This toolkit is designed to support you to get the best from your placement experience. It will help you to think about your placement, looking at your expectations, recognising your own responsibilities alongside those of your university and placement provider.

For the purpose of this toolkit:

  • a placement is where learning opportunities are available for you to undertake engineering practice under guidance and supervision
  • an academic supervisor is your key link at your university, during your placement (if applicable)
  • a placement supervisor is your direct manager at the company

The Toolkit is structured to follow your placement journey and will provide you useful information to consider before, during and after your placement experience.

Aligned with the Engineering Placement Toolkit, designed for education institutions and employers, this toolkit aims to support your placement experience in three key stages: before, during and after placement. Please select and click the appropriate page below to gain access to tools to help you through each stage of the placement.


  • Before placement – Advice for students
  • During placement – Advice for students
  • After placement – Advice for students
  • Placement experiences
  • Placement experiences – Oishi Deb
  • Placement experiences – Cristian Balan
  • Placement Experiences – Emily Jones
  • Placement experiences – Tobi Danmole
  • Placement experiences – Madeleine Steer
  • Placement experiences – Ana Miarnau
  • Placement experiences – Charlie Constable

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.

Welcome to the EPC’s Enterprise Collaboration Toolkit – formerly known as the Crucible Project. Here you will find EPC’s landmark project supporting university and industry collaboration in engineering by showcasing and sharing the keys to success.

Some toolkit content is available to members only. For best results, make sure you’re logged in.

The Crucible Project was inspired by the EPC’s landmark 2020 Annual Congress, Industry & Academia: Supercharging the Crucible, which highlighted five areas of mutual interest.

This toolkit includes case studies from a wide range of HE institutions and industry partners, focusing on these 5 themes which can all can be accessed via the links below:

These case studies are aimed at:

Advisors and contributors

In 2021 the EPC called for case study contributions to build this toolkit to help our members forge stronger industry links by sharing experiences and developing resources. We were delighted to receive nearly 50 applications to contribute case studies, exploring one or more of the Crucible Projects five main themes. These submissions were reviewed in detail by the EPC’s Research, Innovation and Knowledge Transfer Committee (RIKT) and 25 were shortlisted to present at our very successful Crucible Project online launch event on the 16th February 2022. With over 100 attendees joining us throughout the full-day event we saw presentations of a fantastic range of the case studies now available in this toolkit. We would like to extend our greatest thanks to the RIKT committee for all their enthusiasm and hard work on this project, in addition to all those who presented at the event and/or contributed case studies to make this an extensive, and what we hope will be a very useful, resource.

More to come

This is just the beginning of the Crucible Project toolkit – this will be a living and growing resource to provide best practice examples of academic-industry partnerships to help you find research funding, place graduates in employment, create work-based learning and many other collaborations. To ensure the continuous growth of this resource, members will soon be able to contribute their own, or further case studies.


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: Sarah Junaid (Aston University); Yann Serreau (CESI); Alison Gwynne-Evans (University of Cape Town); Patric Granholm (Åland University of Applied Sciences); Kathryn Fee (Queen’s University Belfast); Sarah Jayne Hitt, Ph.D. SFHEA (NMITE, Edinburgh Napier University).

Keywords: Pedagogy.

Who is this article for?: This article should be read by educators at all levels in higher education who wish to integrate ethics into the engineering and design curriculum or module design


Using a constructive alignment tool to plan ethics teaching:

Incorporating ethics into an already-packed engineering curriculum can be an overwhelming prospect. But as more accreditation bodies are requiring engineering programmes to evidence the inclusion of ethics, this activity is becoming essential. Recently, a planning tool has been developed by a team of academics that you can use to constructively align your learning outcomes with activities and assessments that positively reinforce the inclusion of ethics.

For instance, in a year 2 Mechanical Engineering course, an existing outcome might read: “Use CAD modelling and additive manufacturing in the product development process and embed control sensors, actuators and physical hardware into a complete system.” As it is written, it contains no reference to ethics. But after comparing this outcome against language found in AHEP4, the CDIO Syllabus, and the Learning Landscape found in this Toolkit’s Ethics Explorer, you might revise it to read: “Use CAD, modelling and additive manufacturing in the product development process and embed control sensors, actuators and physical sensors to design a safe and complete system to address a societal need.” The minor changes to the language (shown in italics) ensure that this outcome reinforces the ethical dimension of engineering and encourages the ethical development of engineers. These changes also then inform the language used in activity briefs and the criteria by which students are assessed.

This tool has been used in workshops at Aston University and the 2023 SEFI conference, and is endorsed by CDIO.

Download this planning tool:


Engineering Ethics Teaching – Planning Tool Worksheet

Stage1: Resources – Tabulate all relevant resources and their Learning Outcomes or Programme Outcomes:

What are your Learning Outcomes for the topic you will teach? Please list them here.

Highlight the verbs in blue and the ethical topics in red; this will help highlight any potential gaps.

Program level (My module, course, class, or lecture)  

Accreditation level


National or Professional level ethics map or framework (optional) International level
Reference/ Source [Your University and course title] [Your national accreditation board] [e.g. codes of conduct, code of ethics, ethical principles, suggested teaching approaches] [e.g. CDIO Syllabus, ABET, Washington Accord]
Learning Outcome 1 [Write current Learning Outcome here] [Copy and paste the relevant competency here] [Copy and paste the relevant guidance here] [Copy and paste the relevant competency/skill here]
Learning Outcome 2 Enter text here Enter text here Enter text here Enter text here
Learning Outcome 3 Enter text here Enter text here Enter text here Enter text here


Stage 2: Re-write Learning Outcomes (LOs): 

Learning Outcomes Re-worded Learning Outcomes Rationale

[Copy and paste LO from Stage I table here]


[Re-write LO and highlight verbs in bold here]

[Justify your changes or if unchanged, justify why here]
LO2. LO2. Enter text here Enter text here
LO3. LO3. Enter text here Enter text here


Stage 3: Ethics Teaching Tools – Evidence-based tools and resources to help with teaching engineering ethics:


Three Examples of Ethics Teaching Models:

1. The Rest Model for Ethical Decision Making – Individual (Jones, 1991).

2. The Ethical Cycle – Problem-solving (Van de Poel & Royakkers, 2007).

3. The Innovent-E Model – Competencies – Language: French
(For access to competences in ethics contact Yann Serreau:

Note: you can use other models.


