A series of new How-To Guides have been developed by universities across the UK as part of the Royal Academy of Engineering’s (RAEng) Diversity Impact Programme (DIP)
Supported by the Department for Science, Innovation and Technology, this programme funds projects that inspire change within university engineering departments and tackle unequal outcomes experienced by students from underrepresented groups.
Over the past three years, the Diversity Impact Programme has provided grants of up to £100,000 to 22 university projects. The latest phase focuses on sharing what has been learned through practical, evidence-based How-To Guides that other universities can replicate to embed inclusive practices and strengthen outcomes for all engineering students.
Funded awardees and their guides
Seven awardees have produced user-friendly guides on inclusive approaches within engineering education:
Swansea University – Representation of women engineers and outreach
University of Plymouth – Neurodivergent and disabled students and inclusive programme design
King’s College London – Black engineers’ representation and attainment
University of Dundee – Socio-economic equality and career prospects
University of Strathclyde – Socio-economic equality, mentoring, support, and outreach
University of the West of England – Underrepresented students and the Repair Café
We’re proud that our recently published guide, Integrating the Engineering Professors’ Council’s Inclusive Employability Toolkit into the Higher Education Engineering Curriculum (featured in our Inclusive Employability Toolkit), was developed in collaboration with Wrexham University, one of our Toolkit supporters alongside Canterbury Christ Church University, Equal Engineers, and The Royal Academy of Engineering. Through DIP funding, Wrexham University collaborated with us to develop a How-To Guide demonstrating how to use the Toolkit in practice, featuring real-world case studies of students and educators applying it and detailed session plans. This collaboration has enabled us to share practical, scalable strategies that advance inclusive employability within engineering education. We’re delighted to be featured alongside other outstanding contributions from Swansea University, University of Plymouth, King’s College London, University of Dundee, University of Strathclyde, and University of the West of England.
Authors: Professor Anne Nortcliffe (Wrexham University); Crystal Nwagboso (Engineering Professors’ Council).
Topic: A practical guide for educators on using the Toolkit to embed inclusive employability in teaching, illustrated with real-life case studies and step-by-step session plans.
Engineeringdisciplines: Any.
Keywords: Academics; Active Learning; Case Study; Employability and Skills; Curriculum or Course; Engineering Professionals; Inclusive or Responsible Design; Interdisciplinary or Multidisciplinary; Pedagogy; Problem-Based Learning; Project-Based Learning; Students; Teaching and Learning; Workshop; Collaboration; Higher Education; General and Non-Specific or Other Engineering; Equity, Diversity and Inclusion
Who is this how-to guide / case study for? This guide is designed for educators, curriculum developers, and academic support staff seeking to integrate inclusive employability into engineering education. Through real-world case studies and detailed session plans, it provides practical strategies for fostering students’ professional skills, reflective practice, and meaningful engagement with industry, adaptable across diverse engineering disciplines and teaching contexts.
We are seeking academics and other engineering professionals to review resources that are submitted to us for publication within the our educational Toolkits.
Currently we are specifically keen to find reviewers for our Sustainability Toolkit and Complex Systems Toolkit, although you are welcome to sign up to review for multiple toolkits.
What you can expect as an EPC Toolkits content reviewer:
That we will treat you as the professional and subject matter expert that you are.
That we will not ask you to review an unreasonable amount of content (our expectation is that this will not exceed two or three pieces of content per year).
That we will be clear about your assignments and deadlines.
That, once you have completed your first review assignment, we will recognise your academic citizenship by adding your bio and photo to our website.
What we expect from you:
That you will act professionally within this role and bring your expertise to the table when reviewing content.
That you will follow the applicable reviewer guidance document(s).
That you will ask us for support if you feel that the content of the review assignment exceeds your expertise.
That you will abide by any applicable rules, regulations or laws, including those regarding privacy and data protection.
That you will maintain confidentiality about the content of the review assignment until it is published.
