Inclusion and Diversity in Engineering Education (IDEE)
EDUCON2022 Special Session – Call for Papers

Overview

Engineering should attract, promote, foster and retain talents, considering that individuals are different, and they can have characteristics that can require flexibility in the education system in order to guarantee equal opportunities of anyone regardless their gender, race or condition. These characteristics can make the developing of their skills more challenging for the students and for the educational institutions and their professionals.

Some of these characteristics can have a physical reason, such as deafness or blindness, other can be neurological, like autism or attention deficit hyperactivity disorder (ADHD), and other students can be part of groups that are still underrepresented in academia, like women, or they belong to some minorities or ethnical groups.

The IDEE’22 at EDUCON 2022 aims to start a discussion and a reflection about the diversity and inclusion in Engineering Education (EE), identifying the problems and proposing solutions. It also wants to create a bridge from schools to universities, highlighting that many problems that are visible in universities are the results of base problems that appear in early stages of education.

This special track wants to promote new ways to face and deal with the problem of the lack of representativeness in science, technology, engineering, and math (STEM).

Topics of Interest

Authors are invited to submit complete papers for the IDEE special session. The topics includes the following:

• Supporting young female students to enter the Engineering courses
• Supporting graduate and undergraduate female students to complete the course
• Supporting the development of the careers of women
• Students with special needs
• Technologies as a tool to integrate students
• Fostering underrepresented Groups in the Universities
• Peripherical regions, Diversity and Development Diversity and entrepreneurship
• Extension projects from university to foster inclusiveness
• Public policies for inclusion
• Diversity and job market
• Inclusion and diversity for K-12 education
• Support for professional transition to Engineering
• Support for lifelong learning and training
• Learning experiences to promote inclusion and diversity in STEM education
• Tools and their use to foster inclusion and diversity

Program Committee

Chairs

• Aruquia Peixoto, CEFET/RJ, Brazil, aruquia@gmail.com
• Pedro Plaza, Plaza Robotica, Spain, pplaza@plazarobotica.es

Members

• Ana Luiza Lima de Souza, CEFET/RJ, Brazil
• Balamuralithara Balakrishnan, University Pendidikan Sultan Idris, Malaysia
• Carina Gonzalez, Universidad de La Laguna, Spain
• Herlander Costa Alegre da Gama Afonso, CEFET/RJ, Brazil
• Julia Merino, Tecnalia, Spain
• Manuel Castro, Universidad Nacional de Educación a Distancia, Spain
• Manuel Blazquez, HEI Ramiro de Maeztu, Spain
• Musbah Koleilat Câmara, CEFET/RJ, Brazil
• Pedro Plaza, Plaza Robotica, Spain
• Rebecca Strachan, Northumbria University, United Kingdom
• Elio Sancristobal, UNED, Spain
• Antonio Menacho, Universidad Nacional de Educación a Distancia, Spain
• Felix Garcia-Loro, Universidad Nacional de Educación a Distancia, Spain
• German Carro, Universidad Nacional de Educación a Distancia, Spain
• Javier Muñoz, Plaza Robotica, Spain
• Monica Muñoz, Plaza Robotica, Spain
• Alejandro Muñoz, Plaza Robotica, Spain
• Pedro José Muñoz Merino, Universidad Carlos III de Madrid, Spain
• Jose Manuel Saez Lopez, Universidad Nacional de Educación a Distancia, Spain
• Sara Muñoz Sánchez, Universidad Nacional de Educación a Distancia, Spain
• Mateo González Cid, Universidad de Vigo, Spain
• Juan Alberto Abia Álvarez, Universidad de Vigo, Spain
• Fernando Flores García, Universidad de Vigo, Spain
• Alicia García Holgado, Universidad de Salamanca, Spain
• Elena Rodríguez Lois, Universidad de Vigo, Spain
• Cassia Isac, IFRJ, Brazil

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