Objectives: This activity aims to equip students with strategies to thrive in video interviews.
Introduction: Our mission is to empower students with tips to excel in video interviews. This interactive challenge provides tailored advice to leverage your strengths and navigate digital recruitment challenges. Get expert guidance for in-person, video, and telephone interviews with recruiters. Learn about optimal lighting, assessment centres, and holistic interview practices.
Topic: Mastering video and virtual interview skills with inclusive preparation strategies.
Keywords: Neurodiversity; Equity Diversity and Inclusion; Interviews; Recruitment; CVs and cover letters; Digitalisation; Communication; Employability and skills; Accessibility; Professional development; Professional conduct; Digital engineering tools; Artificial intelligence; Virtual Learning Environment; Personal or professional reputation; Student support; Technology; Assessment criteria or methods and tools; Bias.
How to optimise your interview setup and presence
Watch our featured video from Wenite (below) for expert tips on optimising your interview setup and presence.
Video summary:
Being well-prepared for job interviews is essential for making strong impressions, boosting confidence, and gaining a competitive edge.
Highlights:
🎯Importance of preparation: Crucial for first impressions and confidence.
👔In-person tips: Dress appropriately, mind body language, and plan travel.
💻Virtual interview prep: Ensure tech works, choose a quiet space, and test the platform.
📞Phone interview strategies: Use notes wisely, maintain vocal clarity, and avoid distractions.
🌟STAR technique: A framework for answering behavioural questions effectively.
🏢Research the company: Align your values and goals with the organisation to show genuine interest.
❓Prepare questions: Have smart, relevant questions ready for the interviewer.
Key insights :
🔍First impressions matter: A strong initial impression can set the tone for the entire interview, making preparation vital.
💪Confidence through practice: Thorough preparation helps articulate thoughts clearly, enhancing confidence during interviews.
🏆Competitive edge: Detailed preparation allows candidates to showcase unique skills and experiences, differentiating them from others.
🎥Adapt to formats: Each interview type requires a tailored approach, from dressing well for in-person to testing tech for virtual formats.
📖Utilise the STAR technique: This adaptable framework helps structure responses to behavioural questions, ensuring clarity and relevance.
🌐Company research is critical: Understanding the company’s values and strategies can help align your responses and demonstrate genuine interest.
❓Engaging questions matter: Thoughtful questions reflect your interest in the role and provide insights into the company culture and expectations.
Lights, camera, action!
A profile picture or video interview is often your first impression on a potential employer. Ensure you convey professionalism, approachability, and confidence, especially with proper lighting for accurate representation. AI tools can optimise your appearance by adjusting lighting and camera settings for accurate colour representation, helping you present your best self.
When preparing for a job interview, ensure the process is accessible to all candidates by requesting reasonable adjustments, like receiving interview questions beforehand. Approach employers with confidence and professionalism, clearly explaining how these adjustments will help you perform at your best. Proactively advocating for such adjustments fosters a more inclusive environment for all applicants.
The following is a mapping of neurodiversity traits to their corresponding strengths mapped to UK Engineering Council Specification of professional engineering skills. This can aid in job applications and interview preparation, as evidence of applied neurodiversity strengths can demonstrate engineering and employability skills: Neurodiversity Strengths Mapping
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.
The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.
Objectives: This activity amplifies the stories of underrepresented individuals overcoming barriers in their careers, highlighting resilience, diversity, and inclusion. This challenge aims to inspire action and illustrate how diversity drives innovation and growth. By sharing success stories from diverse engineering professionals, we aim to motivate and guide students on similar paths.
Introduction: Voices of Change is an activity designed to highlight the powerful stories of underrepresented individuals in engineering and STEM. Through a collection of personal narratives, including those of Black researchers, this resource showcases the challenges they’ve overcome, the contributions they’ve made, and the importance of diversity in driving innovation. By exploring these stories, students are encouraged to reflect on issues of equity and inclusion, gain insight into diverse career pathways, and feel empowered to pursue their own ambitions within an inclusive engineering community.
Topic: Inspiring diversity and resilience: stories of underrepresented engineers driving innovation and inclusion.
Keywords: Equity, Diversity and Inclusion; Students; Employability and skills; Mentoring; Job or career impact; Early careers; Higher education institutions; Engineering professionals; Curriculum or course; Social responsibility; Societal impact; Corporate social responsibility; Apprenticeships or work based learning; Personal or professional reputation
Voices of change
IntroductionJanetLeonetteSamuelLewisLeonPurvi
Click on each accordion tab to discover inspiring success stories from a diverse range of engineering professionals, showcasing their journeys and achievements. Let their experiences motivate and empower you to reach new heights in your career.
Video summary:
Janet shares her journey from a hesitant industry worker to a successful engineer, highlighting the importance of education, networking, and self-improvement.
Key insights:
🚀 Career transformation: Janet’s shift from a technical operator to an engineer illustrates the potential for personal and professional growth through unexpected opportunities. Her journey shows that initial discomfort can lead to fulfilling careers.
📚 Importance of education: Pursuing further education, such as her BTech and bachelor’s degree, was crucial for Janet. This highlights the value of continuous learning in adapting to industry demands and personal aspirations.
