What responsibilities do engineers have to fellow employees, the community, and the environment? Is there a difference between the environment locally and globally? Should environmental concerns outweigh others?

These are some of the questions posed in our Engineering Ethics Toolkit case study Water wars: managing competing water rights.

This case involves a situation where environmental damage may be occurring despite the mechanism causing this damage being permissible by law. It examines the ethical issues of sustainability, respect for the environment, risk, societal impact, and future generations, and explores professional situations such as law, policy, communication, and integrity.

Now, as well as the activities within the original case study, we have provided an expansion on one of the activities in the form of a Case enhancement, based on the activity of role-playing a meeting, with students playing different characters representing different perspectives.

We’ve provided this, and other case studies and case enhancements for you to use and adapt in your teaching. If you’re new to ethics, we have a growing library of guidance articles available to support you, and an interactive Ethics Explorer to get you started.

If you would like to give feedback on this or any other Engineering Ethics resource, or submit your own content, you can do so here. We also have a newly created community of practice that you can join, where we hope that educators will support each other, and share their success stories of teaching engineering ethics. You can join our Ethics Ambassadors community here.

What are the environmental effects of textile production? Does an engineer have a responsibility to do anything about potential groundwater pollution from a project they are working on?

These are some of the questions posed in our Engineering Ethics Toolkit case study Industrial pollution from an ageing pipeline and its impact on local communities.

This case requires an engineer to balance multiple competing factors including economic pressure, environmental sustainability, and human health. It introduces the perspective of corporate social responsibility as a lens through which to view the dilemma. The engineer must also make decisions that will affect their professional success.

Now, as well as the activities within the original case study, we have provided an expansion on one of the activities in the form of a Case enhancement, with which an educator can facilitate a class discussion about relevant issues.

We’ve provided this, and other case studies and case enhancements for you to use and adapt in your teaching. If you’re new to ethics, we have a growing library of guidance articles available to support you, and an interactive Ethics Explorer to get you started.

If you would like to give feedback on this or any other Engineering Ethics resource, or submit your own content, you can do so here. We also have a newly created community of practice that you can join, where we hope that educators will support each other, and share their success stories of teaching engineering ethics. You can join our Ethics Ambassadors community here.

Do engineers have a responsibility to warn the public if there is a chance of risk?

This is one of the questions posed in our beginner level Engineering Ethics Toolkit case study, Glass safety in a heritage building conversion, which addresses the ethical issues of safety, communication, whistleblowing and power, with the aim of developing ethical awareness in learners.

This case concerns a construction engineer navigating multiple demands. The engineer must evaluate trade-offs between technical specifications, historical preservation, financial limitations, social needs, and safety. Some of these issues have obvious ethical dimensions, while others are ethically more ambiguous. In addition, the engineer must navigate a professional scenario in which different stakeholders try to influence the resolution of the dilemma.

Now, as well as the activities within the original case study, we have provided an expansion on one of the activities in the form of a Case enhancement, which asks learners to dig deeper into the ethical issues in the case through a debate.

We’ve provided this, and other case studies and case enhancements for you to use and adapt in your teaching. If you’re new to ethics, we have a growing library of guidance articles available to support you, and an interactive Ethics Explorer to get you started.

If you would like to give feedback on this or any other Engineering Ethics resource, or submit your own content, you can do so here. We also have a newly created community of practice that you can join, where we hope that educators will support each other, and share their success stories of teaching engineering ethics. You can join our Ethics Ambassadors community here.

“Universal and inclusive co-design of the built environment and transportation systems must be seen as an ethical act in engineering.”

Our Engineering Ethics Toolkit guidance article Universal and inclusive co-design of the built environment and the transportation systems espouses the belief that “Every citizen must have the same equality of opportunities in using spaces because the existence of an accessible built environment is fundamental to guarantee vitality, safety, and sociability.”

If you want to learn more about this subject, this is a great place to start. This article should be read by educators at all levels in higher education who wish to integrate social sustainability, EDI, and ethics into the engineering and design curriculum or module design.

We have a growing library of guidance articles available to support you as you expand your understanding of engineering ethics, and begin to embed it within the curriculum. We also have a library of case studies, for you to use and adapt in your teaching.

If you would like to give feedback on this or any other Engineering Ethics resource, or submit your own content, you can do so here. We also have a newly created community of practice that you can join, where we hope that educators will support each other, and share their success stories of teaching engineering ethics. You can join our Ethics Ambassadors community here.

 

You are an engineering consultant working for a commercial heat pump company. The company handles both the manufacture and installation of heat pumps. You have been called in by a county council to advise and support a project to decarbonise both new and existing housing stock. How do you go about this?

This is the dilemma presented in our Engineering Ethics Toolkit case study Feasibility of installing heat pumps at scale to reach net zero.

This case study offers students an opportunity to practise and improve their skills in making estimates and assumptions. It also enables students to learn and practise the fundamentals of energy pricing and link this to the increasing issue of fuel poverty. Fundamental thermodynamics concepts, such as the second law, can also be integrated into this study.  

