Objectives: This activity amplifies the stories of underrepresented individuals overcoming barriers in their careers, highlighting resilience, diversity, and inclusion. This challenge aims to inspire action and illustrate how diversity drives innovation and growth. By sharing success stories from diverse engineering professionals, we aim to motivate and guide students on similar paths.

Introduction: Voices of Change is an activity designed to highlight the powerful stories of underrepresented individuals in engineering and STEM. Through a collection of personal narratives, including those of Black researchers, this resource showcases the challenges theyā€™ve overcome, the contributions theyā€™ve made, and the importance of diversity in driving innovation. By exploring these stories, students are encouraged to reflect on issues of equity and inclusion, gain insight into diverse career pathways, and feel empowered to pursue their own ambitions within an inclusive engineering community.

Topic: Inspiring diversity and resilience: stories of underrepresented engineers driving innovation and inclusion.

Keywords: Equity, Diversity and Inclusion; Students; Employability and skills; Mentoring; Job or career impact; Early careers; Higher education institutions; Engineering professionals; Curriculum or course; Social responsibility; Societal impact; Corporate social responsibility; Apprenticeships or work based learning; Personal or professional reputation

 

Voices of change

IntroductionJanetLeonetteSamuelLewisLeonPurvi

Click on each accordion tab to discover inspiring success stories from a diverse range of engineering professionals, showcasing their journeys and achievements. Let their experiences motivate and empower you to reach new heights in your career.

Video summary:

Janet shares her journey from a hesitant industry worker to a successful engineer, highlighting the importance of education, networking, and self-improvement.Ā 

Key insights:

šŸš€ Career transformation: Janetā€™s shift from a technical operator to an engineer illustrates the potential for personal and professional growth through unexpected opportunities. Her journey shows that initial discomfort can lead to fulfilling careers.Ā 

šŸ“š Importance of education: Pursuing further education, such as her BTech and bachelorā€™s degree, was crucial for Janet. This highlights the value of continuous learning in adapting to industry demands and personal aspirations.Ā 

šŸ¤ Networking matters: Joining groups like ā€œWomen in STEMā€ helped Janet connect with others and gain valuable insights. Networking can provide support and open doors in competitive fields.Ā 

šŸ’” Embrace uniqueness: Janetā€™s willingness to present herself authentically during interviews exemplifies how being true to oneself can set candidates apart and lead to unexpected success.Ā 

šŸŒ± Growth mindset: Janetā€™s commitment to continuous improvement and lifelong learning reflects a growth mindset that is essential in rapidly evolving industries, showcasing that education is an ongoing journey.Ā 

šŸ‘©ā€šŸ”§ Advocacy for diversity: Janetā€™s observations about the lack of female engineers in her workplace highlight the need for diversity. Her passion for inclusivity can inspire change and encourage young women to pursue engineering careers.Ā 

šŸ› ļø Real-world experience: Janetā€™s technical background provided her with practical skills that helped in job interviews. This emphasiszes the importance of gaining hands-on experience in any field, as it can enhance employability and confidence

Video summary:

Leonette emphasizes the importance of networking and mentorship in her journey from chemical engineering to data science, highlighting diversity and empowerment.

Key insights:

šŸ¤ The power of networking: Building professional relationships can significantly enhance job prospects. Networking opens doors that might otherwise remain closed.

šŸŽ“ Mentorship impact: Guidance from mentors, such as professors, can provide invaluable insights and job referrals in your field.

šŸ’¬ Active engagement: Participating in events and volunteering fosters visibility and rapport with key industry players.

šŸŒˆ Diversity matters: A commitment to diversity and inclusion can drive positive change in the workplace and society.

šŸŒŸ Role model influence: Being a visible success for underrepresented groups can inspire future generations to pursue their dreams.

šŸŒ± Empowerment through change: Actively working to reduce gaps in representation fuels personal motivation and broader societal progress.

šŸ›”ļø Resilience is key: Perseverance through challenges is essential for long-term success and personal growth.

Video summary:

Samuel is a biomedical engineering graduate from Canterbury Christ Church University, emphasizes the importance of EDI in engineering and shares his experiences at ICU Medical. Ā 

Key insights:

šŸŽ“ Educationā€™s role in EDI: Samuelā€™s education at Canterbury Christ Church University shaped his understanding of equality, diversity, and inclusion, highlighting how universities can instil these values early on.Ā 

šŸ’¼ Career impact: Working at ICU Medical, Samuel experiences first-hand how EDI initiatives can create a supportive work environment, demonstrating EDIā€™s influence on professional development.Ā 

šŸŒ Importance of EDI events: By participating in EDI events, organisations can foster a culture of inclusion, encouraging diverse participation in engineering fields.Ā 

šŸ¤ Diversity in problem-solving: Different perspectives lead to innovative solutions, proving that EDI is crucial for effective teamwork and project success in engineering.Ā 

šŸ—£ļø Listening to diverse voices: Brooks emphasizesĀ the significance of hearing different viewpoints, suggesting that diversity in thought is essential for addressing complex challenges.Ā 

šŸ“ˆ Future of EDI: The need for increased awareness and opportunities in EDI is vital for fostering an inclusive environment, ensuring everyone has equal chances for success.Ā 

šŸŒŸ Organisational responsibility: Companies should prioritiseĀ creating EDI teams and strategies, making inclusivity a fundamental part of their operational framework.Ā 

Video summary:

Lewis a former transport manager, transitioned to teaching computer science, aiming to inspire diverse students in computing and engineering fields.Ā Ā 

Key insights:

šŸš€ Diverse backgrounds enhance innovation: Engaging individuals from various backgrounds can lead to more innovative solutions in tech. Diverse teams bring different perspectives, critical for problem-solving in engineering and computing.Ā 

šŸ« Importance of early education: Introducing computing concepts at a young age can inspire future interest and career paths among students. Early exposure is key to nurturing talent from diverse demographics.Ā 

šŸ” Awareness of gender & racial gaps: Understanding existing disparities in education allows educators to implement targeted strategies.Ā 

Video summary: Ā 

Leon is a Computing graduate from East London, is a grassroots football coach passionate about technology and inclusivity in sports.Ā 

