To attract students to undergraduate courses is an important topic in Engineering, and this work should be developed during elementary or high school with an emphasis on the connection between the topics presented and solutions in the form of real-world problems. The emergence of the term STEAM (Science, Technology, Engineering, Arts and Mathematics) emphasizes the importance of including Arts and Design as an important relationship with STEM (Science, Technology, Engineering and Mathematics). Maker activities can be used to create tangible objects and provide students with an understanding of the relationship between mathematical topics and real-world objects. Maker culture is often associated with robotics and devices with computational capabilities as a way to develop computational thinking skills for elementary and high school students. In addition, maker education can also be related to the design of these objects and can be used to make students understand how these design decisions relate to realworld issues, from the choice of material used to the scale of the object. This paper proposes to present mathematics content in elementary and high school with the support of maker education to provide students with an understanding of concepts and the connection of these topics with real-world objects. During the learning process, students develop models where they are encouraged to think about how to develop an abstract idea by creating an object in the real world, letting them understand the need to learn abstract concepts and also the decisions that result in a good project. Maker education can be used for self-study and to develop students skills, but it can also be used to provide teamwork and the integration of diverse students during the learning process.

I (Instituto Anysio Teixeira). To reduce this situation, in 2000 Brazil started the implementation the affirmative action at universities, trying to reduce existing social inequality. Affirmative actions are social policies aimed at combating ethnic, racial, religious, gender, or caste discrimination, to promote the participation of minorities in the political process and access to education, healthcare, employment, and material goods, among others.

In STEM (Science, Technology, Engineering and Mathematics) courses, mathematics is a key discipline in undergraduate courses. The calculus discipline is usually presented in the first semesters of the course. During the development of this discipline, the students report many difficulties related to the understanding of the new concepts presented. With the emergence of the COVID-19 pandemic, many institutions of higher education moved to emergency online classes where educators and students should adapt to online laboratories and to a different way of study. After these emergency classes educators and institutions become aware of the importance of computational educational tools to provide support to the learning process. This work analyzes the use oa a computational tool for students that study multivariable calculus and how this increase theyr geometrical visualization of tridimensional surfaces.

This work aims to understand how the COVID19 pandemic situation affected student's feelings and 2020 Brazilian study conditions during the class suspension. In Brazil, as opposed to the USA and Europe, the first classes semester usually starts in middle March and ends in middle July, but due to the pandemic situation that affected hardly the country, classes were suspended in many states in the middle of March, and in some cases, only returned in September or October, on an online format. To understand how students experienced this time without classes, a survey was applied to undergraduate students with questions about their feelings, their hardware and internet resources conditions to come back to classes remotely, and if they lived in the same city where the educational institution where they studied was located. With this information, it was possible to have a panorama of how the students felt during the time that classes were suspended, their state of minds to classes restart, and the conditions that they had to continue their studies in online learning, which lasts until the end of the year 2020.

This paper looks at the concepts of Quality of Service (QoS) and Quality of Experience (QoE) for the valuation of Transmedia Ecosystems (TEs) services in fog networking. Fog computing (FC) has delivered new services that cloud computing (CC) cannot make available, particularly those calling for QoE warranties. The suggested model is advantageous in an FC that comprises cloud-like services to sustain users with low latency response necessities. This TE model for QoE/QoS relies on objective and subjective QoE metrics. These assessment mechanisms will capture evidence automatically employing agent technology with user feedback. This proposed structure observes, investigates, yields reports and policy alterations without administrators' intervention.

This paper presents findings on participants of a massive open online course named "Educational Robotics for all" developed under Open edX platform. The document describes the organization and structure of the MOOC and some of its preliminary results. As an example, Module 2 about Gender and STEAM is presented and discussed.

To female students that finish the Engineering course, entrepreneurship can be an opportunity to overcome barriers and develop their potentials. Entrepreneurship has been a subject of study due to its importance for the social and economic development of a region. This research aims to investigate gender entrepreneurship in technology-based university incubators in the region of Rio de Janeiro, Brazil, as well as its impacts in the region. The case study was conducted in the company incubated by the IETEC-NI (Technology Business Incubator) of the educational institution CEFET/RJ (Technological Center Celso Suckow da Fonseca - Rio de Janeiro) in Nova Iguaçu Campus. As a result, the profile of a female entrepreneur, owner of one company incubated at IETEC-NI, was studied according to the personal and qualitative aspects, focusing on the gender issue, verifying through a case study, the challenges faced by a woman who was able to overcome barriers and undertake in technology and services and to create the incubated company. This study also presents the contribution of the incubated company, a pioneer in the peripheral region of Rio de Janeiro, to innovation and local development.