That you will work to agreed deadlines once you have accepted a review assignment.
We are also seeking Content Review Coordinators for several of our toolkits. The Content Review Coordinator manages the admin and review process for new contributions to their assigned toolkits, ensuring quality control prior to publication.
To become a volunteer Reviewer or Content Review Coordinator for one of our Toolkits, please complete this application form.
Objectives: To equip learners with the skills to successfully navigate digital and traditional recruitment processes for engineering roles. This includes demonstrating EDI, technical, and employability skills using the STAR framework; tailoring CVs for AI and Applicant Tracking Systems (ATS); and preparing for aptitude and abstract reasoning tests through targeted practice to enhance problem-solving and analytical abilities.
Introduction: Large national and international employers use digital application processes to recruit graduates. These digital applications aim to capture personal details, education, and work experience. Reflect on your experiences to demonstrate your EDI, employability, and technical skills applied using the STAR (Situation, Technique, Action, and Result) framework. Smaller and medium enterprises typically seek cover letters and CVs.
Topic: Navigating digital recruitment in engineering: CVs, AI, and aptitude tests.
Keywords: Equity Diversity and Inclusion; Employability and skills; Problem solving; Assessment criteria or methods and tools; CVs and cover letters; Digitalisation; Artificial intelligence; Information and Digital literacy; Communication; Technical integration; Writing skills; Inclusive or Responsible design; Neurodiversity; Curriculum or Course; Computer science; Computing; Engineering professionals; Professional development; Recruitment; Digital engineering tools; Business or trade or industry; Workplace culture
Master the art of applying for engineering computing jobs
In the video below, Professor Anne Nortcliffe explains how to develop expertise in securing engineering computing positions by demonstrating technical proficiency and employability skills through well-supported, evidence-based responses.
Video summary:
Master the art of applying for engineering computing jobs by showcasing both technical and employability skills through evidence-based responses.
Key insights:
⚙️AI in hiring: Understanding that many companies use AI for initial screenings emphasizes the need for clear, evidence-based answers in applications.
✏️Individual contributions: Highlighting personal achievements rather than team efforts showcases leadership and initiative, key traits employers seek.
💡Interpersonal skills: Employers value teamwork and leadership; demonstrating how you’ve influenced others highlights your potential as a valuable team member.
Diversity matters: Bringing unique social perspectives into projects can lead to more inclusive solutions, making your application stand out.
⭐STAR methodology: Using the STAR method helps structure your experiences into compelling narratives, making it easier for employers to assess your qualifications.
🗒️Tailored applications: Customising your CV and cover letter for each job application reflects your genuine interest and ensures relevance to the employer’s needs.
📚Professional etiquette: Ending your application with gratitude and a clear call to action maintains professionalism and shows your enthusiasm for the role.
AI and Applications
To navigate digital recruitment, it’s crucial to understand AI’s role in candidate screening. Tailor your CV to pass AI and Applicant Tracking Systems (ATS) using resources that provide insights into keywords, formatting, and strategies. This enhances your visibility and competitiveness in the digital recruitment process.
Please note that after clicking these links, you will need to create a free account on the external website to access the materials.
CV and Covering Letter
CV templates to support students and graduates to stand out and highlight their engineering and technology capabilities, especially when applying to Small and Medium Enterprises (SMEs) that do not use AI recruitment tools.
For applications to large corporations that use AI recruitment tools, it is recommended:
Use a plain text CV.
Include a web link to your LinkedIn profile or personal portfolio showcasing your engineering and technology capabilities.
Digitally watermark all items in your portfolio to protect your intellectual property (IP).
Aptitude and Abstract Reasoning Test
If your digital application is successful you will be typically invited to complete an aptitude and abstract reasoning tests to evaluate candidates. To excel, practice brain training exercises and brain teasers to enhance problem-solving, critical thinking, and analytical skills. Regular practice with similar questions boosts confidence and performance, improving your chances of passing these tests and standing out in the recruitment process.