🤝 Networking matters: Joining groups like “Women in STEM” helped Janet connect with others and gain valuable insights. Networking can provide support and open doors in competitive fields.
💡 Embrace uniqueness: Janet’s willingness to present herself authentically during interviews exemplifies how being true to oneself can set candidates apart and lead to unexpected success.
🌱 Growth mindset: Janet’s commitment to continuous improvement and lifelong learning reflects a growth mindset that is essential in rapidly evolving industries, showcasing that education is an ongoing journey.
👩🔧 Advocacy for diversity: Janet’s observations about the lack of female engineers in her workplace highlight the need for diversity. Her passion for inclusivity can inspire change and encourage young women to pursue engineering careers.
🛠️ Real-world experience: Janet’s technical background provided her with practical skills that helped in job interviews. This emphasiszes the importance of gaining hands-on experience in any field, as it can enhance employability and confidence
Video summary:
Leonette emphasizes the importance of networking and mentorship in her journey from chemical engineering to data science, highlighting diversity and empowerment.
Key insights:
🤝 The power of networking: Building professional relationships can significantly enhance job prospects. Networking opens doors that might otherwise remain closed.
🎓 Mentorship impact: Guidance from mentors, such as professors, can provide invaluable insights and job referrals in your field.
💬 Active engagement: Participating in events and volunteering fosters visibility and rapport with key industry players.
🌈 Diversity matters: A commitment to diversity and inclusion can drive positive change in the workplace and society.
🌟 Role model influence: Being a visible success for underrepresented groups can inspire future generations to pursue their dreams.
🌱 Empowerment through change: Actively working to reduce gaps in representation fuels personal motivation and broader societal progress.
🛡️ Resilience is key: Perseverance through challenges is essential for long-term success and personal growth.
Video summary:
Samuel is a biomedical engineering graduate from Canterbury Christ Church University, emphasizes the importance of EDI in engineering and shares his experiences at ICU Medical.
Key insights:
🎓 Education’s role in EDI: Samuel’s education at Canterbury Christ Church University shaped his understanding of equality, diversity, and inclusion, highlighting how universities can instil these values early on.
💼 Career impact: Working at ICU Medical, Samuel experiences first-hand how EDI initiatives can create a supportive work environment, demonstrating EDI’s influence on professional development.
🌍 Importance of EDI events: By participating in EDI events, organisations can foster a culture of inclusion, encouraging diverse participation in engineering fields.
🤝 Diversity in problem-solving: Different perspectives lead to innovative solutions, proving that EDI is crucial for effective teamwork and project success in engineering.
🗣️ Listening to diverse voices: Brooks emphasizes the significance of hearing different viewpoints, suggesting that diversity in thought is essential for addressing complex challenges.
📈 Future of EDI: The need for increased awareness and opportunities in EDI is vital for fostering an inclusive environment, ensuring everyone has equal chances for success.
🌟 Organisational responsibility: Companies should prioritise creating EDI teams and strategies, making inclusivity a fundamental part of their operational framework.
Video summary:
Lewis a former transport manager, transitioned to teaching computer science, aiming to inspire diverse students in computing and engineering fields.
Key insights:
🚀 Diverse backgrounds enhance innovation: Engaging individuals from various backgrounds can lead to more innovative solutions in tech. Diverse teams bring different perspectives, critical for problem-solving in engineering and computing.
🏫 Importance of early education: Introducing computing concepts at a young age can inspire future interest and career paths among students. Early exposure is key to nurturing talent from diverse demographics.
🔍 Awareness of gender & racial gaps: Understanding existing disparities in education allows educators to implement targeted strategies.
Video summary:
Leon is a Computing graduate from East London, is a grassroots football coach passionate about technology and inclusivity in sports.
Key insights
🌐 Diversity and inclusion: Leon highlights the importance of fostering an inclusive environment in sports, which can positively influence players’ development and teamwork. Embracing diversity enriches the community within the club.
⚽ Passion for football: His love for football not only drives his coaching but also builds resilience. The challenges faced in sports translate into valuable life lessons applicable in various contexts.
💡 Technology enthusiasm: Leon’s interest in technology reflects a growing trend where tech plays a crucial role in sports and society, indicating the need for professionals to adapt and innovate.
🛠️ Work-life balance: By learning to separate work from personal life, Leon emphasizes self-care, which is essential for maintaining mental health and productivity in high-pressure environments.
Video summary:
Final-year mechanical engineering student Purvi shares insights on job offers, the value of practical experience, and leadership skills from his projects.
Key insights:
🎓 Practical experience matters: Purvi emphasized that hands-on experience, such as internships and projects, can set candidates apart in competitive industries. This underscores the importance of seeking practical opportunities during academic studies.
🚀 Diverse skill application: The realisation that skills from various experiences, not just academic knowledge, can be leveraged in interviews showcases the value of a well-rounded background in job applications.
🔍 Importance of leadership: Participation in projects like the Formula Student provided Purvi with leadership experiences that he effectively communicated during interviews. This highlights how extracurricular activities can enhance employability.
⚖️ Health and safety knowledge: Understanding industry-specific regulations, such as health and safety in aviation and defence, can significantly strengthen a candidate’s position in interviews, demonstrating readiness for real-world challenges.