In Brazil, teaching STEM-related subjects is quite delicate. As math intensifies, the corresponding attention span decreases. Transmedia Educational Environments (TECs) can help engage students in such subjects, and it is evident that the learner’s attention span is longer and more focused when students employ mobile devices and other technologies than when they were not. Transmedia (TM) storytelling can render quotidian life as a vigorous constructivist didactic tool. Up to now, most of the efforts within classrooms are related to elementary school. The digital farm project introduces several class activities connected to the protagonist’s universe and a real-life rural community. The instructor can handle a multitude of optimization problems learners can relate to and solve them. The class and the instructor can interact with other subjects like programming and application development. In Brazil, this is paramount due to the high levels of anxiety felt by engineering students. The optimization problems from the digital farm can also relate to matters such as the establishment of sustainable practices and social responsibility. TM also applies to other educational scenarios.

In this work, we propose a concrete material to incite the student to conjecture the cases of congruence of triangles and to motivate them to apply this knowledge in Engineering, in particular, the use of polygon rigidity, named triangle, in civil construction. An extension of the material to the cases of similarity of triangles and other polygons also aims applications in this area, among them, calculation of inaccessible heights and mockup building.

Visual block programming environments can be defined as those programming environments that rely on objects rather than words to code the program. These types of environments are characterized by facilitating the task of the people who carry out the programs. This is mainly since they are more visually friendly. In addition, with this type of environment the person who makes the programs will not get the famous syntactic errors that characterize the programming tasks with textual programming languages. Along this paper, a set of tools commonly used in educational robotics are showed. Furthermore, a deep analysis in two of these tools are detailed. Additionally, some educational scenarios are detailed, as long as their relationship to students’ competencies and how to drive the scenarios in order to accomplish with the competencies. Finally, a study of the results from experience is included.

Attract students from K-12 to STEM (Science, Technology, Engineering and Mathematics) is a manner to develop the field. Propose projects to students where practical problems that arise in Engineering can be solved with the development of the tools presented during this phase is an effective way to raise the interest of these students to classes and to engage them in more projects where they can develop new ideas. This work present projects developed by high school students in a technical institution that can improve and connect the learning process of Mathematics, Physics and Chemistry concepts and these activities can be a positive influence on student’s preparation and admission to Engineering courses in Brazil.

Many reasons can attract or prevent a group to decide to study a field in undergraduate courses. Some of them are strong and obvious, and other can be subtle and smoother. This work starts an investigation about the support that women have to initiate and to continue a career in Engineering in Brazil. Women are underrepresented group in STEM (Science, Technology, Engineering and Mathematics), even been half of the population in the world. In this work is investigated how they feel in the field and the support before, during and after the undergraduate course. In most countries of the world, Engineering is a field where women are an underrepresented group as students, professionals, and more notably in high professional positions. This work aims to understand how the women fell supported to pursue a career in Engineering, and how this support is important to they develop their career.

Calculus is usually a mandatory first semester discipline in STEM (Science, Technology, Engineering and Mathematics). In countries where the K-12 and High School curriculum are not too flexible, as in Brazil, when the students enter the undergraduate courses is expected that they have the knowledge of basic content, that is usually more than ten years of mathematics, because students are usually introduced to mathematics since the first year of school. Mathematics is an important tool to Engineering and is used to model and understand many processes. For computational simulations in Engineering is required from the students the knowledge of mathematics to understand how the process work. But even with the need that the students have the knowledge of this discipline, most of them are not prepared to follow the content presented in Calculus discipline, and this can have a deep negative impact in their results, even in the beginning of the course. To deal with this problem, a support to the students was proposed in the first semester of Engineering course, presenting and discussing the basic knowledge necessary to students understand the concepts presented in Calculus, using explanatory presentations and computational tools.

The question of underrepresentation of women in STEM (Science, Technology, Engineering and Mathematics) and specifically in Engineering is a studied and well know question in the field. To deal with this question IEEE has the WIE (Women in Engineering) to support women in Engineering. In Brazil there is a unique situation, as many countries, women are about 50% of population, but there is also another group that compose about 50% of the population, this group is the African American and they are 54% of the population. These two groups are independent and each one is close to 50% of population, with this composition is possible to understand how distinct factors act to prevent these groups to enter Engineering courses, resulting in the underrepresentation in Engineering of groups that compose half of the population. In this research we propose to study the effect of these two distinct factors acting together and how this result in the underrepresentation of African American Women in Engineering.

Engineering course starts with the basic disciplines: mathematics, physics, programming and chemistry. Many students have difficulties in Engineering due these basics disciplines. From all these disciplines, mathematics is the one that requires most years of preparation before the student enter the university, and Calculus I is usually the biggest barrier to these students. In Brazil, the most important high education system are the public universities, with the federal universities and technological institutes as the main system that covers the entire country with at least one unity in each of the twenty-six states. They are public institutions that provide undergraduate and graduate courses, and are some of most prestigious institutions in the country. In junior and high school, the system that provides education are provided by state and municipality, they offer public schools, but the families that can afford a private school pay these schools to their sons have a better education. To enter the university, the students compete in a national test, where the content of the junior and high school is tested, and the students from private schools have better results in this test. The students with higher results enter the federal institutions of high education. When the students enter an Engineering course, the number of students that fail in Calculus is high, reflecting the lack of preparation during the junior and high school years. This works tries to identify the initial knowledge of Engineering students in an introductory course of Calculus, when they enter the high education, and how much their knowledge improve during this first semester, to identify the impact of high education in these students.