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 Professors’ 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 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 they’ve overcome, the contributions they’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.
Key insights:
🚀 Career transformation: Janet’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.
📚 Importance of education: Pursuing further education, such as her BTech and bachelor’s degree, was crucial for Janet. This highlights the value of continuous learning in adapting to industry demands and personal aspirations.
🤝 Networking matters: Joining groups like “Women in STEM” helped Janet connect with others and gain valuable insights. Networking can provide support and open doors in competitive fields.
💡 Embrace uniqueness: Janet’s willingness to present herself authentically during interviews exemplifies how being true to oneself can set candidates apart and lead to unexpected success.
🌱 Growth mindset: Janet’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.
👩🔧 Advocacy for diversity: Janet’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.
🛠️ Real-world experience: Janet’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:
🤝 The power of networking: Building professional relationships can significantly enhance job prospects. Networking opens doors that might otherwise remain closed.
🎓 Mentorship impact: Guidance from mentors, such as professors, can provide invaluable insights and job referrals in your field.
💬 Active engagement: Participating in events and volunteering fosters visibility and rapport with key industry players.
🌈 Diversity matters: A commitment to diversity and inclusion can drive positive change in the workplace and society.
🌟 Role model influence: Being a visible success for underrepresented groups can inspire future generations to pursue their dreams.
🌱 Empowerment through change: Actively working to reduce gaps in representation fuels personal motivation and broader societal progress.
🛡️ 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.
Key insights:
🎓 Education’s role in EDI: Samuel’s education at Canterbury Christ Church University shaped his understanding of equality, diversity, and inclusion, highlighting how universities can instil these values early on.
💼 Career impact: Working at ICU Medical, Samuel experiences first-hand how EDI initiatives can create a supportive work environment, demonstrating EDI’s influence on professional development.
🌍 Importance of EDI events: By participating in EDI events, organisations can foster a culture of inclusion, encouraging diverse participation in engineering fields.
🤝 Diversity in problem-solving: Different perspectives lead to innovative solutions, proving that EDI is crucial for effective teamwork and project success in engineering.
🗣️ Listening to diverse voices: Brooks emphasizes the significance of hearing different viewpoints, suggesting that diversity in thought is essential for addressing complex challenges.
📈 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.
🌟 Organisational responsibility: Companies should prioritise creating EDI teams and strategies, making inclusivity a fundamental part of their operational framework.
Video summary:
Lewis a former transport manager, transitioned to teaching computer science, aiming to inspire diverse students in computing and engineering fields.
Key insights:
🚀 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.
🏫 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.
🔍 Awareness of gender & racial gaps: Understanding existing disparities in education allows educators to implement targeted strategies.
Video summary:
Leon is a Computing graduate from East London, is a grassroots football coach passionate about technology and inclusivity in sports.
Key insights
🌐 Diversity and inclusion: Leon highlights the importance of fostering an inclusive environment in sports, which can positively influence players’ development and teamwork. Embracing diversity enriches the community within the club.
⚽ 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.
💡 Technology enthusiasm: Leon’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.
🛠️ Work-life balance: By learning to separate work from personal life, Leon emphasizes self-care, which is essential for maintaining mental health and productivity in high-pressure environments.
Video summary:
Final-year mechanical engineering student Purvi shares insights on job offers, the value of practical experience, and leadership skills from his projects.
Key insights:
🎓 Practical experience matters: Purvi emphasized 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.
🚀 Diverse skill application: The realisation 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.
🔍 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.
⚖️ Health and safety knowledge: Understanding industry-specific regulations, such as health and safety in aviation and defence, can significantly strengthen a candidate’s position in interviews, demonstrating readiness for real-world challenges.
🤝 Support systems matter: Purvi’s positive experience with university support in navigating job offers illustrates the role of academic institutions in preparing students for the workforce.
🌟 Expectations vs. reality: The contrast between Purvi’s initial expectations of the industry and the actual diversity he encountered suggests a shift in perception is possible through direct experience.
