As 2025 begins with a flurry of activity and promise there are many priorities clamouring for our attention; at the EPC we reflect on the importance of doing what’s important, as well as what’s urgent. Over the past year, we resolved that addressing inequality and exclusion from engineering education of those who are wired to think differently calls for more than just a research project. Instead, we sought momentum for a movement.
Our discussion and awareness-raising in this space has been an enlightening journey, and the many members who have engaged have shaped our inclusive response to date. Co-design of a neuro-inclusion maturity framework for engineering education to capture and structure the range of strategies by which contemporary HE engineering faculties can respond to the needs of their neurodivergent students continues. The appointment of a Delphi panel of engineering academics, professional services staff and students to build consensus is imminent. In going about this, we are committed to an inclusive approach – working with these constituencies to shape a maturity framework that will help universities to understand and improve their own neuro-inclusive practices.
We are currently seeking boost student involvement in this work. Please discuss this opportunity with your students and ask them to complete this form to express an interest in this work which will be starting in March 2025.
Meanwhile, a community of neuro-inclusion leaders has stepped up to collate and curate resources to support additional dimensions to this work; also convening working groups on definitions and authentic voice. A development group on neuro-inclusive assessment has emerged and presents an inaugural online panel event on 15th January.
With the shiny new year ahead of us we double down on our commitment to thought leadership in this space. On Friday March 28th, we will host an in-person community meet-up at NMITE’s progressive Herefordian seat to move this work forwards; everyone is welcome.
The network’s strategic goals in this space are to support, identify, define and challenge. We ask, “how can we better support engineering students”, “what does good look like” and “can we develop a flexible roadmap for change”? Our maturity model approach will provide measures for schools, departments or functions to self-assess, enabling change makers to break down a large, complex challenge into achievable steps and focus energy and resources along the way. Together, we are working towards a framework overlaid with support tools to support each other.
This framework is backed up by plans to identify trait-based cognitive profiles of engineering HE students to measure and evidence – in a pilot approach – the case for large-scale profile screening in the sector to identify common traits and challenges. We have big ambitions in this space. Funding to support expert advice in helping Universities to be inclusive and support individuals in realising their ‘best self’ could be game-changing. In addition to the individual and provider support this brings, the collective insight forms a springboard from which to advocate for inclusive curriculum and pedagogy enablers across the board as well as in pockets of excellence. Join us to help seek funding or if would like to be involved in the pilot study.
We look forward to seeing you in Hereford on 28th March (booking here), or asynchronously if you prefer, as we charge 2025 with neuro-inclusive movement.
