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Providing competencies through practical activities for future engineering students., , and . EDUCON, page 601-604. IEEE, (2020)Diversity and Equity in STEM: Second Part., , and . Rev. Iberoam. de Tecnol. del Aprendiz., 15 (4): 314-316 (2020)Traffic lights through multiple robotic educational tools., , , , , and . EDUCON, page 2015-2020. IEEE, (2018)Gender and STEAM as part of the MOOC STEAM4ALL., , , , , , , , , and 20 other author(s). EDUCON, page 1630-1634. IEEE, (2021)Investigating the Situation of Brazilian Undergraduate Students during the COVID-19 Pandemic., , , , and . EDUCON, page 941-945. IEEE, (2021)Teaching Multivariable Calculus in the Emergency Remote Learning in Brazil Amidst COVID-19 Pandemic., , and . ICL (1), volume 389 of Lecture Notes in Networks and Systems, page 1021-1030. Springer, (2021)University-enterprise cooperation for talent development: The case of supervised internship in a Brazilian engineering university., , , , , , and . EDUCON, page 969-976. IEEE, (2017)Robotics tips and tricks for inclusion and integration of students., , , , , , and . EDUCON, page 2037-2041. IEEE, (2018)Educational Robotics for All: Gender, Diversity, and Inclusion in STEAM., , , , , , , , , and 23 other author(s). LWMOOCS, page 19-24. IEEE, (2020)A Comparative Study on the Support in Engineering Courses: A Case Study in Brazil and Spain., , and . IEEE Access, (2020)