📈 Utilising unique skills: Purvi’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.
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 like #BlackBirdersWeek and #BlackInSciComm emphasize the importance of community and representation, celebrating successes while addressing systemic obstacles.
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 Professors’ 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 conversations
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:
Abisola Ajani, a process technology engineer and founder of BW, emphasises the importance of skills for navigating difficult workplace conversations.
Key insights:
💡 Importance of communication skills: Effective communication in engineering helps convey expertise and resolve conflicts, making it vital for career success.
⏸️ Power of pausing: Taking a moment to pause during tough conversations allows for clearer thinking and more productive responses, promoting better outcomes.
🤝Role of mentorship: Seeking guidance from mentors equips individuals with strategies and confidence to tackle challenging discussions, enhancing professional growth.
🤔 Valuing past experiences: Skills gained from previous jobs, even in unrelated fields, can be leveraged in engineering roles, demonstrating that every experience contributes to personal development.
✨ Growth through mistakes: Embracing the inevitability of mistakes in difficult conversations encourages continuous improvement and resilience in professional settings.
🌍 Diversity and inclusion: An inclusive environment empowers individuals to express their authentic selves, leading to greater innovation and collaboration within teams.
💪 Empowerment through visibility: Initiatives like BW highlight the importance of representation in engineering, inspiring future generations of diverse engineers to thrive.
This resource emphasizes communication’s role in fostering diversity and inclusion at work. It covers:
Encouraging employee-led conversations: Initiating discussions on personal experiences and global issues in a supportive, judgment-free environment.
The importance of pronouns: Respecting and using pronouns to promote inclusivity and acknowledge identities.
Addressing aggressions and microaggressions: Identifying and mitigating the impacts of aggressions and microaggressions in professional settings.
“I” versus “We”
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.
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.
Employers we recommend you recognise that “We” and “I” can be interchangeable for many women and some cultures, and understand the biases involved.
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.
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 Professors’ 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: Networking is an important career tool as it enables you to:
Access opportunities: Connect with potential employers, mentors, and industry insiders.
Gain insights: Learn about industry trends, job openings, and best practices.
Build relationships: Establish mutually beneficial connections that can lead to collaborations and referrals.
Enhance visibility: Increase your presence in your field, making you more recognisable and credible.
Develop skills: Improve your communication, interpersonal, and professional skills through interactions.
Receive support: Gain advice, encouragement, and guidance from a network of peers, academics, and professionals.
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.
Video summary:
Donna Otchere shares her journey from engineering graduate to PhD student, emphasizing the importance of networking and inclusivity in the industry.
Key insights:
🎉Networking is a vital skill: Donna highlights that networking isn’t just about professional connections; it’s about forming friendships and support systems that can enhance career growth.
💪 The power of resilience: Rejection in networking is normal and should be viewed as a stepping stone rather than a setback, encouraging a mindset of perseverance.
🌟Utilise online platforms: Leveraging LinkedIn and other online resources can significantly expand one’s professional network and visibility in the industry.
🤗 Community involvement is key: Engaging with communities focused on shared interests fosters a sense of belonging and opens doors to new opportunities.
🎯Goal-oriented networking: Having a clear objective when attending networking events can lead to more meaningful interactions and outcomes.
🌈 Importance of diversity: Diverse teams bring various perspectives, which are critical in engineering problem-solving, thus promoting inclusivity in the field.
🛠️ Engineering is for everyone: Donna stresses that engineering is a universal field where everyone, regardless of background, can thrive and contribute.
Stories of resilience in STEM
Explore the inspiring stories of Black and Latinx STEM professionals at the Broad Institute who 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.
Building social capital for underrepresented students
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.
Video summary:
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.
Key insights:
🌍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.
👥Importance of relationships: Building strong relationships is essential for students. These connections can provide support, advice, and opportunities that enhance their learning journey.