Key insights Ā 

šŸŒ Diversity and inclusion: Leon highlights the importance of fostering an inclusive environment in sports, which can positively influence playersā€™ development and teamwork. Embracing diversity enriches the community within the club.Ā 

āš½ Passion for football: His love for football not only drives his coaching but also builds resilience. The challenges faced in sports translate into valuable life lessons applicable in various contexts.Ā 

šŸ’” Technology enthusiasm: Leonā€™s interest in technology reflects a growing trend where tech plays a crucial role in sports and society, indicating the need for professionals to adapt and innovate.Ā 

šŸ› ļø Work-life balance: By learning to separate work from personal life, Leon emphasizesĀ self-care, which is essential for maintaining mental health and productivity in high-pressure environments.Ā 

Video summary:

Final-year mechanical engineering student Purvi shares insights on job offers, the value of practical experience, and leadership skills from his projects.Ā 

Key insights:

šŸŽ“ Practical experience matters: Purvi emphasizedĀ that hands-on experience, such as internships and projects, can set candidates apart in competitive industries. This underscores the importance of seeking practical opportunities during academic studies.Ā 

šŸš€ Diverse skill application: The realisationĀ that skills from various experiences, not just academic knowledge, can be leveraged in interviews showcases the value of a well-rounded background in job applications.Ā 

šŸ” Importance of leadership: Participation in projects like the Formula Student provided Purvi with leadership experiences that he effectively communicated during interviews. This highlights how extracurricular activities can enhance employability.Ā 

āš–ļø Health and safety knowledge: Understanding industry-specific regulations, such as health and safety in aviation and defence, can significantly strengthen a candidateā€™s position in interviews, demonstrating readiness for real-world challenges.Ā 

šŸ¤ Support systems matter: Purviā€™s positive experience with university support in navigating job offers illustrates the role of academic institutions in preparing students for the workforce.Ā 

šŸŒŸ Expectations vs. reality: The contrast between Purviā€™s initial expectations of the industry and the actual diversity he encountered suggests a shift in perception is possible through direct experience.Ā 

šŸ“ˆ Utilising unique skills: Purviā€™s insight that uniqueness stems from skill utilisation rather than background alone promotes the notion that every candidate has something valuable to offer, regardless of their starting point.Ā 

 

Stories of Black Researchers in STEM

Explore the inspiring journeys of Black researchers in STEM, highlighting their achievements and contributions despite challenges. Their stories showcase resilience and the vital role of diversity in science, technology, engineering, and mathematics. Initiatives likeā€Æ#BlackBirdersWeekā€Æandā€Æ#BlackInSciCommā€Æemphasize the importance of community and representation, celebrating successes while addressing systemic obstacles.

Explore these narratives and learn more about the experiences of Black researchers in STEM throughā€ÆScience News’ feature on the diversity, equity, and inclusion efforts within the science community.

 

This work is licensed under aĀ Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsā€™ Council or the Toolkit sponsors and supporters.

Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.

The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.


Objectives: This activity aims to raise awareness of language’s impact in professional settings, particularly for underrepresented groups. Students will explore verbal and non-verbal communication to foster an inclusive environment. Students will receive strategies for handling challenging situations and building confidence in interactions with leaders, and managing conflicts.

Introduction: This activity explores how language, both verbal and non-verbal, impacts professional settings, particularly for underrepresented groups. Through video insights and practical strategies, students will learn to navigate difficult conversations, address microaggressions, and build confidence in communicating with leaders. The activity also highlights the role of gendered language in interviews and recruitment, encouraging inclusive and self-aware communication in the workplace.

Topic: Building confidence and inclusion through mindful communication in the workplace.

Keywords: Equity, Diversity and Inclusion; Communication; Students; Mentoring; Job or career impact; Early careers; Engineering professionals; Curriculum or course; Personal or professional reputation; Societal impact; Social responsibility; Corporate social responsibility; Higher education institutions; Apprenticeships or work based learning; Leadership or management; Gender.

 

Navigating difficult workplace conversationsĀ 

In the video below, Abisola Ajani, a process technology engineer and founder of BW, highlights the critical role of communication skills in effectively navigating challenging workplace conversations.

Video summary:Ā 

Abisola Ajani, a process technology engineer and founder of BW, emphasises the importance of skills for navigating difficult workplace conversations.Ā 

Key insights:

šŸ’” Importance of communication skills:ā€ÆEffective communication in engineering helps convey expertise and resolve conflicts, making it vital for career success.Ā 

āøļøā€ÆPower of pausing:ā€ÆTaking a moment to pause during tough conversations allows for clearer thinking and more productive responses, promoting better outcomes.Ā 

šŸ¤ā€ÆRole of mentorship:ā€ÆSeeking guidance from mentors equips individuals with strategies and confidence to tackle challenging discussions, enhancing professional growth.Ā 

šŸ¤”ā€ÆValuing past experiences:ā€ÆSkills gained from previous jobs, even in unrelated fields, can be leveraged in engineering roles, demonstrating that every experience contributes to personal development.Ā 

āœØā€ÆGrowth through mistakes:ā€ÆEmbracing the inevitability of mistakes in difficult conversations encourages continuous improvement and resilience in professional settings.Ā 

šŸŒā€ÆDiversity and inclusion:ā€ÆAn inclusive environment empowers individuals to express their authentic selves, leading to greater innovation and collaboration within teams.Ā 

šŸ’Ŗā€ÆEmpowerment through visibility:ā€ÆInitiatives like BW highlight the importance of representation in engineering, inspiring future generations of diverse engineers to thrive.Ā 

Ā 

 

Resources:Ā 

Thriving Together Series:ā€Æ Strengthening Diversity and Inclusion through CommunicationĀ 

This resource emphasizes communication’s role in fostering diversity and inclusion at work. It covers:Ā 

 

 

ā€œIā€ versus ā€œWeā€Ā 

Interviews can be stressful, often reinforcing learned gender habits in language use. Women tend to use “We” instead of “I” for work they have done, and use hedge words like “think” due to societal expectations of modesty and humility. Men, on the other hand, typically use “I” and fewer hedge words, reflecting societal norms of assertiveness and leadership.Ā 

If you catch yourself using “We” when you mean “I,” pause and correct it, but explain it’s a habit from societal norms. Both “We” and “I” answers are important: “We” for teamwork, “I” for leadership and initiative.Ā 

Employers we recommend you recogniseĀ that “We” and “I” can be interchangeable for many women and some cultures, and understand the biases involved.Ā 

 

 

Gender Decoder

The Gender Decoder analyses job descriptions to identify and correct gendered language, promoting gender-neutrality and inclusivity in recruitment. Try it to see how small language changes can foster a more inclusive work environment.Ā 

 

This work is licensed under aĀ Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsā€™ Council or the Toolkit sponsors and supporters.

Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.

The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.


Objectives:ā€Æā€ÆĀ Networking is an important career tool as it enables you to:Ā 

Introduction: Networking is a vital career skill that helps you access opportunities, build meaningful connections, and grow professionally. This activity explores how strategic networking – especially for underrepresented students, can enhance visibility, open doors, and foster resilience in STEM fields. Through real stories and practical guidance, you’ll learn how to develop social capital, navigate professional spaces, and promote inclusivity in your industry journey.

Topic: Building social capital: networking strategies for underrepresented students in STEM

Keywords: Equity, Diversity and Inclusion; Students; Job or career impact; Early Careers; Engineering professionals; Apprenticeships or Work based learning; Mentoring; Personal or professional reputation; Social responsibility; Corporate Social Responsibility; Higher Education Institutions; Gender; Networking; STEM.

 

The importance of networking and inclusivity in the industry

In the video below, Donna Otchere discusses her path from engineering graduate to PhD student, stressing the importance of networking and promoting inclusivity in the industry.Ā 

Video summary:Ā 

Donna Otchere shares her journey from engineering graduate to PhD student, emphasizing the importance of networking and inclusivity in the industry.Ā 

Key insights:Ā 

šŸŽ‰ā€ÆNetworking is a vital skill:ā€ÆDonna highlights that networking isnā€™t just about professional connections; itā€™s about forming friendships and support systems that can enhance career growth.Ā 

šŸ’Ŗā€ÆThe power of resilience:ā€ÆRejection in networking is normal and should be viewed as a stepping stone rather than a setback, encouraging a mindset of perseverance.Ā 

šŸŒŸā€ÆUtilise online platforms:ā€ÆLeveraging LinkedIn and other online resources can significantly expand oneā€™s professional network and visibility in the industry.Ā 

šŸ¤—ā€ÆCommunity involvement is key:ā€ÆEngaging with communities focused on shared interests fosters a sense of belonging and opens doors to new opportunities.Ā 

šŸŽÆā€ÆGoal-oriented networking:ā€ÆHaving a clear objective when attending networking events can lead to more meaningful interactions and outcomes.Ā 

šŸŒˆā€ÆImportance of diversity:ā€ÆDiverse teams bring various perspectives, which are critical in engineering problem-solving, thus promoting inclusivity in the field.Ā 

šŸ› ļøā€ÆEngineering is for everyone:ā€ÆDonna stresses that engineering is a universal field where everyone, regardless of background, can thrive and contribute.Ā 

 

 

Stories of resilience in STEMā€ÆĀ 

Explore the inspiring stories of Black and Latinx STEM professionals at theā€ÆBroad Instituteā€Æwho overcame systemic barriers through mentorship, resilience, and strategic networking. These narratives highlight the challenges and the power of diversity in driving success and innovation in science.Ā 

Ā 

 

Building social capital for underrepresented studentsā€ÆĀ 

Social capital is the ability to build networks and relationships to enhance educational, career, and business opportunities. For underrepresented students, building social capital is crucial to you accessing opportunities and advancing your career.Ā 

Video summary:Ā 

Our Cultivating Connections Centre defines social capital as access to resources and relationships to help students achieve their goals, alongside educating them on mobilising these assets.Ā 

Key insights:Ā 

šŸŒ Access to resources: Students who can tap into various resources have a greater chance of pursuing their educational and career goals. This access is foundational in creating opportunities.Ā 

šŸ‘„ Importance of relationships: Building strong relationships is essential for students. These connections can provide support, advice, and opportunities that enhance their learning journey.Ā 

šŸ“– Educating on mobilisation: Itā€™s not enough to have resources; students must learn how to effectively mobilise these assets. This knowledge is vital for achieving long-term success.Ā 

šŸŽÆ Goal achievement: The combination of access to resources and the ability to mobilise them is what enables students to reach their aspirations, making both aspects equally important.Ā 

šŸ› ļø Providing tools: The Centre plays a crucial role in equipping students with the necessary tools to navigate their social capital, ensuring they can leverage their networks effectively.Ā 

šŸŒ± Fostering growth: Social capital is not just about immediate access; it fosters long-term personal and professional growth, helping students adapt and thrive in various environments.Ā 

šŸ”‘ Empowerment through knowledge: Educating students about social capital empowers them, allowing for greater agency in their educational and career journeys, ultimately leading to more fulfilling outcomes.Ā 

 

 

Navigating microaggressions in professional settingsĀ 

How do you identify and challenge microaggressions safely and effectively. This essential skill not only aids in protecting one’s dignity and mental health, but also promotes a more inclusive and respectful professional environment for all. Discover practical tools and strategies atā€ÆBody Swaps: Let’s Talk About Race.Ā 

 

 

Career support for ethnic underrepresented studentsĀ 

Access tailored support for ethnic underrepresented students seeking professional development and networking. Utilise our University Career Services Library to identify your institution’s career services and explore comprehensive resources for skills training, career advancement, building a supportive professional network and more.

 

This work is licensed under aĀ Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsā€™ Council or the Toolkit sponsors and supporters.

Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.

The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.

Explore how you can enhance your professional journey through our comprehensive University Career Services Library.

This curated resource brings together the full range of career services offered across all EPC member institutions, providing you with streamlined access to tailored support at your university.

Whether you’re seeking one-to-one career guidance, engaging in skills workshops, or exploring placement opportunities, this library equips you with the tools to make informed decisions and maximise the resources available to you.