Robotics and computational thinking are ideal tools for developing science, technology, engineering and mathematics (STEM) pedagogy. A multitude of educational robotics tools have emerged in recent years. Some with a high price and great features, and others with a lower price and lower performance. There are also cost-effective options that allow you to tailor your services to tighter budgets. The presence of robots in our daily lives is becoming more and more common. Therefore, it is interesting that we are oriented to integrate robots in the different levels of our society. This workshop is focused on driving the same content across three different low-cost robotic educational tools. The first one is Scratch, interactive stories, games and animations can be programed. The second tool is Crumble, it is an easy-to-use programmable controller. Its programming interface uses a block programming language which eases its use by children aged below 14. The last but not the least is Arduino, Arduino is an open-source electronics platform based on easy-to-use hardware and software. It is a platform that incorporates a simple microcontroller and an interface development environment to create the applications to be downloaded into the board. This workshop is aimed to present the mentioned platforms as robotic educational tools for people as the first step to get into robotics world. Throughout this workshop an initiation to robotics is developed in the context of educational robotics.

Robotics and computational thinking are valuable tools for developing science, technology, engineering and mathematics (STEM) pedagogy, and to promote inclusion and integration of students. We currently have a multitude of robotic education tools at our disposal. These tools arise with the aim of promoting innovation and student motivation during the learning process. Robots are becoming more and more common in our society today. Therefore, it is important to integrate robots into all levels of our everyday life. This work is focused on presenting Raspberry Pi as enhancer of educational robotics. The first step is presenting robotics as a tool for promoting the inclusion and integration of students. For this work a background and overview is also provided. The third part proposed different setups to prepare a Raspberry Pi for remote activities and robotics using Arduino as hardware interface. The last but not the least is an open discussion with the aim of exchanging impressions and getting feedback from the attendees.

The STEM (Science, Technology, Engineering and Mathematics) field in general, and Engineering, suffer from a lack of diversity. Yet there is growing evidence that more diverse organizations are more successful and effective. There is also a global shortage of STEM and engineering skills that can be tackled by addressing the lack of diversity in the field. One obvious way to view this problem is by looking at gender. Women make up 50% of the population, but in Engineering the number of female students and professionals is clearly less than this, often around 10–25% in many parts of the world. This underrepresentation of women leads us to think about other groups that are underrepresented in Engineering; these include Black, Asian and Minority Ethnic (BAME) and those from socially deprived backgrounds. This paper examines a number of approaches to support diversity and inclusion to encourage a greater uptake of engineering by underrepresented groups and to retain people in the sector.

There is still a large gender gap across the technology, engineering and physical sciences disciplines despite a number of efforts over the past three decades to address this. Creating a more diverse workforce including a better gender balance is important in order to meet the skills need of the future. There is also increasing evidence that organizations with a more diverse workforce are more creative and innovative and ultimately perform better and are more successful. The aim of this paper is to explore how to address the gender gap by exploring our own notions of trust and unconscious bias. The paper draws on the perspectives of four women at different stages of their career and their lived experiences of being female in the engineering sector. Together they provide an insight into this important issue, and how we can work together as a collective community across the sector to address it and provide environments that are welcoming and value each and every one of us.

The university-enterprise connection has been growing in importance over the years. Also, the supervised internship, fulfilled during undergraduate course, is mandatory in several careers, according to Brazilian law, and is considered one of the forms of cooperation between universities and enterprises. In the present study, considering that this interaction between the academic world and the corporate world is beneficial for both sides, it is sought to verify how the students of a Brazilian federal public education institution have been evaluated according to behavioral aspects, knowledge and commitment by the granting companies. The objective is to know the strengths and weaknesses to feed the process of modernization of education. It can be noticed that, in general, the students were well evaluated, indicating the value of the training obtained in the studied institution, although is possible to do diverse improvements.

In an undergraduate degree in Industrial Engineering, the emphasis of the training lies with the transformation of the physical environment and natural resources in products and services necessary to the welfare of the community. With this approach and the importance of interiorizing higher education in peripheral areas of Brazil, this article aims to identify the relevance and results of an engineering research laboratory that work on solving peripheral cities problems. We understand that such initiatives can support the simulation of realistic scenarios looking for alternatives and proposals that improve the local quality of life. In this study we used as a method the experience report, listing the practical progress that was achieved since the beginning of the ongoing research activities, quantifying and qualifying academic achievements. As a result, we intend to present the transport as one of the most relevant problems, among which were explored in the course installed within the interiorizing policy of education in Brazil, in the city of Nova Iguaçu, state of Rio de Janeiro.