🤝 Support systems matter: Purvi’s positive experience with university support in navigating job offers illustrates the role of academic institutions in preparing students for the workforce.
🌟 Expectations vs. reality: The contrast between Purvi’s initial expectations of the industry and the actual diversity he encountered suggests a shift in perception is possible through direct experience.
📈 Utilising unique skills: Purvi’s insight that uniqueness stems from skill utilisation rather than background alone promotes the notion that every candidate has something valuable to offer, regardless of their starting point.
Stories of Black Researchers in STEM
Explore the inspiring journeys of Black researchers in STEM, highlighting their achievements and contributions despite challenges. Their stories showcase resilience and the vital role of diversity in science, technology, engineering, and mathematics. Initiatives like #BlackBirdersWeek and #BlackInSciComm emphasize the importance of community and representation, celebrating successes while addressing systemic obstacles.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.
The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.
Objectives: This activity aims to raise awareness of language’s impact in professional settings, particularly for underrepresented groups. Students will explore verbal and non-verbal communication to foster an inclusive environment. Students will receive strategies for handling challenging situations and building confidence in interactions with leaders, and managing conflicts.
Introduction: This activity explores how language, both verbal and non-verbal, impacts professional settings, particularly for underrepresented groups. Through video insights and practical strategies, students will learn to navigate difficult conversations, address microaggressions, and build confidence in communicating with leaders. The activity also highlights the role of gendered language in interviews and recruitment, encouraging inclusive and self-aware communication in the workplace.
Topic: Building confidence and inclusion through mindful communication in the workplace.
Keywords: Equity, Diversity and Inclusion; Communication; Students; Mentoring; Job or career impact; Early careers; Engineering professionals; Curriculum or course; Personal or professional reputation; Societal impact; Social responsibility; Corporate social responsibility; Higher education institutions; Apprenticeships or work based learning; Leadership or management; Gender.
Navigating difficult workplace conversations
In the video below, Abisola Ajani, a process technology engineer and founder of BW, highlights the critical role of communication skills in effectively navigating challenging workplace conversations.
Video summary:
Abisola Ajani, a process technology engineer and founder of BW, emphasises the importance of skills for navigating difficult workplace conversations.
Key insights:
💡 Importance of communication skills: Effective communication in engineering helps convey expertise and resolve conflicts, making it vital for career success.
⏸️ Power of pausing: Taking a moment to pause during tough conversations allows for clearer thinking and more productive responses, promoting better outcomes.
🤝Role of mentorship: Seeking guidance from mentors equips individuals with strategies and confidence to tackle challenging discussions, enhancing professional growth.
🤔 Valuing past experiences: Skills gained from previous jobs, even in unrelated fields, can be leveraged in engineering roles, demonstrating that every experience contributes to personal development.
✨ Growth through mistakes: Embracing the inevitability of mistakes in difficult conversations encourages continuous improvement and resilience in professional settings.
🌍 Diversity and inclusion: An inclusive environment empowers individuals to express their authentic selves, leading to greater innovation and collaboration within teams.
💪 Empowerment through visibility: Initiatives like BW highlight the importance of representation in engineering, inspiring future generations of diverse engineers to thrive.
This resource emphasizes communication’s role in fostering diversity and inclusion at work. It covers:
Encouraging employee-led conversations: Initiating discussions on personal experiences and global issues in a supportive, judgment-free environment.
The importance of pronouns: Respecting and using pronouns to promote inclusivity and acknowledge identities.
Addressing aggressions and microaggressions: Identifying and mitigating the impacts of aggressions and microaggressions in professional settings.
“I” versus “We”
Interviews can be stressful, often reinforcing learned gender habits in language use. Women tend to use “We” instead of “I” for work they have done, and use hedge words like “think” due to societal expectations of modesty and humility. Men, on the other hand, typically use “I” and fewer hedge words, reflecting societal norms of assertiveness and leadership.
If you catch yourself using “We” when you mean “I,” pause and correct it, but explain it’s a habit from societal norms. Both “We” and “I” answers are important: “We” for teamwork, “I” for leadership and initiative.
Employers we recommend you recognise that “We” and “I” can be interchangeable for many women and some cultures, and understand the biases involved.
The Gender Decoder analyses job descriptions to identify and correct gendered language, promoting gender-neutrality and inclusivity in recruitment. Try it to see how small language changes can foster a more inclusive work environment.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.
The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.
Objectives: 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 thecompanycan 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:
Reels showcase your personality and expertise through short videos, photos add visual context to your achievements
Watermarked PDF documents provide a professional touch and evidence of your communication of your skills and protects your Intellectual Property (IP).
Showcase your portfolio: A step-by-step guide to displaying your work and projects on LinkedIn, demonstrating your skills and accomplishments to potential employers.
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!
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.
The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.
Objectives: Networking is an important career tool as it enables you to:
Access opportunities: Connect with potential employers, mentors, and industry insiders.
Gain insights: Learn about industry trends, job openings, and best practices.
Build relationships: Establish mutually beneficial connections that can lead to collaborations and referrals.
Enhance visibility: Increase your presence in your field, making you more recognisable and credible.
Develop skills: Improve your communication, interpersonal, and professional skills through interactions.
Receive support: Gain advice, encouragement, and guidance from a network of peers, academics, and professionals.