📖Educating on mobilisation: It’s not enough to have resources; students must learn how to effectively mobilise these assets. This knowledge is vital for achieving long-term success.
🎯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.
🛠️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.
🌱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.
🔑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.
Navigating microaggressions in professional settings
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 at Body Swaps: Let’s Talk About Race.
Career support for ethnic underrepresented students
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.
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 Professors’ 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.
Author: Professor Manuela Rosa (Algarve University, Institute of Engineering).
Sustainability competency: Systems thinking; Collaboration; Integrated problem-solving; Self-awareness; Normative.UNESCO has developed eight key competencies for sustainability that are aimed at learners of all ages worldwide. Many versions of these exist, as are linked here*. In the UK, these have been adapted within higher education by AdvanceHE and the QAA with appropriate learning outcomes. The full list of competencies and learning outcome alignment can be found in the Education for Sustainable Development Guidance*. *Click the pink ''Sustainability competency'' text to learn more.
AHEP mapping: This resource addresses two of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this resource to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.
Related SDGs: SDG 4 (Quality education); SDG 6 (Clean water and sanitation); SDG 7 (Affordable and clean energy); SDG 12 (Responsible consumption and production); SDG 14 (Life below water).
Reimagined Degree Map Intervention: Cross-disciplinarity; Active pedagogies and mindset development.The Reimagined Degree Map is a guide to help engineering departments navigate the decisions that are urgently required to ensure degrees prepare students for 21st century challenges. Click the pink ''Reimagined Degree Map Intervention'' text to learn more.
Who is this article for? This article should be read by educators at all levels in higher education who wish to embed environmental and ecological sustainability into the engineering curriculum or design modules. Engaging with this topic will also help to prepare students with the soft skill sets that employers are looking for.
Premise:
Engineering has always responded to the societal challenges of humanity, contributing to its progress and economic development. However, the synergetic effects of fossil-based economic growth together with large-scale engineering projects have also caused great pressures on natural resources and ecosystems leading to over-exploitation and degradation. In consequence, in the last decades, a multidimensional perspective on sustainability perspective has arisen, and has been acknowledged by social movements, governments and institutions.
Meanwhile, this assumes deep epistemological changes, requiring holistic and transdisciplinary approaches that must be considered by engineering professionals, establishing communication based on new ways of thinking. There is the need to interweave disciplines, to establish complementary relationships, to create associations in order to root new knowledge, enabling communication between the sciences. In doing so, transdisciplinary science has emerged, i.e. the science that can develop from these communications. It corresponds to a higher stage succeeding the stage of interdisciplinary relationships, which would not only cover interactions or reciprocities between specialised research projects, but would place these relationships within a total system without any firm boundaries between disciplines (Piaget, 1972).
Currently, the complexity associated with climate change and the uncertainty of the link between global loss of biodiversity and current loss of public health, are demanding innovative knowledge, needing those holistic and transdisciplinary approaches. Engineering professionals must therefore give additional attention to ecological sustainability.
The challenges of sustainability:
The term “sustainability” portrays the quality of maintenance of something which can continue for an indefinite time, such as biological species and ecosystems. Sustainability is based on a dynamic balance between natural and human ecosystems, in order to maintain the diversity, complexity and functions of the ecological systems that support life, while contributing to prosperous and harmonious human development (Costanza, 1997). This strong perspective of sustainability needs to have a prominent place in land use management which must consider the carrying capacity of natural ecosystems.
Ecological sustainability in particular aims to maintain the earth’s natural potential and the biosphere, its stock of natural resources, atmosphere and hydrosphere, ecosystems and species. Ecosystems should be kept healthy by preserving their “ecological integrity”, i.e. the capacity to maintain the structure and function of its natural communities, which includes biogeochemical cycles.