Stage 4: Constructive Alignment – Tabulate the LOs, activity and assessment, and ensure alignment:

My module – Learning Outcomes Learning & teaching activity Assessment

[Copy and paste new LO from Stage II table here]

[What activity will support and prepare the student for the assessment?] [What assessment would be needed to demonstrate this new LO?]
LO2. Enter text here Enter text here Enter text here
LO3. Enter text here Enter text here Enter text here



Download this planning tool:



This work is licensed under a 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 Professors’ Council or the Toolkit sponsors and supporters.

Authors: Dr. Jude Bramton (University of Bristol); Elizabeth Robertson (University of Strathclyde); Sarah Jayne Hitt, Ph.D. SFHEA (NMITE, Edinburgh Napier University).

Keywords: Collaboration; Pedagogy.

Who is this article for?: This article should be read by educators at all levels in higher education who wish to integrate ethics into the engineering and design curriculum or module design.


How to organise class sessions:

Engineering educators can find a wealth of ethics case studies in the Engineering Ethics Toolkit. Each one focuses on different disciplines, different areas of ethics learning, and different professional situations, meaning there is almost certainly a case study that could be embedded in one of your classes.

Even so, it can be difficult to know how to organise the delivery of the session. Fortunately, Toolkit contributors Jude Bramton of the University of Bristol and Elizabeth Robertson of the University of Strathclyde have put together diagrams that demonstrate their approaches. These processes can act as helpful guides for you as you integrate an Ethics case study in one of your engineering class sessions.


Jude Bramton’s class session organisation looks like this:

You can read more about her approach here.


Elizabeth Robertson’s class session organisation looks like this:

You can read more about her approach here.


This work is licensed under a 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 Professors’ Council or the Toolkit sponsors and supporters.

Dr. Jude Bramton of the University of Bristol discusses her first-hand experience of using the Engineering Ethics Toolkit and what lessons she learnt.


Starting off

Let me set the scene. It’s a cold January morning after the winter break and I need to prepare some Engineering Ethics content for our third year Mechanical Engineers. The students have never been taught this topic, and I have never taught it.

I’m apprehensive – many of our students are fantastic engineering scientists/mathematicians and I’m not sure how they will engage with a subject that is more discussive and, unlike their more technical subjects, a subject with no single correct answer.

Nonetheless, my task is to design a 50-minute session for ca. 180 undergraduate Mechanical Engineers to introduce the concept of Engineering Ethics and start to build this thinking into their engineering mindset. The session will be in a flatbed teaching space, where students will be sitting in groups they have been working in for a number of weeks.

For a bit more context, the content is assessed eventually as part of a group coursework where students assess the ethical implications of a specific design concept they have come up with.


Designing the session with the help of the Toolkit

From doing a little bit of research online, I came across the Engineering Ethics Toolkit from the EPC – and I was so grateful.

I started off by reviewing all 8 case studies available at the time, and reading them in the context of my session. I picked one that I felt was most appropriate for the level and the subject matter and chose the Solar Panels in a Desert Oil Field case study.

I used the case study in a way that worked for me – that’s the beauty of this resource, you can make it what you want.

I put my session together using the case study as the basis, and including the Engineering Council’s principles of Engineering Ethics and some hand-picked tools from some of Toolkit’s guidance articles – for example, I used the 7-step guide to ethical decision making.

I used the text directly from the case study to make my slides. I introduced the scenario in parts, as recommended, and took questions/thoughts verbally from the students as we went. The students then had access to all of the scenario text on paper, and had 15-20 minutes to agree three decisions on the ethical dilemmas presented in the scenario. Students then had to post their group’s answers on PollEverywhere.

The overall session structure looked like this:


How did it go?

When I ran the session, one key component was ensuring I set my expectations for student participation and tolerance at the start of the session. I openly told students that, if they feel comfortable, they will need to be vocal and participative in the session to get the most from it. I literally asked them – “Is that something we think we can do?” – I got nods around the room (so far, so good).

Overall, the session went better than I could have expected. In fact, I think it was the most hands up I have ever had during a class. Not only did we hear from students who hadn’t openly contributed to class discussion before, but I had to actively stop taking points to keep to time. It made me wonder whether this topic, being presented as one with no wrong or right answers, enabled more students to feel comfortable contributing to a large class discussion. Students were very tolerant of each others’ ideas, and we encouraged differences of opinion.

For the small group discussions, I left a slide up with the three ethical dilemmas and the 7-step guide to ethical decision making as a prompt for those that needed it. During the small group discussions, I and supporting teaching staff wandered around the room observing, listening and helping to facilitate discussion, although this was rarely needed as engagement was fantastic. The small group sessions also allowed opportunities for contribution from those students who perhaps felt less comfortable raising points in the wider class discussion.

To my delight, the room was split on many decisions, allowing us to discuss all aspects of the dilemmas when we came to summarise as a larger class. I even observed one group being so split they were playing rock-paper-scissors to make their decision – not quite the ethical decision making tool we might advertise, but representative of the dilemma and engagement of students nonetheless!


Student feedback

I asked our Student Cohort Representative to gather some informal feedback from students who attended the session. Overall, the response was overwhelmingly positive, here are a few snippets:

“It was the best lecture I’ve had since I’ve been here.”

“The most interesting session, had me engaged.”

“It was the first time learning about the connections between engineering and ethics and it was really useful.”

“I enjoyed the participation and inclusion with the students during the lesson. It has favoured the growth of personal opinions and a greater clarity of the subject and its points of view.  Furthermore, the addition of real-life examples gave more depth to the topic, facilitating listening and learning.”

“The session was very engaging and I liked the use of examples… This whole unit has showed me how there are more aspects of engineering to consider apart from just designing something. Engineers must always think of ethics and I believe this session has demonstrated that well.”

And finally, when asked “What was your overall impression of the session?” a student replied Interesting and curious.” – what more could you ask for?

It was such a pleasant surprise to me that not only did students engage in the session, but they actively enjoyed the topic.


I’ve run it once, how would I improve it?

One thing I would do differently next time would be to allow even more time for discussion if at all possible. As discussed, I had to stop and move on, despite the engagement in the room at certain points.