Introduction: Networking is a vital career skill that helps you access opportunities, build meaningful connections, and grow professionally. This activity explores how strategic networking – especially for underrepresented students, can enhance visibility, open doors, and foster resilience in STEM fields. Through real stories and practical guidance, you’ll learn how to develop social capital, navigate professional spaces, and promote inclusivity in your industry journey.
Topic: Building social capital: networking strategies for underrepresented students in STEM
Keywords: Equity, Diversity and Inclusion; Students; Job or career impact; Early Careers; Engineering professionals; Apprenticeships or Work based learning; Mentoring; Personal or professional reputation; Social responsibility; Corporate Social Responsibility; Higher Education Institutions; Gender; Networking; STEM.
The importance of networking and inclusivity in the industry
In the video below, Donna Otchere discusses her path from engineering graduate to PhD student, stressing the importance of networking and promoting inclusivity in the industry.
Video summary:
Donna Otchere shares her journey from engineering graduate to PhD student, emphasizing the importance of networking and inclusivity in the industry.
Key insights:
🎉Networking is a vital skill: Donna highlights that networking isn’t just about professional connections; it’s about forming friendships and support systems that can enhance career growth.
💪 The power of resilience: Rejection in networking is normal and should be viewed as a stepping stone rather than a setback, encouraging a mindset of perseverance.
🌟Utilise online platforms: Leveraging LinkedIn and other online resources can significantly expand one’s professional network and visibility in the industry.
🤗 Community involvement is key: Engaging with communities focused on shared interests fosters a sense of belonging and opens doors to new opportunities.
🎯Goal-oriented networking: Having a clear objective when attending networking events can lead to more meaningful interactions and outcomes.
🌈 Importance of diversity: Diverse teams bring various perspectives, which are critical in engineering problem-solving, thus promoting inclusivity in the field.
🛠️ Engineering is for everyone: Donna stresses that engineering is a universal field where everyone, regardless of background, can thrive and contribute.
Stories of resilience in STEM
Explore the inspiring stories of Black and Latinx STEM professionals at the Broad Institute who overcame systemic barriers through mentorship, resilience, and strategic networking. These narratives highlight the challenges and the power of diversity in driving success and innovation in science.
Building social capital for underrepresented students
Social capital is the ability to build networks and relationships to enhance educational, career, and business opportunities. For underrepresented students, building social capital is crucial to you accessing opportunities and advancing your career.
Video summary:
Our Cultivating Connections Centre defines social capital as access to resources and relationships to help students achieve their goals, alongside educating them on mobilising these assets.
Key insights:
🌍Access to resources: Students who can tap into various resources have a greater chance of pursuing their educational and career goals. This access is foundational in creating opportunities.
👥Importance of relationships: Building strong relationships is essential for students. These connections can provide support, advice, and opportunities that enhance their learning journey.
📖Educating on mobilisation: It’s not enough to have resources; students must learn how to effectively mobilise these assets. This knowledge is vital for achieving long-term success.
🎯Goal achievement: The combination of access to resources and the ability to mobilise them is what enables students to reach their aspirations, making both aspects equally important.
🛠️Providing tools: The Centre plays a crucial role in equipping students with the necessary tools to navigate their social capital, ensuring they can leverage their networks effectively.
🌱Fostering growth: Social capital is not just about immediate access; it fosters long-term personal and professional growth, helping students adapt and thrive in various environments.
🔑Empowerment through knowledge: Educating students about social capital empowers them, allowing for greater agency in their educational and career journeys, ultimately leading to more fulfilling outcomes.
Navigating microaggressions in professional settings
How do you identify and challenge microaggressions safely and effectively. This essential skill not only aids in protecting one’s dignity and mental health, but also promotes a more inclusive and respectful professional environment for all. Discover practical tools and strategies at Body Swaps: Let’s Talk About Race.
Career support for ethnic underrepresented students
Access tailored support for ethnic underrepresented students seeking professional development and networking. Utilise our University Career Services Library to identify your institution’s career services and explore comprehensive resources for skills training, career advancement, building a supportive professional network and more.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.
The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.
Ethical issues: Sustainability; Respect for the environment; Future generations; Societal impact; Corporate Social Responsibility.
Professional situations: EDI; Communication; Conflicts with leadership/management; Quality of work; Personal/professional reputation.
Educational level: Intermediate.
Educational aim: Practising Ethical Analysis: engaging in a process by which ethical issues are defined, affected parties and consequences are identified, so that relevant moral principles can be applied to a situation in order to determine possible courses of action.
Learning and teaching notes:
This case involves an early-career consultant engineer working in the area of sustainable construction. She must negotiate between the values that she, her employer, and her client hold in order to balance sustainability goals and profit. The summary involves analysis of personal values and technical issues, and parts one and two bring in further complications that require the engineer to decide how much to compromise her own values.
This case study addresses two of AHEP 4’s themes: 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 case study to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.
The dilemma in this case is presented in two parts. If desired, a teacher can use the Summary and Part one in isolation, but Part two develops and complicates the concepts presented in the Summary and Part one to provide for additional learning. The case allows teachers the option to stop at multiple points for questions and / or activities as desired.