Engineering professionals must therefore understand the global limits for water, land, and energy use (contributing to less atmospheric carbon emissions), and preserve other natural resources, such as nutrients or biodiversity. In the technical decision-making process, they need to understand the ecological impacts of big scale projects, such as transportation infrastructures, dams, deforestation, and others. Alongside other professionals, they need to contribute to the restoration, conservation and preservation of ecosystem services, e. g. support services, production services, regulating services and cultural services. These services result in benefits that people and organisations receive from ecosystems and constitute determinants of well-being (Millennium Ecosystem Assessment, 2005).
Until now, technical solutions often focused on highly visible man-made structures, many of which stopped or disrupted natural processes. Presently, the importance of regulating natural ecosystem services such as water purification, water supply, erosion and flood control, carbon storage and climate regulation is beginning to be perceived. These are considered as soft engineering tools and must be highlighted by engineering educators and assumed in the practice.
This ecological mindset would enable solutions that recognise management and restoration of natural ecosystems in order to curb climate change, protect biodiversity, sustain livelihoods and manage rainstorms. Nature-based solutions are a natural climate solution in cities, contributing to the mitigation and adaptation of climate change through green roofs, rain gardens, constructed wetlands that can minimise damaging runoff by absorbing stormwater, reducing flood risks and safeguarding freshwater ecosystems. They are essential in climate refuges for city residents during heatwaves and other extreme climate events. These solutions need specific and new knowledge made by ecologists working with engineers and others, which demands action beyond disciplinary silo, i.e., a transdisciplinary approach.
Within this context, engineering professionals must consider specific operating principles of sustainability:
Preserve and improve the natural resource base (e.g. biodiversity) and the stability of landscapes.
Minimise the use of non-renewable natural resources.
Exploit renewable resources in a manner such that: harvesting rates do not exceed regeneration rates, and pollution does not exceed the renewable assimilative capacity of the local environment (Daly, 1990) in the present and future.
Protect the atmosphere on a regional and global scale.
Develop building and transport decarbonisation.
Regenerate soil and water resources.
Apply the land-water-food-energy nexus.
Maintain and improve historical and cultural resources and landscapes.
Engage community and citizen participation in co-action and management processes.
Promote ecological awareness, education and training.
These principles must be considered in engineering education, and require deep changes in teaching, because there is a great difficulty in studying and managing the socio-ecological system according to the Cartesian paradigm which breaks up and separates the parts of a whole. New ecological thinking emphasises holistic approaches, non-linearity, and values focused on preservation, conservation and collaboration (Capra, 1996). The transdisciplinary approach needs dialogic and recursive thinking, which articulates from the whole to the parts and from the parts to the whole, and can only be unchained with the connection of the different fields of knowledge, including knowledge from local communities in specific territories.
In higher education, engineering students should establish face-to-face contacts with ecology students in order to better understand ecological sustainability and generate empathy on the subject. Engineering students must develop skills of collaboration and inter-cultural communication tools (Caeiro-Rodríguez et al., 2021) that will facilitate face to face workshops with other professionals and enrich learning experiences.
In the 21st century, beyond the use of technical knowledge to solve problems, engineering professionals need communicational abilities to consider ecological sustainability, requiring networking, cooperating in teams, and working with local communities. Engineering educators must include trans-sectoral and transdisciplinary research and holistic approaches which make clear progress in tackling ecological sustainability.
Conclusion:
The interconnected socio-ecological system must be managed for sustainability by multiple stakeholders. Engineering professionals need to develop a set of skills and competencies related with the ability to work with other ones (e.g. from the natural sciences) and citizens. Currently, beyond the use of technical knowledge to solve problems, engineers need to consider the sustainable development goals, requiring networking, cooperating in teams, and working with communities through transdisciplinary approaches.
Education for Sustainable Development is required to empower engineering professionals to adopt strong sustainable actions that simultaneously ensure ecological integrity, economic viability and a just society for the current and future generations. Education is a fundamental tool for achieving the Sustainable Development Goals, as recognised in the 2030 Education Agenda, coordinated by UNESCO (2020).