I also reflect how it might have gone if the students weren’t as engaged at the start. If you have other teaching staff in the room, you can use them to demonstrate that it’s ok to have differences of opinion. A colleague and I openly disagreed with each other on a topic, and demonstrated that this was ok. Additionally, if larger class engagement doesn’t work for you, you could also go straight to the small group discussion.


In summary (and top tips!)

I now feel very comfortable, and excited, to be teaching engineering ethics. It has now also catalysed more content to be created to embed this theme further in our programme – so it doesn’t just become that “one off” lecture. However, I think providing specific time on this subject was very beneficial for the students, it gave them time and space to reflect on such a complex topic.

My takeaways and recommendations from this experience have been:

All in all, I would recommend the resources on the Engineering Ethics Toolkit to anyone. They can be easily adapted to your own contexts and there is a plethora of resources and knowledge that are proven to engage students and get them thinking ethically.

You can find out more about getting involved or contributing to the Engineering Ethics Toolkit here.


This blog is also available here.

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.

Author: Sarah Jayne Hitt, Ph.D. SFHEA (NMITE, Edinburgh Napier University).

Keywords: Collaboration; Pedagogy.

Who is this article for?: This article should be read by educators at all levels in higher education who wish to integrate ethics into the engineering and design curriculum or module design.



Most engineers and engineering educators have experienced or read about a situation that makes them think, “that would make a great case study for students to learn from.” Examples of potential cases can be found in the news, in textbooks, and in the workplace. However, it can be difficult to translate a real world situation into an educational resource. This article sets forth a “recipe” based on recent educational scholarship that can be used to create case studies ideal for classroom use.


Case study purpose:

Recipes are created for different reasons – sometimes you want comfort food, sometimes it’s a healthy detox meal, sometimes it’s a stand-out celebratory feast for a special occasion. In a similar way, case studies should be written with a deliberate purpose in mind. To help you consider these, ask yourself:

Next, it’s important to remember that there are different kinds of learning within ethics education. The Ethics Explorer highlights these with its focus on graduate attributes which specify what characteristics and attitudes we hope engineering graduates will develop through this learning. For example, do you want to focus on students’ abilities to identify or identify with an ethical situation? Or do you want them to be able to reason through options or make a judgement? Or is it important for them to learn ethical knowledge such as professional codes or practices? Any of these could be a good focus, but in general, it is useful to write a case study aimed at one particular purpose, otherwise it can become too unwieldy. Plus, case studies that have a specific learning aim can make it easier to devise assessments related to their content. 


Case study ingredients:

Just as cooks do when preparing to make a meal, case study writers assemble ingredients. These are the components of a case that can be mixed together in different proportions in order to create the desired result. And, as in cooking, sometimes you should use more or less of an ingredient depending on the effect you want to create or the needs of your audience. But in general, educational scholars agree that these elements are necessary within a case study to promote learner engagement and to achieve the desired educational outcomes. 

1. Setting / Context.  Ethical issues in engineering don’t happen in a vacuum. Often they are exacerbated by the setting and context in which they occur, whether that’s a start-up tech company in London or an aid organisation in Brazil or in a research lab in Singapore. An authentic environment not only makes the case more realistic, but it also can add important extra dimensions to the issues at stake (Valentine et al., 2020). However, to ensure you don’t run afoul of IP or other legal concerns, it can be best to fictionalise company names and invent hypothetical (yet realistic) engineering projects.

2. Characters. Ethics is a fundamentally human concern; therefore it’s important to emphasise the emotional and psychological elements of engineering ethics issues (Walling, 2015; Conlon & Zandervoort, 2011). In real life, every person brings their role, point-of-view, and background to their consideration of ethical dilemmas, so case studies should replicate that. Additionally, aspects like age, gender, and ethnicity can add complexities to situations that replicate the realities of professional life and address issues relevant to EDI. Case studies can help students imagine how they might negotiate these. 

3. Topic. Besides the overarching ethical issue that is related to an engineering discipline, case studies are most effective when they incorporate both macro- and micro-ethical considerations (Rottman & Reeve, 2020). This means that they require students to not only deliberate about a particular scenario (should I program the software to allow for users to see how their data is used?), but also about a wider concern (how should transparency and privacy be negotiated when consenting to share data?). The chosen topic should also be specific enough so that there is opportunity to integrate elements of technical learning alongside the ethical dilemma, and reference broader issues that could relate to ethics instruction more generally (Davis, 2006; Lawlor, 2021). 

4. Cause for Conflict. An ethical dilemma could arise from many kinds of conflict. For instance, an employee could feel pressured to do something unethical by a boss. A professional could believe that a stance by an institution is unjust. A person could experience internal conflict when trying to balance work and family responsibilities. A leader could struggle to challenge the norms of a system or a culture. In simplest terms, ethical dilemmas arise when values conflict: is efficiency more important than quality? Is saving money worth ecological harm? Case studies that highlight particular conflicts can help promote critical thinking (Lennerfors, Fors, & Woodward, 2020).



Once the ingredients are assembled, it’s time to write the narrative of the case study. Begin with a simple story of around 250-500 words that sets out the characters, the context, and the topic. Sometimes this is enough to gesture towards some potential ethical issues, and sometimes the conflict can be previewed in this introductory content as well.

Then, elaborate on the conflict by introducing a specific dilemma. You can create an engaging style by including human interests (like emotion or empathy), dialogue, and by avoiding highly technical language. Providing different vantage points on the issue through different characters and motivations helps to add complexity, along with adding more information or multiple decision-making points, or creating a sequel such as justifying the decision to a board of directors or to the public. 

Ultimately, the narrative of the case study should be engaging, challenging, and instructional (Kim et al., 2006). It should provide the opportunity for students to reconsider, revisit, and refine their responses and perspectives (Herreid, 2007). Most of all, it should provide opportunities to employ a range of activities and learning experiences (Herkert, 2000). Your case study will be most effective if you suggest ideas for discussions or activities that can help learners engage with the issues in a variety of ways. 


Putting the frosting on the cake:

The community of professionals committed to integrating ethics in engineering education is strong and supportive. Running your ideas by an expert in the topic, a colleague, or a member of our Ethics Ambassadors community can help strengthen your case study. Most of all, discussing the issue with others can help you develop your own confidence in embedding ethics in engineering. The more case studies that we develop from more perspectives, the more diversity we bring to engineering education and practice – we can all learn from each other. We hope you start cooking up your own case study soon!

