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. 

Further links to look at:

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.

  1. CV template – Word 
  2. CV template – Publisher 
  3. CV template – Publisher with Advice 

For applications to large corporations that use AI recruitment tools, it is recommended:

 

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. 

Further links to look at:

 

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.

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: Enhance your profile and personal brand with a strong CV, Cover Letters, and LinkedIn presence. This initiative aims to equip you with the skills to create CVs and LinkedIn profiles that reflect your unique identity and adhere to Equality, Diversity, and Inclusion (EDI) standards. Our objective is to help underrepresented groups highlight their skills and experiences, ensuring their job applications are compelling and impactful. 

Introduction: This activity is designed to help you strengthen your personal brand by developing impactful CVs, cover letters, and LinkedIn profiles that reflect your unique identity. With a focus on Equality, Diversity, and Inclusion (EDI), you’ll gain practical tips for presenting your skills and experiences in a way that resonates with employers and promotes inclusive values in the workplace.

Topic: How to build your personal brand with inclusive CVs, cover letters, and LinkedIn profiles.

Keywords: Equity, Diversity and Inclusion; CVs and cover letters; Employability and skills; Personal or professional reputation; Communication; Writing skills; Recruitment; Professional conduct; Digitalisation; Business or trade or industry; Ethical awareness; Inclusive or Responsible design; Networking.

 

Enhance your CV, cover letters, and LinkedIn presence

Wenite Video offers resources to help you create EDI-focused CVs and LinkedIn profiles. This includes expert advice and strategies for underrepresented groups, ensuring your job materials highlight your unique identity and skills. 

Video summary:

Tolu Osobu-Gabbie shares tips on creating a robust CV, cover letter, and LinkedIn profile, emphasizing the importance of diversity and inclusion in the workplace. 

Key insights:

📝 Structured CVs: A well-structured CV enhances readability, making it easier for recruiters to assess qualifications quickly. This can significantly increase your chances of being noticed. 

🔍 Tailored applications: Customising your CV for each job with relevant keywords can align your skills with the employer’s needs, making you a more attractive candidate. 

📈 Quantification matters: Using numbers to demonstrate your achievements can capture attention and convey the impact of your contributions effectively. 

🌟 Strong opening in cover letters: Starting with a personal story can create a memorable first impression and establish a connection with recruiters. 

🚀 Highlight key Skills: Focusing on two to three relevant skills in your cover letter allows you to showcase your strengths without overwhelming the reader. 

🌍 Mutual values: Demonstrating how your values align with those of the company can strengthen your application and show that you’re a good cultural fit.

🔗 LinkedIn optimisation: An updated LinkedIn profile enhances visibility to recruiters, and using keywords can improve your chances of being found for desired roles. 

 

 

Resources:

LinkedIn profiles

Learn the requirements and best practices for EDI-compliant CVs and LinkedIn profiles to effectively communicate your unique background to employers. 

Leverage LinkedIn’s multimedia features like reels, photos, and watermarked PDF documents to enhance your profile. Strategic use of elements can make your profile stand out, increase credibility and highlight your technical and employability skills: 

 

 

Further links to look at: 

 

 

Creating a portfolio on Linkedin:

Jessica Norton from UMass Amherst Career Development & Professional Connections HUB walks through how to set up a LinkedIn Portfolio to heighten visibility of your professional projects!

 

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.

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 is our guide to navigating assessment centres, offering tips and strategies tailored to empower underrepresented groups and help you be prepared, authentic self, stand out and succeed. 

Introduction: Assessment centres have been a key part of graduate recruitment since the 1950s, originally developed to evaluate leadership potential in military officers. Today, they are widely used by employers to assess candidates through group tasks, interviews, and individual exercises. This activity serves as a practical guide to help you navigate assessment centres with confidence. With a focus on empowering underrepresented groups, it provides tips and strategies to help you prepare effectively, present your authentic self, and stand out in a competitive selection process.

Topic: Standing out with confidence at assessment centres: a guide to preparation, authenticity, and success.

Keywords: Problem solving; Employability and skills; Communication; Leadership or management; Collaboration; Digitalisation; Professional development; Writing Skills; Equity, Diversity and Inclusion; Neurodiversity; Inclusive or Responsible design; Recruitment; Business or trade or industry; Workplace culture; Information and Digital literacy; Artificial Intelligence.

 

An immersive experience

Getting startedWhat to expect An employer’s guide What are assessment centre activities?

Click on each accordion tab to explore videos that guide you through navigating assessment centres, offering tips and strategies designed to empower underrepresented groups and help you prepare, be your authentic self, stand out, and succeed.