If you wish to provide an updated link, please contact Crystal Nwagboso – c.nwagboso@epc.ac.uk

 

University Career Services

University name Services
Abertay University Abertay University – Careers Service
Arden University Arden University – Careers and Employability
Aston University Aston University – Careers and Placements
University of Bath University of Bath – Careers Service
University of Bedfordshire University of Bedfordshire – Careers & Employability Service
University of Birmingham University of Birmingham – Careers Network
Birmingham City University Birmingham City University – Careers+
Bournemouth University Bournemouth University – CareersBU
University of Bradford University of Bradford – Careers Service
University of Bristol University of Bristol – Careers Service
Brunel University London Brunel University London – Careers
Buckinghamshire New University Buckinghamshire New University – Career Success
University of Cambridge University of Cambridge – Careers Service
Canterbury Christ University Canterbury Christ Church University – Careers and Enterprise Service
Cardiff University Cardiff University – Careers and Employability
Cardiff Metropolitan University Cardiff Metropolitan University – Careers Service
University of Central Lancashire University of Central Lancashire – Careers Service
University of Chester University of Chester – Careers and Employability
City St George’s, University of London City, University of London (St George’s) – Careers Team
Coventry University Coventry University – Talent Team
Cranfield University Cranfield University – Careers and Employability Service
University of Derby University of Derby – Careers and Employability
Durham University Durham University – Careers & Enterprise Centre
Dyson Institute of Engineering and Technology Dyson Institute of Engineering and Technology – Careers
University of East Anglia University of East Anglia – CareerCentral
University of East London University of East London – Your Career
University of Edinburgh University of Edinburgh – Careers Service
Edinburgh Napier University Edinburgh Napier University – Student Futures
University of Exeter University of Exeter – Career Zone
University of Glasgow University of Glasgow – Careers Service
Glasgow Caledonian University Glasgow Caledonian University – Careers Service
University of Greenwich University of Greenwich – Employability & Careers
Harper Adams University Harper Adams University – Careers and Placements
University of Hertfordshire University of Hertfordshire – Careers and Employment
University of Huddersfield University of Huddersfield – Careers and Employability Service
University of Hull University of Hull – Careers and Employability
University of Kent University of Kent – Careers and Employability Service
Kings College London University King’s College London – Careers & Employability
University of Lancaster Lancaster University – Careers Service
University of Leeds University of Leeds – Careers Centre
University of Lincoln University of Lincoln – Careers & Employability
London Metropolitan University London Metropolitan University – Careers and Employability
London School of Economics and Political Science (LSE) London School of Economics and Political Science (LSE) – Careers
London South Bank University London South Bank University – Careers Hub
Loughborough University Loughborough University – Careers Network
Manchester Metropolitan University Manchester Metropolitan University – Careers and Employability Service
Middlesex University Middlesex University – Employability Service
Newcastle University Newcastle University – Careers Service
University of Northampton University of Northampton – Careers and Employability
Northumbria University Northumbria University – Careers and Employment Service
University of Nottingham University of Nottingham – Careers and Employability Service
Nottingham Trent University Nottingham Trent University – Employability
University of Oxford University of Oxford – Careers Service
Oxford Brookes University Oxford Brookes University – Careers
University of Plymouth University of Plymouth – Careers Service
University of Portsmouth University of Portsmouth – Careers and Employability Service
Queen Mary University of London Queen Mary University of London – Careers and Enterprise
University of Reading University of Reading – Careers
University of Roehampton University of Roehampton – Careers
Royal Holloway, University of London Royal Holloway, University of London – Careers Service
University of Salford University of Salford – Careers and Enterprise
University of Sheffield University of Sheffield – Careers Service
Sheffield Hallam University Sheffield Hallam University – Careers & Employability
SOAS University of London SOAS University of London – SOAS Careers
University of Southampton University of Southampton – Careers, Employability and Student Enterprise
Solent University Solent University – Careers and Employability
University of St Andrews University of St Andrews – Careers Centre
St Georgeā€™s, University of London St Georgeā€™s, University of London – Careers Service
University of Stirling University of Stirling – Careers Service
University of Strathclyde University of Strathclyde – Careers and Employability Service
University of Sunderland University of Sunderland – Careers and Employability Service
University of Surrey University of Surrey – Employability and Careers
University of Sussex University of Sussex – Careers and Employability Centre
Swansea University Swansea University – Swansea Employability Academy
Teesside University Teesside University – Careers Service
University of the Arts London University of the Arts London – Careers and Employability
University of the West of England (UWE Bristol) University of the West of England (UWE Bristol) – Career Development
University of Warwick University of Warwick – Student Opportunity
University of West London University of West London – Careers and Employment Service
University of Westminster University of Westminster – Careers and Employability Service
University of Winchester University of Winchester – Careers Service

 

This work is licensed under aĀ Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsā€™ Council or the Toolkit sponsors and supporters.

Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.

The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.

The University Career Services Library was produced by Crystal Nwagboso (Engineering Professors Council).

This post is also available here.

The EPCā€™s Inclusive Employability Toolkit is supported by Canterbury Christ Church University, Equal Engineers, The Royal Academy of Engineering, and Wrexham University. This resource is designed to help engineering educators integrate EDI principles and practices in engineering, computing, design and technology ā€“ across education,Ā employer engagement,Ā career preparation, and progression into the workplace.

 

IntroductionĀ 

This resource was formerly known as the EDGE Toolkit, and was developed in partnership with Canterbury Christ Church University, Wrexham University, Equal Engineers and The Royal Academy of Engineering. The two Universities have now joined forces with the Engineering Professors Council to launch the newly renamed Inclusive Employability Toolkit, working together to improve usability and ensure broader access to this valuable resource.Ā 

The Inclusive Employability Toolkit supports inclusive employment in engineering, computing, design, and technology, enhancing diversity and authentic voices in the workplace.Ā 

Our commitment to fostering an environment where every individual feels valued and empowered has led us to develop the Inclusive Employability Toolkit. This comprehensive toolkit is designed to guide students, faculty, and staff in understanding and practicing EDI principles, ensuring that our campus is a place where diversity thrives and every voice is heard.Ā 

The Inclusive Employability Toolkit is more than just a set of resources – it’s a commitment to continuous learning, understanding, and action. We invite you to explore the toolkit, participate in the activities, and engage with the wealth of available resources. Together, we can build an engineering community that truly reflects the world’s diversity, united in our pursuit of equity and inclusion.Ā 