You can find information on contributing your own resources to the toolkit here.



Conlon, E. and Zandvoort, H. (2011). ‘Broadening ethics teaching in engineering: Beyond the individualistic approach’, Science and Engineering Ethics, 17, pp. 217-232.

Davis, M. (2006) ‘Integrating ethics into technical courses: Micro-insertion’, Science and Engineering Ethics, 12, pp. 717-730.

Herkert, J.R. (2000) ‘Engineering ethics education in the USA: Content, pedagogy, and curriculum’, European Journal of Engineering Education 25(4), pp. 303-313.

Herreid, C.F. (2007) Start with a story: The Case study method of teaching college science. Arlington, VA: NSTA Press.

Kim, S. et al. (2006) ‘A conceptual framework for developing teaching cases: A Review and synthesis of the literature across disciplines’, Medical Education 40, pp. 867-876.

Rottman, C. and Reeve, D. (2020) ‘Equity as rebar: Bridging the micro/macro divide in engineering ethics education’, Canadian Journal of Science, Mathematics and Technology Education 20, pp. 146-165. 

Valentine, A. et al. (2020) ‘Building students’ nascent understanding of ethics in engineering practice’, European Journal of Engineering Education 45(6), pp. 957-970.

Walling, O. (2015) ‘Beyond ethical frameworks: Using moral experimentation in the engineering ethics classroom’, Science and Engineering Ethics 21, pp. 1637-1656.


This work is licensed under a 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 Professors’ Council or the Toolkit sponsors and supporters.

Author: Martin Griffin (Knight Piésold Consulting, United Kingdom). 

Keywords: Equity; Equality, diversity and inclusion (EDI); Collaboration; Bias; Social responsibility; Design. 

Who is this article for? This article should be read by educators at all levels in higher education who wish to integrate social sustainability, EDI, and ethics into the engineering and design curriculum or module design. It will also help to prepare students with the integrated skill sets that employers are looking for. 



No engineer is an island; it is not good for an engineer to act in isolation. Rather engineers need to be part of a welcoming community in order to thrive.  How an engineering professional interacts with either other engineers and non-engineers is essential for building a culture and professional environment of collaboration, creating environments where engineers can create meaningful bonds with one another and feel comfortable communicating openly. This requires recognising and understanding how unconscious bias and privileges can create divides and foster negative professional (toxic) environments, and being committed to establishing standards of conduct for and addressing issues related to EDI. There is a great need to advocate for fellow engineers providing places to belong and empowering them to thrive in their chosen profession and career pathways. This includes people who are part of one or more underrepresented groups that have been historically, persistently, and systemically marginalised in society based on their identity, such as race, colour, religion, marital status, family status, disability, sex, sexual orientation, gender identity, and age. 

The Royal Academy of Engineering and EngineeringUK (2018) frequently publish reports on the demographics of engineers and the skills shortage in the workforce.  These reports highlight the under-representation of people from ethnic and minority groups, those with a disability or impairment, or those who are LGBTQ+.  In addition, the Institute of Engineering and Technology  recently reported that only 9% of businesses take particular action to increase underrepresented groups into their workforces.   

Engineering and technology are for everyone. It is morally right to ensure that everyone has equal opportunities and by doing so we can improve our world, shape our future, and solve complex global challenges. In order to accomplish these moral imperatives, we need to include a diversity of talent and knowledge. Furthermore, in the UK we still face a nationwide skills shortage threatening our industry. To address this and ensure the sustainability of our industry we must support equal opportunities for all and be truly inclusive. 


The three values: 

The three values of EDI are timeless and should be embedded into the way that engineering professionals act, starting with recognition that the unfair treatment of others exists. This unfair treatment may take the form of bullying, harassment, discrimination (either direct or indirect), victimisation, microaggressions, gaslighting, bias and inequity. An engineer’s role must also include advocating for the support of others in this regard too.  Each of the three values are very different, but all three together are essential to create opportunities for engineers to grow and thrive, and for a productive and creative engineering community to flourish. 

Equity encourages fair processes, treatment, and possibilities for everyone, resulting in an equal playing field for all. It acknowledges that oppressive systems have created varied circumstances for different engineers. By valuing equity, engineers must commit to fairly redistributing resources and power to address inequalities that systems have intentionally or unintentionally created, diminishing the impact of such circumstances and ensuring equitable opportunities.  Equality relates to ensuring engineers and groups are treated fairly and have access to equal opportunities. Note, it should be emphasised that equity is not the same as equality; in the simplest terms, equality means ‘sameness,’ and equity means ‘fairness’.  Thus, equality has become synonymous with ‘levelling the playing field’, whereas equity is synonymous with ‘more for those who need it’. 

Diversity refers to how diverse or varied a particular environment is, be it an engineering consultancy, academic funded research team, interdisciplinary joint venture designing as part of a national megaproject, and so on. Diversity involves professional openness and conscientiousness towards diverse social interactions. Therefore, diversity also involves intentional representation and collaboration with others from different demographic characteristics, identities, and differing experiences. Engineers should feel welcome to be their full self without the need to mask, being able to contribute and bring fresh perspectives where they are in attendance. 

Inclusion refers to a state of conscious belonging, meaning all are respected, empowered, and valued. Inclusivity should therefore be ingrained in an engineer’s daily operations and surrounding culture, being able to feel comfortable being their authentic selves. Inclusion involves extensive representation across roles, levels (grades) and the aforementioned demographic characteristics, recognising who is and is not in the room and the valuable perspectives and experiences they can bring. Inclusion also relates to ensuring all engineers feel valued and supported, where the benefits of creativity, innovation, decision making and problem solving are realised.   


Incorporating EDI in engineering education:

It is not possible to place EDI in a box and open it occasionally such as for annual awareness weeks or as an induction week module. It is a lifestyle, a conscious choice, and it needs to be embedded in an engineer’s values, approach and behaviours. Making engineering EDI an integral part of engineering ethics education will not involve an abstract ethical theory of EDI but rather a case-based approach. The teaching of EDI within engineering ethics through case studies helps students consider their philosophy of technology, recognise the positive and negative impact of technology, imagine ethical conduct, and then apply these insights to engineering situations. Moreover, when similar ethical modules have touched students, they are likely to remember the lessons learned from those cases. Several case studies found in the Ethics Toolkit that reference EDI concerns are listed at the end of this article. 

