Lack of diversity, and specifically, gender diversity, is one of the key problems that both technological companies and academia are facing these days. Moreover, recent studies show that the number of female students enrolled in science, technology, engineering and mathematics (STEM) related disciplines have been decreasing in the last twenty years, while the number of women resigning from technological job positions remains unacceptably high. As members of a higher education institution, we foresee that working towards increasing and retaining the number of female students enrolled in STEM disciplines can help to alleviate part of the challenges faced by women in STEM fields. In this paper, we first review the main barriers and challenges that women encounter in their professional STEM careers through different age stages. Next, we focus on the special case of the information theory field, discussing the potential of gendered innovation, and whether it can be applied in the Information Theory case. The working program developed by the School of Engineering at the University of Valencia (ETSE-UV), Spain, which aims at decreasing the gender diversity gap, is then presented and recommendations for practice are given. This program started in 2011 and it encompasses Bachelor, Master and PhD levels. Four main actions are implemented: Providing institutional encouragement and support, increasing the professional support network, promoting and supporting the leadership, and increasing the visibility of female role models. To assess the impact of these actions, a chi-square test of independence is included to evaluate whether there is a significant effect on the percentage of enrolled female students. The percentage of graduated female students in the information and Communications Technology Field is also positioned with respect to other universities and the Spanish reference value. This analysis establishes that, in part, this program has helped to achieve higher female graduation rates, especially among Bachelor students, as well as increasing the number of top-decision positions held by faculty women.

Single copper and nickel adsorption from aqueous solutions onto a granular activated carbon is reported. Metal removals increase on raising pH and temperature, and decrease on raising the initial metal concentration at constant carbon dose. The adsorption processes are modelled using the surface complex formation (SCF) Triple Layer Model (TLM) with an overall surface bidentate species. A dependence of the SCF constant on pH, initial molar metal/carbon ratio and temperature is observed, and a correlation for log Kads is determined. The SCF model successfully predicts copper and nickel removals in single metal solutions. Adsorption in the binary metal systems copper–nickel, copper–cadmium and copper–zinc is also reported, showing competitive adsorption effects. © 1997 SCI.

Science, Technology, Engineering, and Mathematics (STEM) are key disciplines towards tackling the challenges related to the Sustainable Development Goals. However, evidence shows that women are enrolling in these disciplines in a smaller percentage than men, especially in Engineering related fields. As stated by the United Nations Women section, increasing the number of women studying and working in STEM fields is fundamental towards achieving better solutions to the global challenges, since the potential for innovation is larger. In this paper, we present the Girls4STEM project, which started in 2019 at the Escola Tècnica Superior d’Enginyeria de la Universitat de València, Spain. This project works towards breaking the stereotypes linked to STEM fields, addressing both boys and girls aged from 6 to 18, but especially trying to open the range of career options for young girls through interaction with female STEM experts. The goal is to spark girls’ interest in STEM disciplines from childhood, so that they become more self-confident in these areas. To achieve this goal, the project is built over three main actions: the Girls4STEM Family Talks, where students, families, and teachers participate; the Girls4STEM Professional Talks, where the target is a general audience; and the Initial Training Seminars for teachers. Short-term results are here presented, showing that aspects related to self-perception and perception from others (family, teachers) play a significant role. Moreover, these results also indicate that there may not be a general understanding of which disciplines are included in STEM.

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Isobaric vapor−liquid equilibria were obtained for the water + 2-propanol system at 30, 60, and 100 kPa. The activity coefficients were found to be thermodynamically consistent by the methods of Van Ness−Byer−Gibbs, Kojima, and Wisniak. The data were correlated with five liquid phase activity coefficient models (Margules, Van Laar, Wilson, NRTL, and UNIQUAC).