Millennium Ecosystem Assessment (2005) Ecosystems and Human Well-Being: Synthesis. Island Press, Washington, DC.
Piaget, J. (1972) ‘The Epistemology of Interdisciplinary Relationships.’ in Apostel, L. et al. (eds.): Interdisciplinarity: Problems of Teaching and Research in Universities. (Centre for Educational Research and Innovation (CERI)). Paris, France: Organisation for Economic Co-operation and Development.
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 Professors’ Council or the Toolkit sponsors and supporters.
Authors: Prof Lucy Rogers (RAEng Visiting Professor at Brunel University, London and freelance engineering consultant) and Petra Gratton (Associate Dean of Professional Development and Graduate Outcomes in the College of Engineering, Design and Physical Science at Brunel University London, and Lecturer in the Department of Mechanical and Aerospace Engineering)
Keywords: Industry, Interview, Video, Real Life, Engineers
Abstract: A number of short videos that can be re-used in teaching undergraduate modules in Engineering Business, instead of inviting guest presentations. The interview technique got each individual to talk about their life experiences and topics in engineering business that are often considered mundane (or challenging) for engineers, such as ethics, risks and regulation, project management, innovation, intellectual property, life-cycle assessment, finance and creativity. They also drew attention to their professional development.
Project outcomes
The outcomes of this project are a number of short videos that were used, and can be re-used, in teaching delivery of an undergraduate module in Engineering Business in the Department of Mechanical and Aerospace Engineering at Brunel University London instead of having guest presentations from invited speakers. Lucy’s interview technique got the individuals featured in each film to talk about their life experiences and topics in engineering business that are often considered mundane (or challenging) for engineers, such as ethics, risks and regulation, project management, innovation, intellectual property, life-cycle assessment and finance; and drew attention to their professional development.
The shorter videos were inspirational for students to make videos of themselves as part of the assessment of the module, which required them to carry out a personal professional reflection exercise and report upon what they had learned from the exercise in a simple 90-second video using their smartphone or laptop.
Having used the videos with Brunel students, Lucy has made them available on her YouTube channel: Dr Lucy Rogers – YouTube. Each of the videos are listed in the following table:
We learned that students generally engaged with the videos that were used. Depending which virtual learning environment (VLE) was being used, using pre-recorded videos in synchronous online lectures presents various challenges. To avoid any unplanned glitches, in future we know to use the pre-recorded videos as part of the teaching-delivery preparation (e.g. in a flipped classroom mode).
As part of her legacy, Lucy is going to prepare a set of simple instructions on producing video interviews that can be carried out by both staff and students in future.
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 Professors’ Council or the Toolkit sponsors and supporters.
Abstract: A project, developed jointly by UCL and engineers from ARUP, allowed students to work on redesigning the fire damaged roof of the Notre Dame Cathedral. Industry expertise complemented academic experience in civil engineering design to create a topical, relevant and creative project for students. The project combined technical learning in timber design with broader considerations such as costs, health and safety, buildability and environmental impacts. Final presentations being made to engineering teams at ARUP offices also developed wider professional skills.
Background
Following the 2019 fire in the Notre Dame Cathedral, Civil Engineering Students at University College London (UCL) were tasked with designing a replacement. The project was delivered, in collaboration with engineers from ARUP, within a Design module in Year 2 of the programme. The project was run as a design competition with teams competing against one another. The project built on learning and design project experience built up during years 1 and 2 of the course.
The collaboration with ARUP is a long-standing partnership. UCL academics and ARUP engineers have worked on several design projects for students across all years of the Civil Engineering Programme.
The Brief
Instead of designing a direct replacement for the roof the client wanted to create a modern, eye-catching roof extension which houses a tourist space that overlooks the city. The roof had to be constructed on the existing piers so loading limits were provided. The brief recognised the climate emergency and a key criterion for evaluation was the sustainability aspects of the overall scheme. For this reason, it also stipulated that the primary roof and extension structure be, as far as practicable, made of engineered timber.