Good contemporary practical examples should be presented alongside case studies to promote and demonstrate why EDI ought to be embedded into a professional engineer’s life. The need to raise awareness, highlight the issues faced, and accelerate inclusion of Black people is provided in the Hamilton Commission report, focusing on all aspects of UK Motorsport including engineering. The importance of gender inclusivity in engineering design and how user-centred practices address this are addressed by Engineers Without Borders UK. Creating accessible solutions for everyone, including those who are disabled, is seen in the ongoing development of Microsoft’s Accessibility Technology & Tools. BP has launched a global framework for action to help them stay on track and progress in a positive way. The further benefits EDI brings to design and delivery in construction engineering are demonstrated by Mott Macdonald.   

Inclusive Engineering (similar to the principles of Universal Design) ensures that engineering products and services are accessible and inclusive of all users. Inclusive Engineering solutions aim to be as free as possible from discrimination and bias, and their use will help develop creative and enlightened engineers. Ethical responsibility is key to all aspects of engineering work, but at the design phase it is even more important, as we can literally be designing biases and discrimination into our technological solutions, thus amplifying existing biases. Recommended guidance is provided within PAS 6463:2022 as part of the engineering design process; this is a new standard written to give guidance on designing the built environment for our neurodiverse society. With the right design and management, it is possible to eliminate, reduce or adjust potentially negative impacts to create places where everyone can flourish equally.  

It is vital to recognise that achieving true equality, diversity, and inclusion is complex and cannot be ‘fixed’ quickly. An engineer must participate in active learning and go on a six stepped journey of self-awareness from being ‘not listening,’ ‘unaware,’ ‘passive,’ ‘curious,’ and ‘ally,’ to ‘advocate.’ A ‘not listening’ attitude involves shaming the unaware, speaking on behalf of others, invalidating others, clumsy behaviours, being bigoted, prejudiced, antagonistic and unwilling to listen and learn. Cultivating an ‘ally’ attitude is being informed and committed, routinely and proactively championing inclusion by challenging accepted norms, and taking sustained action to make positive change. It is for this reason the values of EDI should be part of an engineering professional’s ongoing lifestyle to have any real and lasting effect on engineering environments. 

Therefore, the importance of EDI needs to influence how an engineering professional thinks, acts, includes others and where engineers seek collaborative input. The concept of engineering is far more important than any individual engineer and sometimes engineers need to facilitate opportunities for voices to be heard. This involves respect and empathy to create trusted relationships and the need for self-awareness and self-development. Sometimes this means stepping back so that other engineers can step forward.   


Resources and support: 

Specific organisations representing protected characteristics such as InterEngineering have the goal to connect, inform and empower LGBTQ+ engineers.  Likewise, the Women’s Engineering Society (WES) and the Association for Black Engineers (AFBE-UK) provide support and promote higher achievements in education and engineering.  The aforementioned organisations are partnered with the Royal Academy of Engineering to highlight unheard voices, raise awareness of the barriers faced by minority groups, and to maximise impact. Many other umbrella groups, for instance Equal Engineers, also raise awareness of other underrepresented groups, such as the neurodivergent in engineering, by documenting case studies, undertaking surveys, holding regular careers events and annual conferences, and more.   

There is evidence to support the widely accepted view that supporting and managing EDI is a crucial element in increasing productivity and staff satisfaction. Diverse experiences and perspectives bring about diversity of thought which leads to innovation. It allows everybody to be authentic at work and provides the opportunity for diverse voices to be heard. Consequently, implementing EDI has proven to increase performance, growth, and innovation, as well as improvements in health, safety and wellbeing. EDI will therefore help to prepare students with the fundamental attitudes that are needed as practitioners and human beings.  

Finally, engineering with EDI embedded into a professional engineer’s lifestyle will make a difference to those most in need. In a globalised world it will put us in a good position to bring innovation and creativity to some of the biggest challenges we face together. Equitable, diverse and inclusive engineering must be at the heart of finding sustainable solutions to help shape a bright future for all. 



Resources in the Ethics Toolkit that link to EDI: 

Additional resources: 


This work is licensed under a 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 Professors’ Council or the Toolkit sponsors and supporters.

Author: Dr Fiona Truscott (UCL). 

Keywords: Ethical theories; Societal impact; Decision making; Equality, diversity and inclusion (EDI); Health. 

Who is this article for?: This article should be read by educators at all levels in higher education who wish to better understand ethics and its connection to engineering education. It is also useful for students who are being introduced to this topic. 



Engineering, technology, and society have always had a close relationship, with changes and innovations in each affecting the other two. For instance, being able to communicate and access information instantaneously and 24/7 has changed our relationships with family, friends and colleagues as well as with employers and governments. While this certainly has some benefits, such as being able to work from home during the Covid-19 pandemic, is always being connected a good thing? We’ve seen a blurring of the lines between work and home with both positive and negative impacts. Social media algorithms bring us cute cat photos but they also spread misinformation. Ethics in engineering invites us to question how we should respond to the development and deployment of new technologies like these.   

Ethics can especially be seen through engineering innovations that mean life or death. For example, pacemakers are medical devices developed in the late 1950s that can regulate a person’s heart rate when their natural cells are damaged or misfunctioning. This diagnosis used to be a death sentence, but now millions of patients have pacemakers, completely changing their life expectancy and standard of living. At the time, however, there were ethical questions to answer about how they should be tested and implemented.  

Technology and engineering do not just affect society; society also influences engineering. This can be seen through the discovery of Viagra, which was originally developed as a treatment for heart disease but in clinical trials it was found to have little effect on heart disease but a much more interesting – and lucrative – side effect. The market for Viagra and similar drugs is worth billions of dollars, directing research and funds towards treating a condition that is not necessarily a life or death situation just because we are willing to pay for it. What engineering focuses on, or doesn’t, is determined by what society wants, thinks is important, or will pay for. Ethics invites us to identify and consider our values and how those influence what problems engineers identify and which ones they choose to work on. 