Video summary: 

This video was produced by The Careers Chat, a platform associated with Warwick University, provides an overview of assessment centres used by graduate recruiters. It discusses various tasks designed to evaluate candidates’ skills in action, offering insights into the selection process and tips for preparation.  

Key insights: 

🌟 Always be mindful that you’re being assessed – from the moment you arrive until you leave. Maintain a professional and approachable demeanor to leave a lasting positive impression. 

🤝 View fellow candidates as collaborators, not competitors. Respect their perspectives and engage in teamwork; remember, it’s possible that everyone could be offered a role. 

💼 Keep in mind that the tasks are tailored to the role you’re applying for. Be authentic, and the skills you’ve already highlighted in your application will naturally stand out. 

Video summary:

Assessment centres are crucial for graduate recruitment, involving various tasks to evaluate candidates’ skills through collaborative activities.

Key insights:

🎓 Real-time evaluation: Assessment centres provide an opportunity for recruiters to observe candidates in action; skills, interpersonal dynamics and teamwork.

📅 Duration and format flexibility: Be prepared and mentally ready for either a half-day or full-day assessment face to face or online.

📝 Diverse assessment tasks: Wide range of tasks, from essays to presentations, means candidates should practice and be adaptable to showcase different skills.

🤝 Collaboration over competition: Viewing fellow candidates as collaborators rather than competitors can foster a supportive atmosphere, better outcomes for everyone.

🌈 Authenticity matters: Presenting genuine skills and authentic experiences rather than trying to fit a mould can make candidates stand out and connect with recruiters.

🚪 Professionalism is key: From the moment you arrive until you leave, maintaining a professional demeanour leaves a lasting impression, and suitability for the role.

💡 Preparation is essential: Familiarising oneself with the specific tasks related to the job application can boost confidence and performance, and draw upon relevant skills.

Video summary:
An assessment centre evaluates candidates through various exercises to assess teamwork, problem-solving, and fit within the company culture.

Key insights:

🔍 Assessment centres are designed to simulate real work environments, helping employers see how candidates fit into team dynamics and your ability to collaborate.

🧠 Psychometric tests may be retaken during the assessment, so candidates should be prepared to demonstrate their logical reasoning and numerical skills in person.

🗣️ Group exercises focus on problem-solving as a team, the process is more important than the outcome, opportunity to show your communication and leadership skills.

🎤 Presentations, whether in groups or individually, evaluate public speaking and the ability to synthesize complex information into clear solutions.

🎭 Role-play exercises test candidates’ client-handling skills and ability to provide solutions under pressure, highlighting their problem-solving approach.

🤝 Lunch and breaks are part of assessment, are an opportunity to network, and demonstrate your informal communication skills that could influence your success

📊 You need to demonstrate understanding and applying the company’s core values and meeting their desired competencies effectively throughout the process.

 

Resources

 

Underrepresented groups preparing for virtual assessment centres 

 

How to PASS an assessment centre UK

The video offers tailored guidance specifically for international students.

 

Acing virtual assessment centres: future you webinar: 

As part of their Future You webinar series, Prospects hosted a session titled Acing Virtual Assessment Centres on Tuesday, 20th April 2021. The webinar offers valuable insights, practical tips, and expert guidance to help students confidently navigate virtual assessment centres. Watch the video below to gain useful strategies and boost your preparation. Aldi, Arcadis and Police Now Recruiters advice for preparing for Virtual Assessment centres.

 

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.

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: EDI Quest is an interactive game designed to deepen your understanding of Equality, Diversity, and Inclusion (EDI) in the workplace. This immersive experience consolidates EDI concepts into a single adventure, challenging you to reflect and apply your knowledge to solve real-world scenarios. 

Introduction: This interactive learning experience brings Equality, Diversity, and Inclusion (EDI) principles to life through gameplay. As you navigate real-world workplace scenarios, you’ll be challenged to apply your knowledge, make thoughtful decisions, and reflect on the impact of inclusive practices. This activity is designed to make learning about EDI engaging, practical, and memorable.

Topic: An interactive game-based resource that helps students explore and apply Equality, Diversity, and Inclusion (EDI) principles through real-world workplace scenarios.

Keywords: Equity, Diversity and Inclusion; Inclusive or Responsible design; Communication; Employability and skills; Professional development; Problem solving; Digitalisation; Information and Digital literacy.