Begin by exploring this page; it provides a comprehensive background on the importance of EDI in the world of engineeringĀ and sets the stage for your learning journey.Ā 

 

WelcomeĀ 

The world is incredibly diverse, but navigating the complexities of equity, diversity, and inclusion (EDI) can be challenging, especially for minority groups who face significant hurdles. In the video below, Professor Anne Nortcliffe invites you to explore the Inclusive Employability Toolkit, offering guidance on how to make the most of its features and resources.Ā 

 

The Inclusive Employability Toolkit aims to

 

ContentsĀ 

How to use this toolkit effectively:Ā Ā 

Embarking on your journey through Inclusive Employability Toolkit is a step towards fostering an inclusive and diverse environment within the engineering community. This guide will help you navigate the toolkit, ensuring you make the most of the resources, challenges, and learning opportunities it offers.Ā 

 

Goals

šŸŒ Diversity matters: The toolkit emphasizes that diverse voices enrich the workplace, offering unique perspectives that drive innovation and creativity.
šŸ’Ŗ Empowering students: By focusing on technical students, the toolkit equips them with the skills and confidence to navigate their career paths successfully.
šŸŽ¤ Encouraging authenticity: Bringing your authentic voice to work fosters an environment of trust and openness, leading to stronger team dynamics.
šŸ¤ Role of allies: Supporting individuals from minority backgrounds (female, LGBTQ, disabled, mature, low socio-economic status, global majority) not only aids their success but enriches the workplace culture for everyone involved.
šŸ“ˆ Business impact: Companies that prioritise equity and inclusion see improved employee retention and higher morale, translating into better performance metrics.
šŸ› ļø Better solutions: Diverse teams in engineering and technology are proven to develop more effective solutions, addressing a wider range of needs and challenges.
šŸ›ļø Societal benefits: Promoting equity and inclusion not only benefits organisations but also contributes to a more just and equitable society overall.Ā 

 

Licensing

To ensure that everyone can use and adapt the toolkit in a way that best fits their teaching or purpose, most of this work is licensed under aĀ Creative Commons Attribution-ShareAlike 4.0 International License. Under this licence you are free to share and adapt this material, under terms that you must give appropriate credit and attribution to the original material and indicate if any changes are made.

Ā 

Further details

CommitmentOur roleWhat we knowChallenges in the industryIndustry EmployersStudent feedback

To leading the charge in creating new opportunities for diversity and inclusion of engineering, technology and design to address regional skills gap. Our vision for all engineering, technology and design students regardless of their background have opportunity to thrive in engineering, technology and design industry.


As game changers we have researched and developed the Inclusive Employability Toolkit to empower students and employers in building bridges between academia, students, and industry to enable gainful graduate employment and more inclusive, dynamic, and diverse opportunities in engineering, technology and design.

A higher proportion of Global Majority and low socioeconomic students’ study at Post-92 universities, and yet, employment outcomes for graduates from these universities often lag behind their Russell Group peers.

Ethnicity, gender, and socioeconomic factors continue to shape the employability landscape However more inclusive engineering, technology and design teams create better solutions to problems for all of society.

Gain insights from industry employers as they discuss the toolkit and its impact.


Gain insights from students as they reflect on the usefulness and impact of the toolkit.


Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.

The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch. Ā Ā 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsā€™ Council or the Toolkit sponsors and supporters.

Theme: Collaborating with industry for teaching and learning

Authors: Dr Goudarz Poursharif (Aston University), Dr Panos Doss (Aston University) and Bill Glew (Aston University)

Keywords: WBL, Degree Apprenticeship, Engineering

Abstract: This case study presents our approach in the design, delivery, and assessment of three UG WBL Engineering Degree Apprenticeship programmes launched in January 2020 at Aston University’s Professional Engineering Centre (APEC) in direct collaboration with major industrial partners. The case study also outlines the measures put in place to bring about added value for the employers and the apprentices as well as the academics at Aston University through tripartite collaboration opportunities built into the teaching and learning methods adopted by the programme team.

This case study is presented as a video which you can view below:Ā 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsā€™ Council or the Toolkit sponsors and supporters.

Theme: Research, Collaborating with industry for teaching and learning, Graduate employability and recruitment

Authors: Associate Prof Graeme Knowles (Director of Education Innovation, WMG), Dr Jane Andrews (Reader in STEM Education Research) and Professor Robin Clark (Dean WMG)

Keywords: Transformational Change, Industry-Education Partnerships, Educational Research, Scholarship

Abstract: The ā€˜Transforming Tomorrowā€™ Project is an example of how educational research may be used to inform and underpin change in engineering education. Building on previous research, the project provides an example of how research and scholarship may be used to effect transformational change by linking industrial requirements with educational strategy and practice. Bringing together theoretically grounded curriculum design with two years of educational research, mainly conducted during the pandemic, the primary output thus far is the development of a series of professional development workshops. Such workshops are aimed at preparing engineering educators to make sure that as WMG emerges out of the pandemic and into a time of unprecedented uncertainty and change, we continue to produce high quality graduates able to ā€˜hit the ground runningā€™ upon entering employment. This short paper summarises the background to the project, discussing the methodology and providing exemplar data whilst also outlining the content of the workshops.

 

Introduction

WMG has a strong history of providing both practically relevant education and producing graduates who are able to impact the companies they work for from the earliest point of employment. The Departmentā€™s experience, built up over many years, has come about through the development of strong relationships between WMG colleagues and industry, through mutual understanding and the co-creation of relevant courses. However, as with the whole of the Higher Education Sector, WMG cannot afford to stand still. With the ever-increasing and dynamic demands of the Engineering Sector there is a constant need to reflect and consider whether impactful outcomes are still being realised.

The ā€˜Transforming Tomorrowā€™ Project is about taking a holistic view of the Departmentā€™s educational provision in order to understand the effectiveness of the provision from studentsā€™ perspective, whilst also taking account of the views and experiences of staff and industry employers. With the research underway, a number of datasets collected and emergent findings analysed, WMG has the basis with which to begin to affect transformational change both in our educational offerings and also in how we Ā better meet the needs of industry. This paper reports the first part of the Project.