Clearly our decisions as engineers have an impact on society, so how might we approach making these decisions? Luckily there are people who have been thinking about how to make society-impacting decisions for thousands of years – ethicists! Ethics gives us a framework for balancing different opinions, needs, and values when making decisions, big or small. There are three lenses that we can use when thinking about ethics within Engineering: Professional, Theoretical, and Practical. 


Professional ethics: 

Professional engineering ethics is the question of how an engineer should behave in a professional setting or situation. Typically, professional engineering bodies, such as the Institute of Chemical Engineers, produce codes of conduct which outline how members are expected to behave in professional contexts. Members agree to follow these codes when they join the professional body. Many professional bodies’ codes of conduct are based on the joint statement on ethics from the Royal Academy of Engineering and the Engineering Council (2017). 

This is similar to an ethical theory, Virtue Ethics. The key question in virtue ethics is what makes a good person? A good person is one who fulfils their purpose. By following behaviours called virtues that fulfil that purpose, and avoiding ones that don’t, called vices, a person can always make the right ethical decision (Blackburn, 2003; Johnson, 2020).  

Coming from another angle we can look at what the responsibilities of an engineer are, and ask who they are responsible to. Typically, an engineer has a client that they are working for but they are also responsible to the wider community and the public. Buildings must fulfil the clients’ needs but must also comply with regulations. Where these responsibilities are in opposition, law and codes of conduct can help an engineer decide a path forward.  


Theoretical ethics: 

Besides Virtue Ethics, first propounded by Aristotle, there are several other ethical theories that influence engineering ethics. Utilitarianism is a theory developed by Jeremy Bentham and John Stuart Mill. A basic description of Utilitarianism is that the best ethical action is the one that produces the most happiness for the largest number of people. Here the approach centres not on an action itself but on the consequences of it. Utilitarianism is very context dependent, with all potential actions on the table, and it requires a collective or community-based approach. However, there appears to be a big flaw which is that it could justify harm to a few if it brought happiness to the many. Bentham and Mill both emphasised a key caveat: that we should select the action which produces the most happiness for as many as possible without causing harm to individuals (Blackburn, 2003; Johnson, 2020). 

Also writing in the late 18th and early 19th centuries but coming at ethical decision making from a very different angle is Immanuel Kant and his duty-based theory of ethics, also called deontology. Kant argued that sentient beings are ends in themselves and not means to achieve something else. The ethics of an action therefore should not be decided by its outcomes but is inherent in the action itself. When making an ethical decision, you should choose the course of action that you would be willing to follow under all circumstances, otherwise known as the categorical imperative. While this approach aligns with many legal systems, we can all think of circumstances when typically unacceptable actions become acceptable (Blackburn, 2003; Johnson, 2020). 

While no individual person follows Aristotle, Bentham, or Kant all the time, they do give us some insight into how people make ethical decisions. In general people will want the most happiness for the most people but they also have personal, legal or societal red lines that they won’t cross; or, that they will cross depending on the situation.  


Practical ethics: 

Practical Ethics is focused on the reality of making decisions when faced with an ethical issue. One useful approach for engineers outlined by Caroline Whitbeck (1998) is the analogy to solving design problems, something engineers are very familiar with! In design problems, we have a series of constraints and requirements that any successful solution needs to fulfil. We come up with a range of potential solutions, some that don’t fulfil the criteria, and some that do. We then select a successful solution based on our own experience, priorities, or interpretation of the brief. Other people will select different successful solutions. The same is true for ethical problems: there are criteria that must be achieved for a successful solution and each individual might choose a different successful solution.  

Engineers are very familiar with what constraints and requirements look like in design problem solving but what about ethical problem solving? This is where Aristotle, Bentham, and Kant pop back up again. Some criteria will involve harms that we want to avoid or ways to produce the most happiness, while others will be values that we hold to under any circumstances.  



While it may not always be clear how much impact a single engineer’s actions can have on the ethical decisions of a whole project or company, one area where we can have a significant impact is in design. Who can and can’t use our creations? Who are we excluding or favouring in our design decisions? Until recently crash test dummies were modelled on the 50th percentile man (Criado Perez, 2020). Car safety systems were designed around this dummy ensuring they survived the safety tests. Female drivers tend to be shorter, so they move their seat further forward and higher up, meaning that they are more likely to be an ‘out of position’ driver. Additionally, car seats are too firm for female drivers, throwing them forward faster on impact and not deforming as much, dispersing less of the energy of the crash. The effects of this engineering design decision is that in car crashes, women are 17% more likely to die, 47% more likely to be seriously injured and 71% more likely to be moderately injured because of the design choices made (Criado Perez, 2020). Who engineers do, or don’t, design for is an ethical question that has real world impact. 

Given the impact that engineering and technology has already had and will continue to have on society, we need to include ethical thinking in our day-to-day practise to ensure that we understand the consequences of our actions and decisions, and that our work makes positive impacts and minimises negative ones.   



Blackburn, S. (2003) Ethics: A very short introduction. Oxford: OUP. 

Criado Perez, C. (2020) Invisible women. Vintage. 

Johnson, D.G. (2020) Engineering ethics. Yale University Press. 

RAEng and Engineering Council joint Statement of Ethical Principles. 

Whitbeck, C. (1998) Ethics in engineering practice and research. Cambridge University Press. 


This work is licensed under a 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 Professors’ Council or the Toolkit sponsors and supporters.

Author: Konstantinos Konstantis (National and Kapodistrian University of Athens). 

Keywords: Ethical theories; Societal impact; Privacy; Freedom; Security; Pedagogy; Risk. 

Who is this article for? This article should be read by educators at all levels in higher education who wish to integrate ethics into the engineering and design curriculum or module design. It will also help prepare students with the integrated skill sets that employers are looking for.  



It goes without saying that the way we design and use technology plays a crucial role in our daily lives. Engineers and their decisions have a huge impact on society (Unger, 2005). Technology is presented as a very promising solution for many societal problems, such as the environmental crisis and poverty. At the same time, many ethical challenges arise. The imminent possibility of artificial intelligence (AI) and robots replacing humans in a vast array of professions, and the everyday cyber-related issues concerning privacy, freedom, property, and security, are just a few of the challenges that the information revolution has bequeathed to us. Furthermore, advances in biomedical technology and, in particular, genetic engineering and developments in reproductive procedures, raise very similar issues including the reconfiguration of the distinction between the artificial and the human. Without a consideration of ethics, engineering could be inadequately or inappropriately designed to address these challenges. 