Learners have the opportunity to:
analyse the values that underlie professional and ethical stances;
gain knowledge about mass timber construction and its connection to sustainability goals;
articulate their own position about what they would do in a similar situation;
explore life cycle and Corporate Social Responsibility issues related to construction;
practise different types of professional communication.
Teachers have the opportunity to:
introduce technical content related to structural analysis and/or timber construction;
introduce or reinforce content related to leadership and global responsibility in engineering;
informally evaluate critical thinking and communication skills.
Learners and teachers might benefit from pre-reading the above resources about EDI and enacting global responsibility, as well as introductory material on construction with mass timber such as information from Transforming Timber or the “How to Build a Wood Skyscraper” video.
Summary:
Originally from rural Pakistan, Anika is a construction engineer who has recently finished her postgraduate degree, having been awarded a fully funded scholarship. During her studies, Anika was introduced to innovative projects using mass timber and off-site methods of construction. After completing her studies, she was inspired to start her own consultancy practice in the UK, aiming to promote the use of sustainable materials within the construction industry.
James is the director of a well-established, family-owned architectural firm, originally started by his great-grandfather who was also a prominent societal figure. In the last year, James and his colleagues have sought to develop a sustainability policy for the firm. A key feature of this new policy is a commitment to adopt innovative, sustainable construction solutions wherever possible. James has been contacted by an important client who wants to commission his firm to work on a new residential development.
James first met Anika at university when they were both studying for the same postgraduate degree. Having a high regard for Anika’s capability and professionalism, James contacts Anika to propose working together to develop a proposal for the new residential development.
James hopes that Anika’s involvement will persuade the client to select construction solutions that are aligned with the new sustainability policy adopted by his firm. However, the important client has a reputation for prioritising profit over quality, and openly admits to being sceptical about environmental issues.
Anika schedules a meeting with the client to introduce herself and discuss some initial ideas for the project.
Optional STOP for questions and activities:
1. Discussion: Personal values – What are the different personal values for Anika, James, and the client? How might they conflict with each other?
2. Activity: Professional communication – Elevator pitch activity part 1 – Working in groups of 2-3 and looking at the three different stakeholders’ personal values, each group will create a persuasive pitch of 1 minute used by Anika to convince the client to focus on sustainability.
3. Activity: Technical Analysis – Assemble a bibliography of relevant projects using mass timber and off-site methods of construction, and identify the weaknesses and strengths of these projects in terms of sustainability and long- and short-term costs and benefits.
4. Activity: Professional communication – Elevator pitch activity part 2 – After conducting your technical analysis, work in groups of 2-3 to revise your elevator pitch and role play the meeting with the client. How should Anika approach the meeting?
Dilemma – Part one:
After the first meeting, the client expresses major concerns about Anika’s vision. Firstly, the client states that the initial costings are too high, resulting in a reduced profit margin for the development. Secondly, the client has serious misgivings about the use of mass timber, citing concerns about fire safety and the durability of the material.
Anika is disheartened at the client’s stance, and is also frustrated by James, who has a tendency to contradict and interrupt her during meetings with the client. Anika is also aware that James has met with the client on various occasions without extending the invitation to her, most notably a drinks and dinner reception at a luxury hotel. However, despite her misgivings, Anika knows that being involved in this project will secure the future of her own fledgling consulting company in the short term – and therefore, reluctantly, suspects she will have to make compromises.
Optional STOP for questions and activities:
1. Discussion: Leadership and Communication – Which global responsibilities does Anika face as an engineer? Are those personal or professional responsibilities, or both? How should Anika balance her ethical duties, both personal and professional, and at the same time reach a decision with the client?
2. Activity: Research – Assemble a bibliography of relevant projects where mass timber has been used. How might you design a study to evaluate its structural and environmental credentials? What additional research needs to be conducted in order for more acceptance of this construction method?
3. Activity: Wider impact – Looking at Anika’s idea of using mass timber and off-site methods of construction, students will work in groups of 3-4 to identify the values categories of the following capital models: Natural, Social, Human, Manufactured and Financial.
4. Activity: Equality, Diversity, and Inclusion – Map and analyse qualities and abilities in connection with women and how these can have a positive and negative impact in the construction industry.
5. Discussion: Leadership and Communication – Which are the competitive advantages of women leading sustainable businesses and organisations? Which coping strategy should Anika use for her working relationship with James?
Dilemma – Part two:
Despite some initial misgivings, the client has commissioned James and Anika to work on the new residential development. Anika has begun researching where to locally source mass timber products. During her research, Anika discovers a new off-site construction company that uses homegrown mass timber. Anika is excited by this discovery as most timber products are imported from abroad, meaning the environmental impact can be mitigated.
Optional STOP for questions and activities:
1. Activity: Environmental footprint – Research the Environmental Product Declaration of different construction materials and whole life carbon assessment.
2. Discussion: Is transportation the only benefit of using local resources? Which other values (Natural, Social, Human, Manufactured and Financial) can be maximised with the use of local resources? How should these values be weighted?
3. Discussion: Professional responsibility – How important is Corporate Social Responsibility (CSR) in Construction? How could the use of local biogenic materials and off-site methods of construction be incorporated into a strategic CSR business plan?
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.
Topic: Balancing personal values and professional conduct in the climate emergency.
Engineering disciplines: Civil engineering; Energy and Environmental engineering; Energy.
