Gwynn, C. P., & Truyol, M. E., & Jerez, C. E. (2024, June), Building shared visions on gender in an Engineering School with Lego® Serious Play®: a pilot study  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/48429

\bibitem{asee_peer_48429}
  Gwynn, C. P., \& Truyol, M. E., \& Jerez, C. E. (2024, June), \emph{Building shared visions on gender in an Engineering School with Lego® Serious Play®: a pilot study}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://strategy.asee.org/48429

Claudia Paz Gwynn, Maria Elena Truyol, and Carolina Elizabeth Jerez.  "Building shared visions on gender in an Engineering School with Lego® Serious Play®: a pilot study".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://strategy.asee.org/48429 Internet.  30 Jul, 2024

\bibitem{asee_peer_48429}
  Claudia Paz Gwynn, Maria Elena Truyol, and Carolina Elizabeth Jerez.
  "Building shared visions on gender in an Engineering School with Lego® Serious Play®: a pilot study".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://strategy.asee.org/48429 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_48429
author = "Claudia Paz Gwynn, Maria Elena Truyol, and Carolina Elizabeth Jerez"
title = "Building shared visions on gender in an Engineering School with Lego® Serious Play®: a pilot study"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/48429}
}

TY  - CPAPER
AB  - In the international context, Sustainable Development Goals 5 (gender equality) and 4 (quality education) underscore the imperative of integrating gender equality issues within higher education. In Chile, Ministry of Education Law No. 21.369 promotes the establishment of safe and inclusive environments for all members of higher education academic communities, irrespective of their sex, gender, identity, or sexual orientation. Numerous studies have revealed that non-cognitive and affective factors significantly influence students' academic progress and success. Therefore, it is essential to explore the perceptions and perspectives of students and faculty in the School of Engineering regarding gender, equality, and roles. This pilot research aims to delve into the views held by students and faculty members of a prominent Engineering School in Chile concerning gender-related topics. The specific goals were twofold: a) to provide a reflective perspective on participants' institutional experiences related to gender, equality, and roles within the School of Engineering, and b) to shed light on the challenges and barriers encountered in institutional life. Data was collected using the LEGO® Serious Play® methodology as an innovative and dialogic facilitation method. Twenty students and professors participated. A phenomenological and qualitative analysis was conducted on the workshop recordings to discern emerging perspectives. The results of the initial pilot workshops highlight the significance that gender equality holds for both students and faculty within the realm of university education, as it is seen as the heart of institutional life, a secure space for the development of all individuals. This methodology allowed for the co-construction of knowledge with students and faculties, illuminating the proposal for institutional actions that ensure the effective incorporation of gender equality. It is intended to expand this work by organizing workshops involving students and faculty members from all school campuses.
AU  - Claudia Paz Gwynn
AU  - Maria Elena Truyol
AU  - Carolina Elizabeth Jerez
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Building shared visions on gender in an Engineering School with Lego® Serious Play®: a pilot study
UR  - https://strategy.asee.org/48429
ER  -