Walczak et al. (2010) assert that ethical development comes as an output of three components. First, the knowledge of ethics refers to the ability of engineers to understand what is ethical and what is not ethical. In this component belongs the understanding of the professional responsibility of engineers and of codes of ethics for engineers. Second, ethical reasoning refers to the ability of engineers to first understand ethical problems and then to deal with them. Third, ethical behaviour refers to the ethical intentions that engineers have during an ethical problem and ethical solutions that engineers provide to that problem (Walczak et al., 2010). According to Walczak et al. (2010), formal curricular experiences, co-curricular experiences, student characteristics, and institutional culture are four aspects that influence ethical development of engineering students.  

However, there is a disconnection between these four aspects and ethical development. There are five obstacles that are responsible for this disconnection (Walczak et al., 2010, p. 15.749.6). First, “the curriculum is already full, and there is little room for ethics education,” second, “faculty lack adequate training for teaching ethics,” third, “there are too few incentives to incorporate ethics into the curriculum,” fourth, “policies about academic dishonesty are inconsistent,” and fifth, “institutional growth is taxing existing resources.” Among other ways to overcome these obstacles, Walczak et al. (2010, p. 15.749.9 – 15.749.10) recommend the integration of curricular and co-curricular activities. Student organisations and service learning are two examples of how to integrate ethics in engineering education effectively. For instance, student organisations could organise lectures in which engineering students have the chance to listen to engineers talk about real life ethical problems and dilemmas. Secondly, service learning is a way for engineering students to combine ethics education with their engineering practice. Participating in community service activities offers the opportunity for students to understand the role of engineers and their responsibility towards society. Finally, integrating ethics alongside technical curriculum and within the context of engineering projects can help students understand the ethical context of their work.   

This is an important reason for integration, because as van de Poel and Royakkers (2011) describe, ethics helps engineers to deal with technical risks. Martin and Schinzinger (2009) show us how different subfields of engineering, such as computer and environmental engineering, could benefit from the inclusion of ethics. Baura (2006) analyses how engineers could have acted in concrete ethical dilemmas that have been presented in the past, in order not to lead to some of the engineering disasters that have happened. Martin and Schinzinger (1983) highlight engineering as “social experimentation,” requiring the need for the ethical education of engineers in order for them to be ready to take the right decisions in dilemmas they will have to deal with in the future. According to Fledderman (2011), codes of ethics of engineers and an array of ethical theories could be combined to offer ethical problem-solving techniques (for example ‘line drawing’ and ‘flow charts’) to engineers.  

However, ethics should be integrated in engineering for another reason as important as those listed above. Technology not only shapes society, but it is shaped by society too. Therefore, engineering ethics should be twofold. First, engineering ethics should address ‘disaster ethics,’ and second, it should be about “the social aspects of everyday engineering practice” (Kline, 2001, p. 14). Traditionally, engineering accidents become the cause for engineers and engineering ethicists to analyse the ethical implications of technology and the ways that engineers could take decisions that will not lead to disasters again. These examples are called ‘disaster ethics’. The “social aspects of everyday engineering practice” have to do with the fact that technology is not made in a single time when an engineer has to take a serious decision that may cause an accident or not, but rather in daily and regular practice. These aspects are referring to the co-constitution of technology and society and how engineers can “deal with everyday issues of tremendous significance regarding the ethical and social implications of engineering” (Kline, 2001, p. 19).  

The Engineering Council and the Royal Academy of Engineering have published the Statement of Ethical Principles, which should be followed by all engineers in the UK. Statements like this are useful to encourage engineers to act ethically. But, ethics in engineering should be integrated in the whole “engineering life”. From research to implementation, ethics should be part of engineering (Kline, 2001).  

If courses relevant to engineering ethics are absent from the curriculum, engineering students take the message that ethics is not important for their education and therefore for their profession (Unger, 2005). In contrast with the claim that ethics is innate and therefore cannot be taught (Bok, 1976), ethics should be integrated in engineering teaching and practice. The fields of Science and Technology Studies (STS) and History of Technology could play a crucial role in covering the twofold aspect of engineering ethics as presented in this article. Scholars from these fields, among others, could give answers on questions such as “How do engineering practices become common, despite the fact they may be risky?” This is what Vaughan (1997), in her analysis of the Challenger disaster, calls “normalisation of deviance”. This is the only way for engineers to understand the bidirectional relationship between technology and society, and to put aside the dominant ideology of neutral technology that affects and shapes society and doesn’t get affected by it. No matter if engineers want to add ethics into the making of technology, “in choosing a solution, engineers are making an ethical judgement” (Robison, 2014, p.1). 

To conclude, there are many engineering challenges that need to be addressed. Integrating ethics in engineering is one of the best ways to address these challenges for the benefit of the whole of society. This is also the way to overcome problems relevant with the difficulty to add ethics into the engineering curriculum, such as the fact that the engineering curriculum is already full. Ethics has not only to do with the way that technology affects society, but also with the fact that society shapes the way that engineers design and develop technology. If ethics is integrated in engineering education and the curriculum, students perceive that their actions in engineering are not only technical, but at the same time have to do with ethics too. They don’t perceive ethics as a separate ‘tick-box’ that they have to fill during engineering, but instead they perceive ethics as a fundamental part of engineering. 



Baura, G. D. (2006) Engineering Ethics: An Industrial Perspective. Academic Press. 

Bok, D. C. (1976) ‘Can Ethics Be Taught?’ Change, 8(9), pp. 26–30.  

Fleddermann, C. B. (2011) Engineering Ethics (4th ed.). Pearson. 

Hagendorff, T. (2020) ‘The Ethics of AI Ethics: An Evaluation of Guidelines’, Minds and Machines, 30(1), pp. 99–120.  

Kline, R. R. (2001) ‘Using history and sociology to teach engineering ethics’. IEEE Technology and Society Magazine, 20(4), pp. 13–20.  

Martin, M. W. and Schinzinger, R. (1983) ‘Ethics in engineering’. Philosophy Documentation Center, 2(2), 101–105. 