We’ve provided this, and other case studies, for you to use and adapt in your teaching. We also have a growing library of guidance articles available to support you in your teaching.

If you would like to give feedback on this or any other Engineering Ethics resource, or submit your own content, you can do so here. We also have a newly created community of practice that you can join, where we hope that educators will support each other, and share their success stories of teaching engineering ethics. You can join our Ethics Ambassadors community here.

Every year, the Engineering Professors’ Council flagship Congress meeting defines what’s hot in engineering academia. Competitively hosted by EPC members themselves on a UK touring model, in 2023 we are thrilled to be visiting the historic city of Hereford; a foodie paradise on the Welsh border. We celebrate six weeks to go with six reasons why you should come too, from 12th to 14th June…

1. A glimpse into NMITE’s new model. Many of us have angled for an invite, here’s yours.

Hereford is, of course, home to NMITE; our hosts and new kids on the block in engineering HE. We’ve all heard of NMITE’s challenger approach and hands-on engineering degrees. No lecture halls. No traditional exams. No physics or maths requirement. But what does this actually look like and how does it relate to our own model of engineering HE?

Congress will be based at Skylon Campus: a new, sustainably built smart building constructed from responsibly sourced timber. We’ll be using the student spaces for ourselves throughout the event. There is also the opportunity to take a guided tour around NMITE’s repurposed, state-of-the-art city centre facility, Blackfriars Campus.

2. Our awesome line up of speakers

Featuring Vivienne Stern MBE, Chief Executive of Universities UK; Vicki Stott, Chief Executive of the Quality Assurance Agency; The Rt Hon Jesse Norman MP, Minister of State (Decarbonisation and Technology); Dr Annabel Kiernan, Pro Vice Chancellor of Staffordshire University; Dr Ruth Graham, author of Improving University Reward for Teaching: A Roadmap for Change; Ian Dunn; Provost of Coventry University; and Rod Bristow, former CEO of Pearson UK.

Plus a host of expert speakers from on new models of recruitment; delivery; curriculum; assessment; employability; academic employment and progression; and funding. Including: Advance HE; Dyson; Pearson UK; the Royal Academy of Engineering; Siemens; Arden University; Canterbury Christ Church University; University of Cambridge; University of East Anglia; Imperial College London; NMITE; Oxford Brookes University; Swansea University; TEDI-London; University College London; Warwick Manufacturing Group; and Wiltshire College

3. An opportunity to try blacksmithing

The Rural Crafts Centre is recognised as the foremost national centre for Smiths and is the largest training based forge in Europe. On Monday, you can enjoy a hands-on blacksmithing workshop and go home with your very own hand forged results to show for it! Spaces on this amazing activity are limited and will be offered on a first-come first served basis. So book your space sooner, rather than later.

4. Food and even more culture

A good lunch is always a draw, and we promise you’ll be impressed with Hereford’s impressive food pedigree. We’ll feed you well in the day, and even better at night, warming up with an all-weather curry social on Monday night before the main event, Congress dinner on the Left Bank overlooking the River Wye, on Tuesday evening. You’ll be entertained by neuroscientist, author and blogger, Dean Burnett, and we’ll celebrate the success of the EPC student Hammermen Award finalists. You will already have experienced the awe-inspiring Hereford Cathedral – home of the mappa-mundi – where world famous physicist, Professor Dame Athene Donald DBE, FRS, will give the public lecture on Monday.

5. Your network, let’s network

This year, Congress truly belongs to the Engineering Academics Network. Annual congress is an event to bring together engineering academics at all levels of their career, from deans and heads of department to postgraduates. We’ve missed the organic opportunity to ask questions, discover and share innovative ideas, and gain important professional insight across a host of engineering-related institutions. We are proud to support early career academics with heavily discounted tickets for Congress. Networking opportunities at Congress are second to none. We want more of you to benefit!

6. Outstanding value for money

With early bird member tickets discounted to under ÂŁ300 until 5th May, and an even bigger EPC subsidy for early career staff and staff from the hosting university, the professional development on offer is a steal. Where else can you get so much for so little?

Bookings are now being taken for EAN Annual Congress. Tickets and further information here.

The results of the 2022 EPC Engineering Enrolments Survey are now available. Deep dive the results through our members-only Data explorer, view the slide-deck, or read the summary blog.

To start, many thanks to members who completed this year’s EPC engineering enrolments survey. The survey gives us all an early temperature check of the health of HE undergraduate and postgraduate engineering enrolments and provides early signals to changing patterns of enrolments. Our survey is the only place you can gain this insight, long before official sector enrolment data for 2022/23 is available.

Following the introduction of EPC Online earlier this year, we are delighted to present an enhanced survey report in 2022. Results are now showcased in our pioneering Data explorer service which provides you, our members, the opportunity to access and explore the findings through dynamic and flexible data visualisations. Using our new service, you can drill down and dissect results by specific cohorts, filter to your own discipline(s) of interest and view charts, tables and data personalised to your needs.