Context

For many, the pace of change since the onset of Covid19 has been challenging. In WMG, having to completely reconfigure what is an exceptionally industrially focused curriculum and teach online took many by surprise. At the beginning of the Pandemic a critical literature review was undertaken looking at blended andĀ  online learning; five key themes were identified:

  1. The need to adopt Ā a design approach to curriculum development
  2. The quality of the student experience
  3. Ā Student engagement
  4. The challenges and benefits of blended learning
  5. Student and academic perceptions of online learning

Each of these themes have in common the fact that the virtual learning approaches analysed and Ā discussed were developed over a significant period of time. Ā Ā 

Method and Findings

A mixed methodological approach was utilised starting with a quantitative survey of first year students and staff. This first survey, which took place in October 2021, focused on studentsā€™ perceptions of what types of learning approaches and techniques they expected to encounter whilst at university. Comprising a mixture of Degree Apprentices and Traditional Engineering undergraduates, the cohort were unique in that they had spent a significant part of their pre-university education learning from home during the lockdown.Ā 

The results of the survey are given below in Figure 1 and reveal that, during the Pandemic at least, Ā engineering undergraduate students start university with the perception that they will be spending much of their time working independently and learning online.

 

Figure 1: First Year Engineering Studentsā€™ Expectations of Learning and Teaching at University: Mid-Pandemic (October 2021)

 

In looking at the above table one thing that immediately drew colleaguesā€™ attention was that only half of the students expected to frequently encounter active learning approaches, and just under two-fifths anticipated frequently engaging in real-life work-related activities. Having given considerable thought as to how to assure that learning through the Pandemic maintained high levels of both these activities, this took colleagues by surprise. It also suggested Ā a lack of preparedness, on behalf of the students, to proactively engage in practical engineering focused education.

For the academic staff, a survey conducted at the same time sought to determine colleaguesā€™ preferences in terms of teaching approaches. Figures 2 and 3 below provide an overview of the answers to two key questionsā€¦

 

 

 

This paper necessarily provides only a small insight into the research findings, in total over 1,300 undergraduate and postgraduate students and over 200 colleagues have participated in the research thus far. Analysing the findings and feeding-forward into the Education and Departmental Executive structures, the findings are being used to shape how education has continued under the lockdown (and will continue into the future). Ā With a firm-eye for the ever-changing requirements and expectations of industry, a series of pedagogical workshops grounded in the Project research findings have been developed. The aim of such workshops is to upskill academic colleagues in such a way so as to be able to guarantee that WMG continues to offer industrially relevant education as society moves out of the Pandemic and into an unknown future.

Moving Forward:Ā Scholarship, Synergy & Transformational Change: Meeting the learning and teaching challenges of 21stĀ CenturyĀ Industry

Planning, the second stage of the Project has meant synthesizing the research findings with organisational strategy and industrial indicators to put in place a series of professional-development workshops for teaching colleagues. Each workshop focuses on a different area of educational practice and considers the needs of industry from a particular standpoint. Plans are underway to use the workshops themselves as opportunities to gather data using an Action Research Methodology and a Grounded Theory Philosophy. The Project is at best estimate, midway through its lifecycle, but may continue for a further two years depending on the Covid situation.

The planned workshops, which will be offered to colleagues throughout the Spring and Summer, 2022, will focus around six distinctive but interlinked topics: Ā 

1.Ā Teaching to Meet the Challenges of Industry

2.Ā Student-Centred Active Learning

3.Ā Growing independent learners

4.Ā Levelling the Playing Field

5.Ā Re-Designing what we do

6.Ā Engineering Ā an environment for learning

Conclusion

In conclusion, society is entering what has been termed ā€˜the new normalā€™; for WMG, there is nothing ā€˜normalā€™ about what we do. We are entering a ‘Transformational Timeā€™; a period when by completely changing and challenging our educational offerings and culture we will work with our industrial partners to purposefully disruptĀ  the ā€˜new normalā€™. In doing so we will continue to produce forward-thinking, flexible and synergetic learning experiences from which highly qualified graduates able to succinctly blend into the workplace will emerge.Ā 

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsā€™ Council or the Toolkit sponsors and supporters.

Theme: Graduate employability and recruitment, Collaborating with industry for teaching and learning

Authors: Bob Tricklebank (Dyson Institute of Engineering and Technology) and Sue Parr (WMG, University of Warwick).

Keywords: Partnerships, Academic, Industry

Abstract: This case study illustrates how, through a commitment to established guiding principles, open communication, a willingness to challenge and be challenged, flexibility and open communication, itā€™s possible to design and deliver a degree apprenticeship programme that is more than the sum of its parts.Ā 

 

Introduction

Dyson is driven by a simple mission: to solve the problems that others seem to ignore.Ā  From the humble beginnings of the worldā€™s first bagless vacuum cleaner, Dyson is now a global research and technology company with engineering, research, manufacturing and testing operations in the UK, Singapore, Malaysia and the Philippines. The company employs 14,000 people globally including 6,000 engineers and scientists. Its portfolio of engineering expertise, supported by a Ā£3 million per week investment into R&D, encompasses areas from solid-state batteries and high-speed digital motors to machine learning and robotics.

Alongside its expansive technology evolution, Dyson has spent the past two decades supporting engineering education in the UK through its charitable arm, the James Dyson Foundation. The James Dyson Foundation engages at all stages of the engineering pipeline, from providing free resources and workshops to primary and secondary schools to supporting students in higher education through bursaries, PhD funding and capital donations to improve engineering facilities.

It was against this backdrop of significant investment in innovation and genuine passion for engineering education that Sir James Dyson chose to take a significant next step and set up his own higher education provider: the Dyson Institute of Engineering and Technology.

The ambition was always to establish an independent higher education provider, able to deliver and award its own degrees under the New Degree Awarding Powers provisions created by the Higher Education and Research Act 2017. But rather than wait the years that it would take for the requisite regulatory frameworks to appear and associated applications to be made and quality assurance processes to be passed, the decision was made to make an impact in engineering education as quickly as possible, by beginning delivery in partnership with an established university.

