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Integrating Gender Equality, Diversity, and Equal Conditions, in Engineering Education
KTH, School of Industrial Engineering and Management (ITM), Learning, Learning in Stem.ORCID iD: 0000-0002-7496-2435
KTH, School of Industrial Engineering and Management (ITM), Learning, Learning in Stem.
KTH, School of Industrial Engineering and Management (ITM), Learning, Learning in Stem.ORCID iD: 0000-0002-8343-5098
KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.).ORCID iD: 0000-0002-0372-6785
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2022 (English)In: Proceedings of the 18 th International CDIO Conference, hosted by Reykjavik University, Reykjavik Iceland, June13-15, 2022., Chalmers University of Technology , 2022Conference paper, Published paper (Refereed)
Abstract [en]

In engineering education, as well as in the society at large, there is an increasing focus on sustainability and sustainable development. The CDIO Standards and the CDIO Syllabus has been substantially updated to meet and drive these changes. Progressive engineering programs have by now made substantial progress in integrating environmental aspects of sustainability and sustainable development into the curriculum. However, the integration of social aspects is generally considered to be more difficult and is therefore lagging behind. This explorative research paper provides insights in efforts to integrate elements of gender equality, diversity and equal conditions (GDE) in three courses on bachelor’s, master’s, and doctoral level. The focus is on the development and implementation of reflective assignments, where a theoretical framework is used for characterizing different levels of reflection. The work has been performed by use of an action research approach that has involved close dialogue and collaboration between researchers, pedagogic developers, teachers, students, and education leaders. The paper hereby contributes with multiple perspectives on GDE integration, and significant challenges are discussed. The paper also contributes with concrete examples of reflective assignments, learning activities, and literature that can be useful also in other contexts.

Place, publisher, year, edition, pages
Chalmers University of Technology , 2022.
Keywords [en]
Gender equality, Diversity, Equal conditions, Sustainable development, Reflective writing, Optional standards for sustainable development, Standards: 1, 2, 3, 7, 11
National Category
Learning
Identifiers
URN: urn:nbn:se:kth:diva-316353Scopus ID: 2-s2.0-85145927185OAI: oai:DiVA.org:kth-316353DiVA, id: diva2:1687604
Conference
18th International CDIO Conference, Reykjavik Iceland, June 13-15, 2022.
Note

Part of ISBN 9789935965561

QC 20220818

Available from: 2022-08-16 Created: 2022-08-16 Last updated: 2023-08-14Bibliographically approved

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fulltext(363 kB)124 downloads
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d757b3197a33628f4a6c4403c1f64889b9eeff1d036b81d27ce809bbf31c8518d00a56bb98f57447d20d79346f3145c1bb51e20dcd3623a810f9eaa84ef23255
Type fulltextMimetype application/pdf

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Scopushttps://en.ru.is/cdio2022

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Magnell, MarieDelin, CharlottaRosén, AndersJerbrant, AnnaTibert, GunnarCasanueva, Carlos

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Magnell, MarieDelin, CharlottaRosén, AndersJerbrant, AnnaTibert, GunnarCasanueva, Carlos
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Learning in StemIndustrial Economics and Management (Dept.)Vehicle Engineering and Solid MechanicsVinnExcellence Center for ECO2 Vehicle designThe KTH Railway Group
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CiteExportLink to record
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