When designing a university curricula, at any level (Bachelor, Master, or PhD) and field (including STEM fields), use complementary approaches: that is, gender-specificmodules/subjects (e.g. “Gender and Space” or “Sex and Gender Research Methods”) within the degree, andcross-cutting gender into the rest of modules/subjects in the degree (mainstreaming the gender dimension by integrating it in the general content, e.g. including gender-sensitive theories, methods, readings, questions, activities, etc. in an “Urban Planning” subject). Additionally, gender-specific degrees (e.g. Masters on “Gender Studies”, “Gender and Development”, etc.) especially in main universities or in inter-universities programmes.
Ensure the participation of gender experts in the committees/groups that design the curricula at the degree level or in the ones that advice or approve the teaching guides for each one of the subjects at university, programme, department or faculty level.
Set up a task force on gender mainstreaming in curricula (at faculty, school, and etc. level) for monitoring and evaluating the implementation of the gender cross-cutting approach and the support resources available for it. They can propose solutions for the problems and gaps identified and can support the necessary coordination (e.g. among faculties, departments, and gender equality units).
Higher Education authorities are recommended to foster the appointment or promotion, in every main field of science, of academic staff with double knowledge/expertise in gender studies and in other specific science fields (interdisciplinary). For this it can be useful to establish links with existing Gender Studies centres or departments.
Include, during the personnel recruitment and promotion procedures at the institution, specific scoring in the area of gender expertise and/or gender training.
Establish a reward scheme to highlight those students at undergraduate and graduate level who include in their research the sex/gender analysis as a cross-cutting issue1
Ensure technical support, ideally through an Institute for Gender Studies at the University to provide technical expertise on demand.
Provide training and awareness raising activities2 and dissemination materials3 for academics.
Setting up a gender curricula review process, at Bachelor and Master levels (e.g. checking for gender cross-cutting integration in all disciplines and at least one gender-specific subject per degree).
Involve student’s participation on gender-specific projects or on gender cross-cutting applied projects to other topics within their discipline scope (e.g. in their Bachelor’s or Master’s Thesis, but also in other team/group projects during their course studies).4
1. For instance, the University of Vigo 2014 and 2015 EGERIA Awards for Bachelor’s and Master’s thesis integrating the gender dimension in their research content (further information available here, in Galician an Spanish)
2. For instance, the general training courses on gender perspective in university teaching offered to academics at the University of Santiago de Compostela (further information available here, in Galician).
3. See for instance the model database for 55 university disciplines across different main fields of Science and Engineering “Gender in bachelor and master courses - integrate women’s and gender studies into the curriculum” developed by the Women’s and Gender Research Network NRW (for further details of this initiative see the C.4 models sub-section of the present report). Another example at field-specific level is the no-cost web-based repository of sex and gender specific evidence-based research and educational resources for students and faculty in the medical and health care professions, developed by the Sex and Gender Women’s Health Collaborative (SGWHC), a coordinated effort of the American Medical Women’s Association, the American College of Women’s Health Physicians, and Society for Women’s Health Research (for more information on this initiative see Advancing sex and gender competency in medicine: sex & gender women’s health collaborative).
4. See for instance the TU Berlin GENDER PRO MINT programme at the C.4 models sub-section of the present report