.2.3 Motivations -- 8.3 Case Study Overview -- 8.4 Looking into Mentor Motivations -- 8.5 Caring -- 8.6 Understanding How Mentors Care -- 8.6.1 Caring About -- 8.6.2 Caring For -- 8.6.3 Caregiving -- 8.6.4 Care Receiving -- 8.7 Conclusions and Recommendations -- References -- 9 Gender Perspective in STEM Disciplines in Spain Universities -- 9.1 Introduction -- 9.1.1 Common Aspects of STEM Disciplines -- 9.1.2 Main Differences Among STEM Disciplines -- 9.2 Key Actions -- 9.3 Guides for Mainstreaming Gender in University Teaching -- 9.3.1 Physics -- 9.3.2 Mathematics -- 9.3.3 Engineering -- 9.4 Discussion -- 9.5 Conclusions -- References ---

10 Examples of Good Practices in Erasmus+ Projects that Integrate Gender and STEM in Higher Education -- 10.1 Introduction -- 10.2 Project 1-Augmented Reality for Science Education -- 10.2.1 Project Context -- 10.2.2 Project Objectives -- 10.2.3 Project Results -- 10.3 Project 2-Engendering STEM -- 10.3.1 Project Context -- 10.3.2 Project Objectives -- 10.3.3 Project Results -- 10.4 Project 3-Innovative Women Entrepreneurs of the Future -- 10.4.1 Project Context -- 10.4.2 Project Objectives -- 10.4.3 Project Results -- 10.5 Project 4-Euro4Science: Exploring "CSI Effect" and Forensic Sciences to Boost the Appeal of Science to Young People and Reinforce Interdisciplinarity in European High Schools -- 10.5.1 Project Context -- 10.5.2 Project Objectives -- 10.5.3 Project Results -- 10.6 Project 5-Early Identification of STEM Readiness and Targeted Academic Interventions -- 10.6.1 Project Context ---

10.6.2 Project Objectives -- 10.6.3 Project Results -- 10.7 Project 6-Robotics Opportunities (to Foster) STEM Education -- 10.7.1 Project Context.

5.2 Context -- 5.3 "WeAreHERe" Campaign -- 5.4 Results -- 5.5 Conclusions and Future Plans -- References -- 6 Promoting the Participation of Women in STEM: A Methodological View -- 6.1 Introduction -- 6.2 Brief Description of the W-STEM Project -- 6.3 Methodological Approach -- 6.3.1 Baseline -- 6.3.2 Analysis -- 6.3.3 Planning -- 6.3.4 Development -- 6.4 Engaging Women into STEM: The Case of Uninorte -- 6.4.1 Baseline -- 6.4.2 Analysis -- 6.4.3 Strategic Planning Process -- 6.4.4 Development -- 6.5 Discussion -- 6.5.1 Lessons Learned -- 6.5.2 Sustainability -- 6.5.3 Limitations -- 6.6 Conclusion -- References -- 7 Women Retention in STEM Higher Education: Systematic Mapping of Gender Issues -- 7.1 Introduction -- 7.2 Methodology -- 7.3 Results and Discussion -- 7.3.1 Database Analysis and Timeline -- 7.3.2 Type of Documents -- 7.3.3 Geographic Data -- 7.3.4 Trending Keywords -- 7.3.5 Most Cited Articles ---

7.4 Conclusion -- Appendix -- References.

3.5 Lessons Learned on Gender and STEM Leadership -- 3.6 Discussion-Strategies and Synergies for Women in Leadership -- 3.7 Conclusion -- Appendix -- References -- 4 Reflections on Selected Gender Equality in STEM Initiatives in an Irish University -- 4.1 Introduction -- 4.2 The College of Sciences and Health, TU Dublin -- 4.3 Staffing, Recruitment and Promotion in the College -- 4.4 Intervention in Focus: Women Leadership in Higher Education -- 4.5 Intervention in Focus: Researcher Gender Training -- 4.6 Student Recruitment and Support in the College -- 4.7 Intervention in Focus: Gender Equality in Computing -- 4.8 Intervention in Focus: Educational Mentoring -- 4.9 Intervention in Focus: Challenging Gender Stereotypes -- 4.10 Discussion and Conclusions -- References -- 5 Balance4Better: "We Are HERe" More Than a Gender Campaign -- 5.1 Introduction ---

8 Mentoring Female Students in Engineering as a Way of Caring -- 8.1 Introduction -- 8.2 Mentoring Female Engineering Students -- 8.2.1 Mentor Roles -- 8.2.2 Mentor Attributes -- 8.2.3 Motivations -- 8.3 Case Study Overview -- 8.4 Looking into Mentor Motivations -- 8.5 Caring -- 8.6 Understanding How Mentors Care -- 8.6.1 Caring About -- 8.6.2 Caring For -- 8.6.3 Caregiving -- 8.6.4 Care Receiving -- 8.7 Conclusions and Recommendations -- References -- 9 Gender Perspective in STEM Disciplines in Spain Universities -- 9.1 Introduction -- 9.1.1 Common Aspects of STEM Disciplines -- 9.1.2 Main Differences Among STEM Disciplines -- 9.2 Key Actions -- 9.3 Guides for Mainstreaming Gender in University Teaching -- 9.3.1 Physics -- 9.3.2 Mathematics -- 9.3.3 Engineering -- 9.4 Discussion -- 9.5 Conclusions -- References ---

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(Au-PeEL)EBL7013930

(MiAaPQ)EBC7013930

(OCoLC)1322839977