How it works: In EDI Quest, you’ll face challenges and scenarios mirroring real-life workplace situations. Each level tests your EDI knowledge, offering instant feedback and learning opportunities. For an optimal experience, we encourage you to engage with this academic game alongside others. It is designed to be played collaboratively, so we recommend involving a friend, colleague, professor, or even a parent. Playing in pairs or groups will enhance your learning experience and provide valuable perspectives and insights that you might not gain when playing in isolation

System requirements: EDI Quest is accessible on most web browsers and devices. For the best experience, use the latest version of Chrome, Firefox, or Safari on mobile, desktop, or laptop. 

How to access the game: Displayed below is the “Level Up EDGE” page. To access the game, please navigate to the “Interactive” tab within the page interface. To enhance your gameplay experience, adjust your browser’s zoom level as needed.

 

EDI quest

 

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.

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: “Reflect and grow” is your personal journey to deepen your commitment to Equality, Diversity, and Inclusion (EDI). Through a guided self-assessment journal, you’ll reflect on your experiences, perceptions, and areas for growth in EDI. 

 

Introduction: Reflect and Grow is a personal journey designed to deepen your commitment to Equality, Diversity, and Inclusion (EDI). Through a guided self-assessment journal, you’ll have the opportunity to reflect on your knowledge, attitudes, and experiences related to EDI, and receive personalised feedback to help you grow. This activity also encourages you to embrace your authentic self, explore your cultural heritage, and practice self-affirmation. With curated resources and thoughtful reflection, you’ll strengthen your understanding of EDI principles while celebrating your unique qualities and achievements.

Topic: A guided self-assessment journal that supports personal reflection, growth, and deeper understanding of Equality, Diversity, and Inclusion (EDI) through personalised feedback and self-affirmation.

Keywords: Equity, Diversity and Inclusion; Cultural competency; Professional development; Inclusive or Responsible design; Active learning.

 

Embrace your authentic self 

 

Practice self-affirmation 

 

Click here to download your self-reflection journal and start exploring your insights.

 

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.

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

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

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

 

Introduction 

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

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

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

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

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

 

Welcome 

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

 

The Inclusive Employability Toolkit aims to

 

Contents 

How to use this toolkit effectively:  

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

 

Goals

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

 

Licensing

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

 

Further details

CommitmentOur roleWhat we knowChallenges in the industryIndustry EmployersStudent feedback

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


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

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

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

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


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


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

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

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. Kieran Higgins(Ulster University); Dr. Alison Calvert (Queen’s University Belfast).

Topic: Integrating Education for Sustainable Development (ESD) into higher education curricula.

Type: Guidance

Relevant disciplines: Any.

Keywords: Curriculum design; Global responsibility; Sustainability; SDGs; Course design; Higher education; Pedagogy;

Sustainability competency: Anticipatory; Integrated problem-solving; Strategic; Systems thinking.

Related SDGs: SDG 4 (Quality education); SDG 13 (Climate action).

Reimagined Degree Map Intervention: Adapt and repurpose learning outcomes; Authentic assessment; Active pedagogies and mindset development.

Who is this article for?:  This article should be read by educators at all levels of higher education looking to embed and integrate ESD into curriculum, module, and / or programme design.

Link to resource: AdvanceHE’s Education for Sustainable Development Curriculum Design Toolkit

 

Learning and Teaching Notes:
Supported by AdvanceHE, this Toolkit provides a structured approach to integrating Education for Sustainable Development (ESD) into higher education curricula. It uses the CRAFTS methodology and empowers educators to enhance their modules and programs with sustainability competencies aligned with UN Sustainable Development Goals.

Key Features:
• Five-Phase Process: Analyse stakeholder needs, map current provision, reflect on opportunities for development, redesign with an ESD focus, and create an action plan for continuous enhancement.
• Practical Tools: Includes templates for stakeholder analysis, module planning, active learning activities, and evaluation.
• Flexible Implementation: Designed for use at both module and programme level.
• Competency-Based: Focuses on developing authentic learning experiences across cognitive, socio-emotional, and behavioural domains.

Benefits
• Identify stakeholder sustainability needs
• Map existing ESD elements in your curriculum
• Reflect on opportunities to enhance ESD integration
• Redesign modules with active learning approaches of ESD
• Create actionable plans for implementation and evaluation

Click here to access the Toolkit.

Read more 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. 

Authors: Dr. Kieran Higgins (Ulster University); Dr. Alison Calvert (Queen’s University Belfast).

Keywords: Curriculum design; Global responsibility; Sustainability; SDGs; Course design; Higher education; Pedagogy.

Who is this article for?: This article should be read by module coordinators, programme directors, and teaching teams in higher education who want to meaningfully integrate ESD into their curriculum design and delivery.

 

It’s always a struggle to get started on something new in the time- and resource-poor environment that is higher education. Sustainability can become just another box to tick rather than the world-changing priority it should be.