Ethical issues:Respect for the environment; Justice; Accountability; Social responsibility; Risk; Sustainability; Health; Public good; Respect for the law; Future generations; Societal impact.
Professional situations:Public health and safety; Communication; Law / Policy; Integrity; Legal implications; Personal/professional reputation.
Educational level: Intermediate.
Educational aim:Practicing Ethical Reasoning: the application of critical analysis to specific events in order to evaluate and respond to problems in a fair and responsible way.
Learning and teaching notes:
This case study involves an engineer who has to weigh personal values against professional codes of conduct when acting in the wake of the climate crisis. This case study allows students to explore motivations and justifications for courses of action that could be considered morally right but legally wrong.
This case study addresses two of the themes from the Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this case study to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.
The dilemma in this case is presented in three parts. If desired, a teacher can use Part one in isolation, but Parts two and three develop and complicate the concepts presented in Part one to provide for additional learning. The case study allows teachers the option to stop at multiple points for questions and/or activities, as desired.
Learners have the opportunity to:
identify underlying values of professional situations;
practise developing, defending, and delivering arguments;
debate the potential options of an ethical decision;
make and justify an ethical decision;
identify and define positions on an ethical issue;
apply codes of ethics to an engineering ethics dilemma;
consider different perspectives on an ethical issue and what values inform those perspectives;
practise professional communication related to ethical dilemmas;
identify professional responsibilities of engineers in an ethical dilemma;
determine and defend a course of action in response to an ethical dilemma;
consider how they would act in an ethical situation.
Teachers have the opportunity to:
evaluate critical thinking, argumentation, and communication skills;
highlight professional codes of ethics and their relevance to an engineering situation;
Kelechi is a civil engineer in a stable job, working on the infrastructure team of a County Council that focuses on regeneration and public realm improvements. Kelechi grew up in an environment where climate change and its real impacts on people was discussed frequently. She was raised with the belief that she should live as ethically as possible, and encourage others to consider their impact on the world. These beliefs were instrumental in leading Kelechi into a career as a civil engineer, in the hope that she could use her skills and training to create a better world. In one of her engineering modules at university, Kelechi met Amanda, who encouraged her to join a student group pushing for sustainability within education and the workplace. Kelechi has had some success with this within her own job, as her employer has been willing to participate in ongoing discussions on carbon and resilience, and is open to implementing creative solutions.
But Kelechi is becoming frustrated at the lack of larger scale change in the wake of the climate emergency. Over the years she has signed petitions and written to her representatives, then watched in dismay as each campaign failed to deliver real world carbon reduction, and as the government continued to issue new licenses for fossil fuel projects. Even her own employers have failed to engage with climate advocates pushing for further changes in local policy, changes that Kelechi believes are both achievable and necessary. Kelechi wonders what else she can do to set the UK – if not the world – on a path to net zero.
Dilemma – Part one:
Scrolling through a news website, Kelechi is surprised to see a photo of her friend and ex-colleague Amanda, in a report about climate protesters being arrested. Kelechi messages Amanda to check that she’s ok, and they get into a conversation about the protests. Amanda is part of a climate protest group of STEM professionals that engages in non-violent civil disobedience. The group believes that by staging direct action protests they can raise awareness of the climate emergency and ultimately effect systemic change.
Amanda tries to convince Kelechi to join the group and protest with them. Amanda references the second principle of the Statement of Ethical Principles published by the Engineering Council and the Royal Academy of Engineering: “Respect for life, law, the environment and public good.” Amanda believes that it is ok to ignore the tenet about respect for the law in an effort to safeguard the other three, and says that there have been plenty of unjust laws throughout history that have needed to be protested in order for them to be changed for the public good. She also references another part of the Statement: that engineers should ”maximise the public good and minimise both actual and potential adverse effects for their own and succeeding generations”. Amanda believes that by protesting she is actually fulfilling her duty to uphold these principles.
Kelechi isn’t sure. She has never knowingly broken the law before, and is worried about being arrested. Kelechi consults her friend Max, who is a director of a professional engineering institution, of which Kelechi is a member. Max, whilst she has some sympathies for the aims of the group, immediately warns Kelechi away from the protests. “Forget about being arrested; you could lose your job and end your career.”
Optional STOP for questions and activities:
1. Discussion: What personal values will Kelechi have to weigh in order to decide whether or not to take part in a civil disobedience protest?
2. Discussion: Consider the tenet of the Statement of Ethical Principles “Respect for life, law, the environment and public good.” To what extent (if at all) do the four tenets of this ethical principle come into conflict with one another in this situation? Can you think of other professional situations in which they might conflict?
3. Discussion: Is breaking the law always unethical? Are there circumstances when breaking the law might be the ethical thing to do in the context of engineering practice? What might these circumstances be?
4. Discussion: To what extent (if at all) does the content of the Statement of Ethical Principles make a case for or against being part of a protest where the law is broken?
5. Discussion: Following on from the previous question – does it make a difference what is being protested, if a law is broken? For example, is protesting fossil fuels that lead to climate change different from protesting unsafe but legal building practices, such as cladding that causes a fire risk? Why?
6. Activity: Research other professional codes of engineering: do these have clear guidelines for this situation? Assemble a bibliography of other professional codes or standards that might be relevant to this scenario.