Finding the right partner

The search for the right university partner began by setting some guiding principles; the non-negotiable expectations that any potential partner would be expected to meet, grounded in Dysonā€™s industrial expertise and insight into developing high-calibre engineering talent.

1.An interdisciplinary programme

Extensive discussions with Dysonā€™s engineering leaders, as well as a review of industry trends, made one thing very clear: the engineers of the future would need to be interdisciplinarians, able to understand mechanical, electronic and software engineering, joining the dots between disciplines to develop complex, connected products. Any degree programme delivered at the Dyson Institute would need to reflect that ā€“ alongside industrial relevance and technical rigour.

2. Delivered entirely on the Dyson Campus

It was essential that delivery of the degree programme took place on the same site on which learners would be working as Undergraduate Engineers, ensuring a holistic experience. There could be no block release of learners from the workplace for weeks at a time: teaching needed to be integrated into learnersā€™ working weeks, supporting the immediate application of learning and maintaining integration into the workplace community.Ā Ā 

3. Actively supported by the Dyson Institute

This would not be a bipartisan relationship between employer and training provider. The fledgling Dyson Institute would play an active role in the experience of the learners, contributing to feedback and improvements and gaining direct experience of higher education activity by shadowing the provider.

WMG, University of Warwick

Dyson entered into discussions with a range of potential partners. But WMG, University of Warwick immediately stood out from the crowd.

Industrial partnership was already at the heart of WMGā€™s model. In 1980 Professor Lord Kumar Bhattacharyya founded WMG to deliver his vision to improve the competitiveness of the UKā€™s manufacturing sector through the application of value-adding innovation, new technologies and skills development. Four decades later, WMG continues to drive innovation through its pioneering research and education programmes, working in partnership with private and public organisations to deliver a real impact on the economy, society and the environment.

WMG is an international role model for how universities and businesses can successfully work together; part of a Top 10 UK ranked and Top 100 world-ranked university.

WMGā€™s expertise in working with industrial partners meant that they understood the importance of flexibility and were willing to evolve their approach to meet Dysonā€™s expectations ā€“ from working through the administrative challenge of supporting 100% delivery on the Dyson Campus, to developing a new degree apprenticeship programme.

Academics at WMG worked closely with Dyson engineers, who offered their insight into the industrial relevance of the existing programme ā€“ regularly travelling to WMG to discuss their observations in person and develop new modules. This resulted in a degree with a decreased focus on group work and project management, skills that learners would gain in the workplace at Dyson, and an increased focus on software, programming and more technically focused modules.

Importantly, WMG was supportive of Dysonā€™s intention to set up an entirely independent higher education provider. Rather than see a potential competitor, WMG saw the opportunity to play an important part in shaping the future of engineering education, to engage in reciprocal learning and development alongside a start-up HE provider and to hone its portfolio for future industrial partnerships.

The programme

In September 2017, the Dyson Institute opened its doors to its first cohort of 33 Undergraduate Engineers onto a BEng in Engineering degree apprenticeship, delivered over four years and awarded by the University of Warwick.

Two days per week are dedicated to academic study. The first day is a full day of teaching, with lecturers from WMG travelling to the Dyson Campus to engage in onsite delivery. The second day is a day of self-study, with lecturers available to answer questions and help embed learning. The remaining three days are spent working on live engineering projects within Dyson.

The first two years of the programme are deliberately generalist, while years three and four offer an opportunity to specialise. This academic approach is complemented in the workplace, with Undergraduate Engineers spending their first two years rotating through six different workplace teams, from electronics and software to research and product development, before choosing a single workplace team in which to spend their final two years. Final year projects are based on work undertaken in that team.

The Dyson Institute enhances WMGā€™s provision in a variety of ways, including administration of the admissions process, the provision of teaching and learning facilities, pastoral support, health and wellbeing support, social and extra-curricular opportunities, monitoring of student concerns and professional development support.Ā Ā 

Key enhancements include the provision of Student Support Advisors (one per cohort), a dedicated resource to manage learnersā€™ workplace experience, quarterly Wellbeing and Development Days and the Summer Series, a professional development programme designed to address the broader set of skills engineers need, which takes the place of academic delivery across July and August.

Continuous improvement Ā 

The collaborative partnership between Dyson, the Dyson Institute and WMG, the University of Warwick did not end when delivery began. Instead, the focus turned to iteration and improvement.

Dyson Institute and WMG programme leadership hold regular meetings to discuss plans, progress and challenges. These conversations are purposefully frank, with honesty on both sides allowing concerns to be raised as soon as they are noted. An important voice in these conversations is that of the student body, whose ā€˜on the ground experienceā€™ is represented not only through the traditional course representatives, but through stream and workplace representatives.

Even as the Dyson Institute has begun independent delivery (it welcomed its first Dyson Institute-registered Undergraduate Engineers in September 2021), both partners remain dedicated to improving the student experience. The current focus is on increasing WMGā€™s onsite presence as well as the regularity of joint communications to the student body, with a view to supporting a more streamlined approach to challenge resolution.

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsā€™ Council or the Toolkit sponsors and supporters.

Theme: Collaborating with industry for teaching and learning, Knowledge exchange

Authors: Prof Robert Hairstans (New Model Institute for Technology and Engineering), Dr Mila Duncheva (Stora Enso), Dr Kenneth Leitch (Edinburgh Napier University), Dr Andrew Livingston (Edinburgh Napier University), Kirsty Connell-Skinner (Edinburgh Napier University) and Tabitha Binding (Timber Development UK)

Keywords: Timber, Built Environment, Collaboration, New Educational Model

Abstract: The New Model Institute for Technology and Engineering, Edinburgh Napier University and Timber Development UK are working with external stakeholders to enable an educational system that will provide comprehensive training in modern methods of timber construction. A Timber Technology Engineering and Design (TED) competency framework has been derived and a UK wide student design competition will run in the 1st quarter of 2022 as part of the process to curate the learner content and enable this alternative approach to upskilling. The EPC will gain an understanding of this alternative approach to creating an educational model by means of industry engagement. This new approach has been made possible via establishing a collaborative framework and leveraging available funding streams via the partners. This will be showcased as a methodology for others to apply to their own contexts as well as offer opportunity for knowledge and value exchange.