Figure 1. Image from the project brief indicating the potential building envelopes for the roof design
Given the location all entries had to produce schemes that were quick to build, cause minimal disruption to the local population, not negatively impact on tourism and, most importantly, be safe to construct.
Requirements
Teams (of 6) were required to propose a minimum of 2 initial concept designs with an appraisal of each and recommendation for 1 design to be taken forward.
The chosen design was developed to include:
Full structural design; Calculations to Eurocodes, load path diagrams, member sizing, connection design, explanation of structural choices.
Buildability (cost breakdown, site logistics, consideration of context)
Health and Safety risks, impacts on design and control measures
Construction sequence
Sustainability summary inc. embodied carbon calculations
Teams had to provide a 10xA3 page report, a set of structural calculations, 2xA3 drawings and a 10-minute presentation.
Figure 2. Connection detail drawing by group 9
Delivery
Course material was delivered over 4 sessions with a final session for presentations:
Session 1: Project introduction and scheme designing
Session 2: Timber design
Session 3: Construction and constructability
Session 4: Fire Engineering and sustainability
Session 5: Student Presentations
Sessions were co-designed and delivered by a UCL academic and engineers from ARUP. The sessions involved a mixture of elements incl. taught, tutorial and workshop time. ARUP engineers also created an optional evening workshop at their (nearby) office were groups or individuals could meet with a practicing engineer for some advice on their design.
These sessions built on learning from previous modules and projects.
Learning / Skills Development
The project aimed to develop skills and learning in the following areas:
Technical skills relating to structural design using timber, embodied energy calculations, drawing and H&S risk assessment.
Design skills relating to consideration of the site, its context and the need, creativity and assessing ideas, consideration and overlapping of numerous disciplines, design iteration and improvement.
Professional skills in relation to communicating with clients, producing reports to a professional standard, presenting a project, working in teams, organising resources, etc.
Visiting the ARUP office and working with practicing engineers also enhanced student understanding of professional practice and standards.
Benefits of Collaborating
The biggest benefit to the collaboration was the reinforcement of design approaches and principles, already taught by academics, by practicing engineers. This adds further legitimacy to the approaches in the minds of the students and is evidenced through the application of these principles in student outputs.
Figure 3. Development of design concepts by group 12
The increased range in technical expertise that such a collaboration brings provides obvious benefit and the increased resource means more staff / student interaction time (there were workshops where it was possible to have one staff member working with every group at the same time).
Working with an aspirational partner (i.e. somewhere the students want to work as graduates) provides extra motivation to improve designs, to communicate them professionally and impress the team. Working and presenting in the offices of ARUP also helped to develop an understanding of professional behaviour.
Reflections and Feedback
Reflections and feedback from all staff involved was that the work produced was of a high quality. It was pleasing to see the level of creativity that the students applied in their designs. Feedback from students gathered through end of module review forms suggested that this was due to the level of support available which allowed them to develop more complex and creative designs fully.
Wider feedback from students in the module review was very positive about the project. They could see that it built on previous experiences from the course and enjoyed that the project was challenging and relevant to the real world. They also valued the experiences of working in a practicing design office and working with practicing engineers from ARUP. Several students posted positively about the project on their LinkedIn profiles, possibly suggesting a link between the project and employability in the minds of the students.
Figure 4. Winning design summary diagram by group 12
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 Professors’ Council or the Toolkit sponsors and supporters.
We are seeking academics and other engineering professionals to review resources that are submitted to us for publication within the our educational 
Objectives: To equip learners with the skills to successfully navigate digital and traditional recruitment processes for engineering roles. This includes demonstrating EDI, technical, and employability skills using the STAR framework; tailoring CVs for AI and Applicant Tracking Systems (ATS); and preparing for aptitude and abstract reasoning tests through targeted practice to enhance problem-solving and analytical abilities.
Diversity matters:
Theme: 