7. Discussion: What are the potential personal and professional risks or benefits for Kelechi if she takes part in a protest where the law is broken?
8. Discussion: From a professional viewpoint, should Kelechi take part in the protest? What about from a personal viewpoint?
Dilemma – Part two:
After much deliberation, Kelechi decides to join the STEM protest group. Her first protest is part of a direct action to blockade a busy London bridge. To her own surprise, she finds herself volunteering to be one of two protesters who will climb the cables of the bridge. She is reassured by the risk assessment undertaken by the group before selecting her. She has climbing experience (although only from her local leisure centre), and safety equipment is provided.
On the day of the protest, Kelechi scales the bridge. The police are called and the press arrive. Kelechi stays suspended from the bridge for 36 hours, during which time all traffic waiting to cross the bridge is halted or diverted. Eventually, Kelechi is convinced that she should climb down, and the police arrest all of the protesters.
Later on, Kelechi is contacted by members of the press, asking for a statement about her reason for taking part in the protest. Kelechi has seen that press coverage of the protest is so far overwhelmingly negative, and poll results suggest that the majority of the public see the protesters’ actions as selfish, inconvenient, and potentially dangerous, although some have sympathy for their cause. “What if someone died because an ambulance couldn’t use the bridge?” asks someone via social media. “What about the five million deaths a year already caused by climate change?” asks another, citing a recent news article.
Kelechi would like to take the opportunity to make her voice heard – after all, that’s why she joined the protest group – but she isn’t sure whether she should mention her profession. Would it add credibility to her views? Or would she be lambasted because of it?
Optional STOP for questions and activities:
1. Discussion: What professional principles or codes is Kelechi breaking or upholding by scaling the bridge?
2. Activity: Compare the professional and ethical codes for civil engineers in the UK and elsewhere. How might they differ in their guidance for an engineer in this situation?
3. Activity: Conduct a risk assessment for a) the protesters who have chosen to be part of this scenario, and b) members of the public who are incidentally part of this scenario.
4. Discussion: Who would be responsible if, as a direct or indirect result of the protesters blocking the bridge, a) a member of the public died, or b) a protester died? Who is responsible for the excess deaths caused directly or indirectly by climate change?
5. Discussion: How can Kelechi best convey to the press and public the quantitative difference between the short-term disruption caused by protests and the long-term disruption caused by climate change?
6. Discussion: Should Kelechi give a statement to the press? If so, should she discuss her profession? What would you do in her situation?
7. Activity: Write a statement for Kelechi to release to the press.
8. Discussion: Suggest alternative ways of protesting that would have as much impact in the news but potentially cause less disruption to the public.
Dilemma – Part three:
Kelechi decides to speak to the press. She talks about the STEM protest group, and she specifically cites the Statement of Ethical Principles as her reason for taking part in the protest: “As a professional civil engineer, I have committed to acting within our code of ethics, which requires that I have respect for life, the environment and public good. I will not just watch lives be destroyed if I can make a difference with my actions.”
Whilst her statement gets lots of press coverage, Kelechi is called out by the media and the public because of her profession. The professional engineering institution of which Kelechi is a member receives several complaints about her actions, some from members of the public and some from other members of the institution. “She’s bringing the civil engineering profession into disrepute,” says one complaint.“She’s endangering the public,” says another.
It’s clear that the institution must issue a press release on the situation, and it falls to Kelechi’s friend Max, as a director of the institution, to decide what kind of statement to put out, and to recommend whether Kelechi’s membership of the institution could – or should – be revoked. Max looks closely at the institution’s Code of Professional Conduct. One part of the Code says that “Members should do nothing that in any way could diminish the high standing of the profession. This includes any aspect of a member’s personal conduct which could have a negative impact upon the profession.” Another part of the Code says: “All members shall have full regard for the public interest, particularly in relation to matters of health and safety, and in relation to the well-being of future generations.”
As well as the institution’s Code of Conduct, Max considers the historic impact of civil resistance in achieving change, and how those engaging in such protests – such as the suffragettes in the early 1900s – could be viewed negatively at the time, whilst later being lauded for their efforts. Max wonders at what point the tide of public opinion begins to turn, and what causes this change. She knows that she has to consider the potential impacts of the statement that she puts out in the press release; how it might affect not just her friend, but the institution’s members, other potential protesters, and also her own career.
Optional STOP for questions and activities:
1. Discussion: Historically, has civil resistance been instrumental or incidental in achieving systemic change? Research to find out if and when engineers have been involved in civil resistance in the past.
2. Discussion: Could Kelechi’s actions, and the results of her actions, be interpreted as having “a negative impact on the profession”?
3. Discussion: Looking at Kelechi’s actions, and the institution’s code of conduct, should Max recommend that Kelechi’s membership be revoked?
4. Discussion: Which parts of the quoted code of conduct could Max emphasise or omit in her press release, and how might this affect the tone of her statement and how it could be interpreted?
5. Activity: Debate which position Max should take in her press release: condemning the actions of the protesters as being against the institution’s code of conduct; condoning the actions as being within the code of conduct; remaining as neutral as possible in her statement.
6. Discussion: What are the wider impacts of Max’s decision to either remain neutral, or to stand with or against Kelechi in her actions?