 

Introduction

Edinburgh Napier University (ENU), The New Model Institute for Technology and Engineering (NMITE) and Timber Development UK (TDUK) are working with external stakeholders to enable an educational system (Figure 1) that will provide comprehensive training in modern methods of timber construction. This case study presents an alternative approach to creating this Timber Technology Engineering and Design (TED) educational model by means of industry engagement and pilot learning experiences. This new approach has been made possible by establishing a collaborative framework and leveraging available funding streams via the partners.

Figure 1 ā€“ Approach to enabling Timber TED Educational System.

 

Project Aims

The aim of establishing Timber TED is to provide built environment students and professionals with a comprehensive suite of online credit bearing flexible training modules to upskill in modern timber construction techniques. To align the modules with industry need the learning content is to be underpinned by a competency framework identifying the evidence-based technical knowledge and meta skills needed to deliver construction better, faster and greener. The training modules are to be delivered in a blended manner with educational content hosted online and learners assessed by ā€˜learning by doingā€™ activities that stimulate critical thinking and prepare the students for work in practice (Jones, 2007).

Uniting industry education and training resources through one course, Timber TED will support learners and employers to harness the new knowledge and skills required to meet the increasing demand for modern timber construction approaches that meet increasingly stringent quality and environmental performance requirements.

The final product will be a recognised, accredited qualification with a bespoke digital assessment tool, suitable for further and higher education as well as employers delivering in-house training, by complementing and enhancing existing CPD, built environment degrees and apprenticeships.

The Need of a Collaborative Approach

ENU is the project lead for the Housing Construction & Infrastructure (HCI) Skills Gateway part of the Edinburgh & Southeast Scotland City Region Deal and is funded by the UK and Scottish Governments. Funding from this was secured to develop a competency framework for Timber TED given the regional need for upskilling towards net zero carbon housing delivery utilising low carbon construction approaches and augmented with addition funding via the VocTech Seed Fund 2021. With the built environment responsible for 39% of all global carbon emissions, meeting Scotlandā€™s ambitious target of net zero by 2045 requires the adoption of new building approaches and technologies led by a modern, highly skilled construction workforce. Further to this ENU is partnering with NMITE to establish the Centre for Advanced Timber Technology (CATT) given the broader UK wide need. Notably England alone needs up to 345,000 new low carbon affordable homes annually to meet demand but is building less than a third of this (Miles and Whitehouse, 2013). The educational approach of NMITE is to apply a student-centric learning methodology with a curriculum fuelled by real-world challenges, meaning that the approach will be distinctive in the marketplace and will attract a different sort of engineering learner. This academic partnership was further triangulated with TDUK (merged organisation of TRADA and Timber Trades Federation) for UK wide industry engagement. The partnership approach resulted in the findings of the Timber TED competency framework and alternative pedagogical approach of NMITE informing the TDUK University Design Challenge 2022 project whereby inter-disciplinary design teams of 4ā€“8 members, are invited to design an exemplary community building that produces more energy than it consumes ā€“ for Southside in Hereford. The TDUK University Design challenge would therefore pilot the approach prior to developing the full Timber TED educational programme facilitating the development of educational content via a webinar series of industry experts.

The Role of the Collaborators

The project delivery team of ENU, NMITE and TDUK are working collaboratively with a stakeholder group that represents the sector and includes Structural Timber Association, Swedish Wood, Construction Scotland Innovation Centre, Truss Rafter Association and TRADA. These stakeholders provide project guidance and are contributing in-kind support in the form of knowledge content, access to facilities and utilisation of software as appropriate.

Harlow Consultants were commission to develop the competency framework (Figure 1) via an industry working group selected to be representative of the timber supply chain from seed to building. This included for example engineered timber manufacturers, engineers, architects, offsite manufacturers and main contractors.

 

Figure 2 ā€“ Core and Cross-disciplinary high level competency requirements

 

The Southside Hereford: University Design Challenge (Figure 3) has a client group of two highly energised established community organisations Growing Local CIC and Belmont Wanderers CIC, and NMITE, all of whom share a common goal to improve the future health, well-being, life-chances and employment skillset of the people of South Wye and Hereford. Passivhaus Trust are also a project partner providing support towards the curation of the webinar series and use of their Passivhaus Planning software.

 

Figure 3 ā€“ TDUK, ENU, NMITE and Passivhaus Trust University Design Challenge

 

Outcomes, Lessons Learned and Available Outputs

The competency framework has been finalised and is currently being put forward for review by the professional institutions including but not limited to the ICE, IStructE, CIAT and CIOB. A series of pilot learning experiences have been trialled in advance of the UK wide design challenge to demonstrate the educational approach including a Passivhaus Ice Box challenge. The ice box challenge culminated in a public installation in Glasgow (Figure 4) presented by student teams acting as a visual demonstration highlighting the benefits of adopting a simple efficiency-first approach to buildings to reduce energy demands. The Timber TED competency framework has been used to inform the educational webinar series of the UK wide student design competition running in the 1st quarter of 2022. The webinar content collated will ultimately be used within the full Timber TED credit bearing educational programme for the upskilling of future built environment professionals.

 

Figure 4 ā€“ ICE box challenge situated in central Glasgow

 

The following are the key lessons learned:

Currently available outputs to date:

References

  1. Jones, J. (2007) ā€˜Connected Learning in Co-operative Educationā€™, International Journal of Teaching and Learning in Higher Education, 19(3), pp. 263ā€“273.
  2. Miles, J. and Whitehouse, N. (2013) Offsite Housing Review, Department of Business, Innovation & Skills. London

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsā€™ Council or the Toolkit sponsors and supporters.

In September 2015 the first university-business co-developed Degree Apprenticeship programmes were launched – having been designed and eligible for funding under the governmentā€™s new model for apprenticeship training (Apprenticeship Standards), and expected to be resourced via the so called ā€œapprenticeship Levyā€.

Whilst still at a relatively small scale and early stage, as at March 2016, Apprenticeship Standards are ā€˜ready for deliveryā€™ at the Degree Apprenticeship level in three discipline areas ā€“ two of which are engineering-related.Ā  A further seven are awaiting approval, five of which are engineering-related.

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Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professorsā€™ Council or the Toolkit sponsors and supporters.

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