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Computer-based design tools in engineering - steps to ensure a gender-inclusive learning environment

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dc.contributor.author Davidson, V.J.
dc.contributor.author Stiver, W.H.
dc.contributor.author Newberry, J.
dc.contributor.author Yuval, L.
dc.contributor.author Hayward, M.
dc.contributor.author Rohatynskyj, M.
dc.date.accessioned 2011-06-08T13:39:09Z
dc.date.available 2011-06-08T13:39:09Z
dc.date.issued 2011-06-08
dc.identifier.uri http://hdl.handle.net/10214/2781
dc.description.abstract Our research on various aspects of student performance in a second-year engineering course which develops computer-aided engineering skills is based on the assumption that larger societal values of masculinity and femininity manifest themselves in student behaviour to different degrees in different contexts, and that particular aptitudes and inclinations which interfere with successful learning may be countered by pedagogical strategies. However, it is clear that some settings and activities are less pedagogically manageable than others.
dc.language.iso en en_US
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/ *
dc.subject engineering; computer; design; gender-inclusive
dc.title Computer-based design tools in engineering - steps to ensure a gender-inclusive learning environment en_US
dc.type Other en_US


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