Martin, M. W. and Schinzinger, R. (2009) Introduction to Engineering Ethics. McGraw-Hill. 

Poel, I. van de, and Royakkers, L. (2011) Ethics, Technology, and Engineering: An Introduction. Wiley-Blackwell. 

Robison, W. L. (2014) ‘Ethics in engineering’, 2014 IEEE International Symposium on Ethics in Science, Technology and Engineering, pp. 1–4.  

Unger, S. H. (2005) ‘How best to inject ethics into an engineering curriculum with a required course’, International Journal of Engineering Education, 21(3), 373–377.  

Vaughan, D. (1997) The Challenger Launch Decision: Risky Technology, Culture, and Deviance at NASA. University of Chicago Press. 

Walczak, K., Finelli, C., Holsapple, M., Sutkus, J., Harding, T., and Carpenter, D. (2010) ‘Institutional obstacles to integrating ethics into the curriculum and strategies for overcoming them’, ASEE Annual Conference & Exposition, pp. 15.749.1-15.749.14.  


This work is licensed under a 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 Professors’ Council or the Toolkit sponsors and supporters.

Author: Andrew Avent (University of Bath). 

Keywords: Assessment criteria; Pedagogy; Communication.  

Who is this article for? This article should be read by educators at all levels in higher education who wish to integrate ethics into the engineering and design curriculum, or into module design and learning activities. It describes an in-class activity that is appropriate for large sections and can help to provide students with opportunities to practise the communication and critical thinking skills that employers are looking for. 



Encouraging students to engage with the ethical, moral and environmental aspects of engineering in any meaningful way can be a challenge, especially in very large cohorts. In the Mechanical Engineering department at the University of Bath we have developed a debate activity which appears to work very well, minimising the amount of assessment, maximising feedback and engagement, and exposing the students to a wide range of topics and views.  

In our case, the debate comes after a very intensive second year design unit and it is couched as a slightly “lighter touch” assignment, ahead of the main summer assessment period. The debate format targets the deeper learning of Bloom’s taxonomy and is the logical point in our programme to challenge students to develop these critical thinking skills.  

Bloom, B. S. (1956). “Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain.” New York: David McKay Co Inc. 

This activity addresses two of the themes from the Accreditation of Higher Education Programmes (AHEP) fourth edition: 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 to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37. 


The debate format: 

Table 1: Timings for technical feasibility debate. There is plenty of scope to alter these timings
and allow a
healthy debate from the floor and further exploration of the key arguments. 


Some key points to bear in mind: 

The environmental impact of Formula 1 can(not) be justified through improvements to vehicle and other technologies.

For clarity, the term “Affirmative” means they are arguing for the proposal, “Negative” implies they are arguing against the proposal. The Negative argument includes the bracketed word in all cases. 

Equally the team given the “affirmative” position to argue in favour of the sport, needs to be certain of their arguments and to fully research and anticipate any potential killer questions from their opponents. 


Discussion points for improvements: 

We felt that our experience with what has become known as the Technical Feasibility Debate was worth sharing with the wider higher education community, and hope that readers will learn from our experience and implement their own version.  





Typical list of debate topics: 

  1. Gas turbines are (not) a dying technology for aircraft propulsion.
  2. Cumbrian super coal mine: there is (no) justification for accessing these fossil fuel reserves.
  3. Metal additive manufacturing, 3D Printing, is (not) a sustainable technology. 
  4. Mining the Moon/asteroids for minerals, helium, etc. should (not) be permitted. 
  5. Electrification of lorries via hydrogen fuel cell technology is (not) preferable to changing the road infrastructure to include overhead power lines (or similar). 
  6. Electrification of road vehicles is (not) preferable to using cleaner fuel alternatives in internal combustion engine cars. 
  7. The use of single use plastic packaging is (not) defensible when weighed up against increases in food waste. 
  8. The environmental impact of Formula 1 can(not) be justified through improvements to vehicle and other technologies. 
  9. Solar technologies should (not) take a larger share of future UK investment compared to wind technologies. 
  10. Tidal turbines will (never) produce more than 10% of the UK’s power. 
  11. Wave energy converters are (never) going to be viable as a clean energy resource. 
  12. Commercial sailing vessels should (not) be used to transport non-perishable goods around the globe. 
  13. We should (not) trust algorithms over humans in safety-critical settings, for example autonomous vehicles. 
  14. Inventing and manufacturing new technologies is (not) more likely to help us address the climate emergency than reverting to less technologically and energy intense practices 
  15. Mechanical Engineering will (not) one day be conducted entirely within the Metaverse, or similar. 
  16. The financial contribution and scientific effort directed towards fundamental physics research, for example particle accelerators, is (not) justified with regard to the practical challenges humanity currently faces. 
  17. A total individual annual carbon footprint quota would (not) be the best way to reduce our carbon emissions. 
  18. The UK power grid will (not) be overwhelmed by the shift to electrification in the next decade. 
  19. We are (not) more innovative than we were in the past – breakthrough innovations are (not) still being made. 
  20. Lean manufacturing and supply chains have (not) been exposed during the pandemic. 

Marking rubric:

Criteria  5  4  3  2  1 
1. Organisation and Clarity: 

Main arguments and responses are outlined in a clear and orderly way. 

Exceeds expectations with no suggestions for improvement.  Completely clear and orderly presentation.  Mostly clear and orderly in all parts.  Clear in some parts but not overall.  Unclear and disorganised throughout. 
2. Use of Argument: 

Reasons are given to support the resolution. 

Exceeds expectations with no suggestions for improvement.  Very strong and persuasive arguments given throughout.  Many good arguments given, with only minor problems.  Some decent arguments, but some significant problems.  Few or no real arguments given, or all arguments given had significant problems. 
3. Presentation Style: 

Tone of voice, clarity of expression, precision of arguments all contribute to keeping audience’s attention and persuading them of the team’s case. Neatly presented and engaging slides, making use of images and multimedia content. 

Exceeds expectations with no suggestions for improvement.  All style features were used convincingly.  Most style features were used convincingly.  Few style features were used convincingly.  Very few style features were used, none of them convincingly. 



Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. 


This work is licensed under a 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 Professors’ Council or the Toolkit sponsors and supporters.

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