Currently, the participation of women in informatics engineering is very low. In Colombia, in 2019, only 17.2% of enrolled students were women (Ministry of Education, 2020). At Eafit, the percentage of female participation in informatics engineering is 12% of students and 14% of graduates. The literature has shown that female role models have a greater impact on the retention of students already in the informatics engineering degree than on recruitment (Drury, Siy & Cheryan; 2011). This is why, at Eafit University, in order to solve the lack of knowledge of female role models in systems engineering, in the Data Structures and Algorithms 1 (EDA1) courses, we designed a strategy to teach and evaluate the contribution of women to systems engineering, both nationally and internationally. The EDA 1 course aims to develop the ability to solve a problem with an algorithm that uses fundamental data structures, calculate the complexity of the algorithm, and argue the criteria for selecting a data structure (Link:https://bit.ly/3dBAFsc). The course is located in the second semester and is required for the Systems Engineering and Mathematical Engineering programs. In addition, the course is offered as an elective for Finance and Mechanical Engineering. The pedagogical strategy was tested in the second semester of 2020 and continues to be implemented in 2021. This strategy consists of presenting two to six women who have contributed to systems engineering, in each class. As an example, we present engineers such as Katie Bouman (Caltech), Marisa Mayer (Yahoo) or Sophie Wilson (Broadcom). Additionally, we present highly recognized Colombian women in the IT industry such as Maria Clara Choucair (Choucair Testing), Angela Norena (Google) and Natalia Franco (Rappi). Finally, we present graduates and students who have been --highly-- outstanding, such as Ana Echavarria (Google) and Luisa Vasquez (Facebook). As an example of this strategy, this is the presentation of the first class of the course (Link:https://bit.ly/30mFhMh). To evaluate the students' knowledge about the women studied during the course, an exercise was designed, in the first partial, with an extra score of one tenth, which consisted of relating a column that has the names of women with a column that has their contribution to systems engineering. In conclusion, we developed a pedagogical proposal to teach the contribution of women systems engineers--both nationally and internationally--and a knowledge assessment strategy. Future work includes the application of this strategy in other courses and an evaluation of its impact on the retention of women in systems engineering at Universidad Eafit. Translated with www.DeepL.com/Translator (free version)