That’s why we have created the Education for Sustainable Development Curriculum Design Toolkit to build sustainability into the curriculum in a way that stimulates the critical reflection it needs to truly embed it within modules.

We knew there was more to ESD than simply labelling a module handbook with the SDG logos, especially when it was only SDG4 because it happens to mention education. There was a need to become familiar and comfortable with a deeper perspective on the SDGs and their related targets and indicators – without becoming intimidated by them. ESD should prepare students to tackle unforeseen challenges and navigate complex systems, rather than focusing on content alone. As higher education professionals, we recognised the inherent challenges of this.

As a result, we developed our CRAFTS (Co-Designing Reflective Approaches for the Teaching of Sustainability) model of curriculum design, based on an adaptation of Design Thinking, to provide a structured and usable, yet accessible, flexible, and not discipline-specific means of embedding and embodying ESD in the curriculum. We were then approached by AdvanceHE to develop this further into a practical, systematic resource that would empower educators to take genuine ownership of sustainability in their teaching and assessment.

The Toolkit helps tackle these issues in a straightforward way by breaking them down into five stages.

First, it shows how to analyse what stakeholders like students, employers and accrediting bodies want and need from a module when it comes to sustainability.

Then, it guides educators to map exactly what is being taught as the curriculum stands, aligning it to the SDGs and the ESD Competencies. This is a moment of real relief for many people, who discover that much of what they already do aligns perfectly with ESD.

After that, there’s a guided reflection to see where stronger integration might happen or where superficial coverage can be expanded into something more meaningful.

The redesign process helps to embed active learning and authentic assessments and finishes off with an action plan for moving forward and measuring impact for future evaluation.

We find it heartening to watch colleagues pivot from feeling like ESD is an add-on to realising it can enhance what they already do. Instead of worrying that they must become experts in every single SDG, the Toolkit reminds them that authentic engagement with a few well-chosen goals can lead to the deeper kind of learning we all aspire to provide.

This personal, reflective approach has helped academics overcome the sense that sustainability in the curriculum is an overwhelming requirement. They see it as a powerful lens through which students learn to handle uncertainty, become resilient critical thinkers and gain the confidence to tackle real-world problems.

We hope the Toolkit continues to spark conversations and encourage more creative approaches to ESD across disciplines. We don’t believe there’s a one-size-fits-all solution. It has been inspiring to see colleagues reclaim that sense of possibility and excitement, reassured that teaching for a sustainable future can be woven into what they’re already doing – just with an extra layer of intentionality and reflection.

If you’re looking for a way to bring ESD into your own classroom, we hope the Toolkit will be a reliable companion on that journey.

Dr Kieran Higgins (Lecturer in Higher Education Practice, Ulster University) and Dr Alison Calvert (Senior Lecturer in Biological Sciences, Queen’s University Belfast) have collaborated on Education for Sustainable Development projects for over 4 years, drawing on extensive and wide ranging experiences of higher education and sustainability. Their vision is of transformed global higher education curricula that empowers all graduates, regardless of discipline or career path, to become champions of a sustainable future.

 

This post 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. 

“A new report from the National Engineering Policy Centre about resource efficiency and demand reduction for critical materials to support the UK’s existing Net Zero Strategy.

This report provides an overview of the underutilised policy options for achieving reductions in demands for critical materials and dependency on imports of scarce materials.

It presents a range of policy and engineering interventions around three main areas of demand-side resource management. These include: infrastructure and technology planning, design and design skills and circular economy.

The report concludes with 25 recommendations for policymakers which will help the UK cut its critical material footprint. Lead recommendations from the report call for: an integrated materials strategy, a National Materials Data Hub, infrastructure planning for material sustainability, and a new target to halve the UK’s material footprint.

The report also makes specific recommendations for targeted action, such as committing to the ban on single-use vapes, and improving repair and recycling of electronics to reduce e-waste.

Without intervention, the UK risks not achieving its Net Zero strategy and exposure to future economic uncertainty.” – The Royal Academy of Engineering

 

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 Emma A Taylor, founder of the Engineering Deaf Awareness Project (E-DAP), Royal Academy of Engineering Visiting Professor, Cranfield University, and Professor Sarah Jayne Hitt, PhD SFHEA, NMITE, Edinburgh Napier University, discuss embedding ethics in engineering education through wide use of deaf awareness: a gateway to a more inclusive practice.

“An ethical society is an inclusive society”. This is a statement that most people would find it hard to disagree strongly with. As users of the EPC’s Engineering Ethics Toolkit and readers of this blog we hope our message is being heard loud and clear.

