Area 1. Teaching

Actions:

• Design a tool to verify whether the gender perspective criterion is being met in course design

• Design a tool to verify whether the gender perspective criterion is being met in the content creation process

• Design a tool to verify whether the gender perspective criterion is being met in the creation and selection of learning resources

• Create a collection of UOC-made learning resources that address the topics of gender, women, feminism and sexuality

• Make a woman's voice available for multi-format materials

• Encourage students to undertake participatory final projects with organizations that embody the gender perspective

• Add statements to the final project guide that prompt students to adopt the gender perspective in their research

• Incorporate the gender perspective in the design and performance of student internships in businesses and organizations

• Update citation guidelines to make women's contributions visible in references

Actions:

• Sort out which programmes already nurture this cross-disciplinary competency and which ones have the potential to do so

• Include global ethical commitment as a cross-disciplinary competency in all annual reports on new degree programmes for the 2021/2022 academic year and every year thereafter

• Provide coordinating professors with training in the Global ethical commitment course 

Actions:

• Include guides to using gender-inclusive written and audiovisual language in the induction and initial training sessions for coordinating professors and course instructors

• Employ gender-inclusive language throughout the Virtual Campus

• Create a student resource to raise awareness of the value of gender equality in the learning process

• Create a tutoring resource that addresses matters related to gender equality in the UOC's online environment, to be gone over with students during the welcome process

• Write up a protocol to instruct teaching staff (coordinating professors and course instructors) on how to manage potential classroom conflict stemming from the roll-out of the gender perspective in teaching

Actions:

• Train coordinating professors in specific aspects of the gender perspective so that they can include it in their teaching

• Provide specific training for course instructors: consider gender equality in greater depth

• Provide training for coordinating professors and course instructors on how to use the Vives Network guides to teaching with a gender perspective so that they can use and implement them

• Host events for coordinating professors so that they can share experiences and agree on best practices on the gender perspective in teaching

Actions:

• Coordinate with the faculties and research centres to put together an initial proposal

• Conduct a market analysis and a feasibility study

• Validate the final proposal and its deployment

Actions:

• Create promotional material for bachelor’s and master's degrees that defy gender roles and adhere to the principle of equity

• Encourage students to pursue topics with a gender perspective for their final projects

• Identify and shine a spotlight on female and male pathfinders who challenge horizontal segregation in the faculties

Actions:

• Encourage the prominence of women scientists as active agents of change in traditionally male-dominated fields

• Promote technology-related social mentoring and volunteer programmes that motivate young and teen girls to hone their skills in traditionally male-dominated fields

Actions:

• Create scholarships to reduce horizontal segregation