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Formative assessment diversity to foster students engagement., , and . ICL, page 929-935. IEEE, (2015)Didactical use of a remote lab: a qualitative reflection of a teacher., , and . TEEM, page 99-108. ACM, (2019)How may teaching contribute to sustainability in a small scale but with wide use?, , , , , , and . TEEM, page 794-799. ACM, (2021)The VISIR+ project-helping contextualize math in an engineering course., , , , , , , , , and 3 other author(s). exp.at, page 7-12. IEEE, (2017)Brainstorming Students' Needs versus Engineering Demands., , and . TEEM, page 78-83. ACM, (2020)A sustainable approach to laboratory experimentation., , , , , , , , , and 8 other author(s). TEEM, page 500-506. ACM, (2019)An Alternative Way of Teaching Operational Amplifiers Using a Reconfigurable and Expandable Kit., , , , and . Rev. Iberoam. de Tecnol. del Aprendiz., 16 (3): 307-317 (2021)Engineering Education: Professional Demands., , and . TEEM, page 75-77. ACM, (2020)Combined efforts to develop students experimental competences., , , and . exp.at, page 243-248. IEEE, (2015)VISIR+ Project Follow-up after four years: Educational and research impact., , , , , , , , , and 5 other author(s). FIE, page 1-8. IEEE, (2023)