But hearing is a problem:

One in five adults in the UK are deaf, have hearing loss or tinnitus. That is 12 million adults or 20% of the population. In the broader context of‘ ‘communication exclusion’ (practices that exclude or inhibit communication), this population figure may be even larger, when including comprehension issues experienced by non-native speakers and poor communication issues such as people talking over one another in group settings such as during meetings.

This ‘communication exclusion’ gap is also visible in an education context, where many educators have observed group discussion and group project dynamics develop around those who are the most dominant (read: loudest) communicators. This creates an imbalanced learning environment with the increased potential for unequal outcomes. Even though this ‘communication exclusion’ and lack of skills is such a huge problem, you could say it’s hidden in plain sight. Identification of this imbalance is an example of ethics in action in the classroom.

Across all spheres, we suggest that becoming deaf aware is one way to begin to address communication exclusion issues. Simple and practical effective tips are already widely disseminated by expert organisations with deep in the field experience (see list of resources below from RNID). Our collective pandemic experience took us all a great step forward in seeing the benefits of technology, but also in understanding the challenges of communicating through the barriers of technology. As engineering educators we can choose to become more proactive in using tools that are already available, an action that supports a wider range of learners beyond those who choose to disclose hearing or understanding related needs. This approach is inclusive; it is ethical.

And as educators we propose that there is an even greater pressing need to amplify the issue and promote practical techniques towards improving communication. Many surveys and reports from industry have indicated that preparing students for real world work environments needs improving. Although they often become proficient in technical skills, unless they get an internship, students may not develop the business skills needed for the workplace. Communication in all its forms is rightly embedded in professional qualifications for engineers, whether EngTech, IEng, CEng or other from organisations such as the UK’s Engineering Council.

And even when skills are explicitly articulated in the syllabus and the students are assessed, much of what is already being taught is not actually being embedded into transferable skills that are effectively deployed in the workplace. As education is a training ground for professional skills, a patchy implementation of effective and active practice of communication skills in the education arena leads to variable skill levels professionally.

As engineers we are problem solvers, so we seek clarification of issues and derivation of potential solutions through identification and optimisation of requirements. The problem-solving lens we apply to technology can also be applied to finding ways to educate better communicators. The “what” is spoken about in generic terms but the “how”, how to fix and examine root causes, is less often articulated.

So what can be done? What is the practical framework that can be applied by both academics and students and embedded in daily life? And how can deaf awareness help get us there?

Our proposal is to work to embed and deploy deaf awareness in all aspects of engineering education. Not only because it is just and ethical to do so, but because it can help us see (and resolve) other issues.  But this won’t, and can’t, be done in one step. Our experience in the field shows that even the simplest measures aren’t broadly used despite their clear potential for benefit. This is one reason why blogs and toolkits like this one exist: to help educators embed resources and processes into their teaching practice.

It’s important to note that this proposal goes beyond deaf awareness and is really about reducing or removing invisible barriers that exist in communication and education, and addressing the communication problem through an engineering lens. Only when one takes a step back with a deaf awareness filter and gets the relevant training, do your eyes (and ears) open and see how it helps others. It is about improving the effectiveness of teaching and communication.

This approach goes beyond EDI principles and is about breaking barriers and being part of a broader student development approach, such as intellectual, emotional, social, and personal growth. The aim is to get students present and to be in the room with you, during the process of knowledge transfer.

As we work on making our engineering classrooms better for everyone, we are focusing on understanding and supporting students with hearing impairments. We are taking a step back and getting re-trained to have a fresh perspective. This helps us see things we might have missed before. The goal is not just to be aware but to actually improve how we teach and communicate.

We want our classrooms to be inclusive, where everyone’s needs are considered and met. It is about creating an environment where all our students, including those with hearing impairments, feel supported and included in the learning process. And stepping back and taking a whole human (“humanist”) view, we can define education as an endeavour that develops human potential—not just an activity that produces nameless faceless quantifiable outcomes or products. As such, initiatives such as bringing forward deaf awareness to benefit broader communication and engagement provide a measurable step forward into bringing a more humanistic approach to Engineering Education.

So what can you do?

Through the EPC’s growing efforts on EDI, we welcome suggestions for case studies and other teaching materials and guidance that bring together ethics, sustainability and deaf awareness (or other issues of inclusivity).

We’re pleased to report that we are aiming to launch an EDI Toolkit project soon, building on the work that we’ve begun on neurodiversity. Soon we’ll be seeking  people to get involved and contribute resources, so stay tuned! (i.e. “If you have a process or resource that helped your teaching become more inclusive, please share it with us!”).

 

RNID resources list

 

Other resources

 

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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