Register your interest in contributing to the Inclusive Engineering Toolkit

The Inclusive Engineering Toolkit Expert Working Group seeks contributors to develop resources for inclusion in the toolkit.

These resources will fit into three categories:

Knowledge articles: resources that build understanding of inclusion in engineering contexts, practice, and outcomes.

Guidance articles: resources that support educators in applying inclusion in engineering teaching, curriculum design, assessment, and learning environments.

Teaching activities: practical, classroom-ready resources that embed inclusion directly into teaching and learning activities. These include case studies, classroom activities, applied tools, simulations, and teamwork or collaboration exercises.

In undertaking this work, contributors will become part of the growing community of educators who are helping to ensure that tomorrow’s engineering professionals have the inclusive engineering knowledge and skills that they need to provide a better future for us all. All submissions will undergo academic and editorial review prior to publication. Contributors will be credited for their work on relevant Toolkit materials, and acknowledged as authors where resources are published. Developing these resources will provide the chance to work with a dynamic, diverse and passionate group of people leading the way in expanding engineering teaching resources, and may help in professional development, such as preparing for promotion or fellowship. We are unable to offer payment for contributions at this time. However, if you would otherwise be interested in developing a resource but would not currently be able to commit the required time, please let us know by emailing Crystal Nwagboso (Project Manager) and we would be happy to keep in touch with you about opportunities in a future phase of the project.

Read more about the resources we are seeking here.

Please register your interest in developing a resource by completing the form below by 11^th July 2026.

Name *

First

Last

Email *

Institution / Organisation / Company / Industry *

Position *

Background / Expertise *

Which contribution(s) are you interested in making? (Select all that apply) *

• Knowledge article: Inclusion in engineering contexts (e.g. how inclusion shapes engineering practice, design decisions, teamwork, and outcomes in real engineering contexts)
• Knowledge article: Why inclusion matters for engineering? (e.g. impact on design outcomes, safety, decision-making, innovation)
• Knowledge article: Evidence-informed perspectives and lived experiences (e.g. student/engineer reflections or practice-based insights)
• Knowledge article: Concepts and frameworks that support understanding (e.g. equity, accessibility, participation frameworks applied to engineering)
• Guidance article: Teaching and facilitating inclusion (e.g. inclusive classroom discussion methods)
• Guidance article: Embedding inclusion in curricula and learning design (e.g. mapping inclusion into modules or programme design)
• Guidance article: Progression and development of inclusive learning (e.g. scaffolding teamwork or inclusion skills across years)
• Guidance article: Assessment and evaluation approaches (e.g. rubrics for teamwork, participation, inclusive behaviours)
• Guidance article: Creating inclusive learning environments (e.g. strategies for participation, psychological safety, accessibility in class)
• Teaching activity: Inclusive engineering case studies (e.g. scenario-based engineering decision cases with inclusion impacts)
• Teaching activity: Teaching and learning activities (e.g. classroom exercises, structured group tasks)
• Teaching activity: Applied learning tools and simulations (e.g. interactive or digital tools exploring inclusion in systems)
• Teaching activity: Teamwork and collaboration activities (e.g. role allocation, peer feedback, group structure design)
• Teaching activity; Psychological safety and inclusive teamwork resources (e.g. reflection tools or team check-in frameworks)
• Other

If you have selected more than one option, please state your preference(s) *

Please rank in order of preference, with 1 being your highest preference. Please put n/a in the box if this does not apply.

Please provide a brief description of the contribution(s) you are interested in making. *

Please provide a brief description of the contribution you are interested in making, including the topic and intended focus (e.g. what it will cover or explore).

If you selected ‘Other’, please provide a description of the contribution you are interested in making and explain why you feel it would be important to include within the toolkit.

We want to make sure you get appropriate credit for your work. How should we reference you in author attributions? *

For example, Joe Bloggs, Ph.D. (Engineering Professors' Council) or Professor Joe Bloggs (EPC)

Does your contribution include sensitive content or require special consideration for attribution? If yes, please briefly explain (optional)

All contributions are expected to be published with author attribution. In exceptional cases involving sensitive content, alternative or anonymised attribution may be considered and agreed with the project team.

Submit your bio *

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Which of these describes your relationship with the EPC?

• I am an EPC member via my institution
• I am an individual EAN member
• I am neither an EPC nor EAN member
• I'm not sure what my membership status is

Would you be willing to review contributions that are being submitted by other contributors?

• Yes
• No

If yes, please complete the application form at: https://epc.ac.uk/resources/toolkit/about-toolkits/epc-toolkits-application-to-become-a-reviewer/

Your information *

• I understand that the EPC will store and process my data in accordance with the EPC Privacy and Data Protection policies, which can be found at: https://epc.ac.uk/privacy-data-protection/.

Your agreement with us *

• I agree to act professionally within any role that I take on and to abide by any applicable rules, regulations or laws.

Confirmation *

• I confirm that the information provided above is correct to the best of my knowledge.

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