Please remember that this is a survey – not a data collection – but with more than half of EPC member providers submitting a response we celebrate better coverage (c35K students) of more discrete disciplines (210) than ever before. Net of the increase in responses, this leads us to a relative increase in enrolments suggesting a healthy Engineering intake in 2022.

In another first for our survey, IT systems sciences & computer software engineering leads the pack in Engineering enrolments in 2022, following a pattern of year-on-year growth in our survey. Mechanical engineering is a close runner up this year.

Last year, early signals of a contracting overseas market in First degree engineering raised concerns over Engineering’s ability to retain its relative strength in overseas recruitment. We were seeing sector-wide recruitment of overseas students increasing, possibly in subjects more easily accessible remotely in the pandemic recovery period than lab and kit dependent Engineering courses. While we can’t corroborate this trend in the HESA enrolments data for 2021 for a few months yet, our 2022 survey shows an encouraging, stronger, First degree overseas Engineering market this year.

In another overseas twist, a massive 82% of postgraduates in the 2022 sample were from overseas, continuing an upward trend since at least the 2019 survey and witnessing a sharp increase from 71% in 2021. Our surveys consistently show that Russell Group universities dominate the overseas postgraduate cohort so it is of note that our sample this year is weighted 2:1 to non-Russell group providers (compared to only a marginal non-Russell group majority typically). This may suggest we will see an even more pronounced swing when the full data collection becomes available in 2024.

Meanwhile, our members report declines in traditional Engineering disciplines of Civil; Mechanical; and Chemical, process and energy engineering this year, as well as Bioengineering. Growth is reported overall in Mineral, metallurgy & materials; Production and manufacturing; and IT systems sciences & computer software engineering. Of course, we are reminded that that market forces aren’t the only factor at play when it comes to changes in the engineering enrolments profile year on year.

More detail is available in the Recruitment + Admissions Forum launch presentation slide deck (and a recording will be available via the event page in due course). If you wish to explore the data for yourself, discover insights most relevant to your setting, and dive deeper into this this year’s findings, please do visit our to our members-only Data explorer. Do tell us what you think using the comment, discussion and takeaway channels available to you.

You may have noticed our beta Data explorer on EPC’s new website.

Student enrolments on the site is now fully formed and we were excited to recently bring members the first of a series of Data dive workshops to help them explore the amazing possibilities this brings. You won’t want to watch a whole hour of an interactive workshop, so we have recorded the demonstration to share with members who were unable to make the Data dive event but want to learn more about this member only service. You can review the recording via the past event page EPC Data dive workshop: student enrolments.

If you have any problems logging in or accessing the page, please contact us.

We pledge to bring you regular updates and a monthly hands-on online workshop to guide you through our new exclusive-to-members service. Check our website regularly to see what’s up next.

The Annual Conference this year is planned (COVID permitting) as an in-person event on Thursday 18th November (all day, including evening dinner) and Friday 19th November (morning, and lunch) on the theme of ‘Civil Engineering – Leading Sustainable Change’. Speakers from industry and academia will inform a debate between the participants over the two days about the nature of the climate emergency that we face and the best ways in which we can prepare our graduates to contribute to its mitigation.



Follow the link Association of Civil Engineering Departments (ACED) Conference 2021 | Anglia Ruskin University for the booking page. There is a discount of 50% full price for a second person from the same institution. There is a recommended hotel for which a discount code will be provided on making a conference booking. Other hotel options are also given. Please distribute this announcement to any colleagues who may be interested.



As a quick reminder, the conference is planned to take place face to face, but if you have difficulties with that in the prevailing COVID environment, please feel free to feed back to us at acedadmin@epc.ac.uk so that we can do the best we can to design the event for maximum participation.



ACED Conference 2021 agenda and presentation slides.

Unfortunately it has proved not possible to hold a physical ACED Annual Conference this year due to the ongoing Covid-19 pandemic and associated restrictions. In its place, ACED has the pleasure of inviting you to the Moving On from Covid Webinar.  We will discuss and reflect upon the effect of the pandemic on our practice in academia, industry and the institutions.



Tim Ibell will represent the JBM and President-elect of the ICE, Rachel Skinner, will  give us an industry and institutional perspective.  ACED will present our experiences from academia so please bring along examples of good practice and also what hasn’t worked quite so well.



The webinar will be hosted on Zoom. To express interest in joining the event, please email acedadmin@epc.ac.uk. Your email will be acknowledged, your email address will be added to the guest list for the event and you will receive a Zoom calendar invite.



Post-meeting:
ACED talk Tim Ibell November 2020
ACED Webinar Nov 2020 agenda



The agenda and the slides by Prof Tim Ibell are attached. A recording of a video about Assessment under COVID, for which there was not time to play on the day, is available here

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