7. Activity: Write a press release for the institution, taking one of the above positions.
8. Discussion: Which other authorities or professional bodies might be impacted by Max’s decision?
9. Discussion: What are the potential impacts of Max’s press release on the following stakeholders, and what decisions or actions might they take because of it? Kelechi; Kelechi’s employer; members of the STEM protest group; the institution; institution members; government policymakers; the media; the public; the police; fossil fuel businesses; Max’s employers; Max herself.
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.
Activity: An ethical evaluation of the technology and its impacts.
Author: Dr Fiona Truscott (UCL).
Overview:
This enhancement is for an activity found in the Dilemma Part one, Point 1 section of the case: “Identify different aspects of the production process where ethical concerns may arise, from production to delivery to consumption.” Below are prompts for discussion questions and activities that can be used. Each prompt could take up as little or as much time as the educator wishes, depending on where they want the focus of the discussion to be.
In this group activity, students will act as consultants brought in by the Power to Food team to create an ethical evaluation of the technology and any impacts it may have throughout its lifetime. The aim here is for students to work together to discuss the potential ethical issues at each stage of the production process as well as thinking about how they might be addressed. Groups will need to do research, either in class or at home. Depending on the timeframe you may want to give them a starting point and some basic information found in the case study’s learning and teaching resources.
Suggested timeline:
Introduce students to the Power to Food case study (this could be pre-reading) and what they will be doing in their teams.
Some facilitated workshop time/space for Q&As; this may be more or less open-ended depending on where your students are in their programme. Depending on time, you may want to centre workshops around harms or values or a particular stage of the production process. You can use the questions below to structure a discussion session or get teams to look at alternative viewpoints.
Teams present/submit their work.
Team briefing:
You are a team of consultants brought in by the company who has developed Power to Food technology. Before they go to market they want to understand the ethical issues that may arise from the technology and address them if possible. They want you to look at the process as a whole and identify any ethical issues that might come up. They also want to know how easy these issues might be to address and want you to suggest potential ways to address them. You will need to provide the company with a briefing on your findings.
Tools:
It’s useful to give teams some frameworks through which they can do an analysis of the production process. One of those is to discuss who is harmed by the process at each stage. This is harm in the widest possible sense: physical, environment, political, reputational etc. What or who could be impacted and how? Another framework is the values of the people or entities involved in the process: what are they trying to achieve or what do they want and are any of these in conflict? Topics such as sustainability and accessibility also have an ethical dimension, and using these as a lens can help students to look at the problem from a different viewpoint.
Prompts for questions:
These are questions that you can get students to answer in class or suggest that they cover in an assessment. This could also be information you give the team so that they can use it as a foundation.
Identify the different stages of the Power to Food production process and the contexts that they happen in.
What harms might happen in each stage? Who or what might be harmed, how likely is it and what impact would it have?
What values might each person or entity that is involved with each have? What would they want and what are their responsibilities? Is there conflict between these?
Is there anything outside of harms and values that might cause an ethical issue?
What happens if you use a sustainability lens? Or a risk lens? What about accessibility?
Think about how you might address these ethical issues. Sort your identified ethical issues out into those that might be easy to address and those that aren’t.
Why are some easier than others to address?
Assessment:
This group activity lends itself to a few different assessment formats, depending on what fits with your programme and timeframe. The two key things to assess are whether students can understand and identify ethical issues across the whole Power to Food production process and whether they can discuss ways to address these issues and the complexities that can be involved in addressing these issues. These two things can be assessed separately; for example through a written report where teams discuss the potential issues and a presentation where they talk about how they might address these issues. Or one assessment can cover both topics. This can be a written report, a live or recorded presentation, a video, podcast or a poster. Teams being able to see other teams’ contributions is both a good way of getting them to discuss different viewpoints and makes for a fun session. You can get teams to present their final work or a draft to each other.
Depending on the timeframe, you may also want to build in some skills assessment too. The AAC&U’s VALUE rubrics are a great starting point for assessing skills and IPAC is a good tool for assessing teamwork via peer assessment.
Understanding and identification of ethics issues across the whole Power to Food production process
Has identified and understood context specific ethical issues across the production process. May have shown some understanding of how issues may impact on each other.
Has identified and understood broad/general ethical issues around production processes but hasn’t linked much to the specific context of the case study. Some stages may be more detailed than others.
Has not identified many or any ethical issues and seems to have not understood what we’re looking for.
Discussing ways to address these issues and the complexities that can be involved
Has identified context specific ways to address the ethical issues raised and has understood the potential complexities of addressing those ethical issues.
Has identified broad/general ways to address the ethical issues raised and made some reference to differing levels of complexity in addressing ethical issues.
Has not identified many or any ways to address the ethical issues raised and seems to have not understood what we’re looking for.
Communication
Very clear, engaging and easy to understand communication of the ethical issues involved and ways to address them. Right language level for the audience.
Generally understandable but not clear in places or uses the wrong level of language for the audience (assumes too much or not enough prior knowledge).
Difficult to understand the point being made either due to language used or disconnection to the point of the assessment or topic.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Authors: Prof Lucy Rogers (RAEng Visiting Professor at Brunel University, London and freelance engineering consultant) and Petra Gratton (Associate Dean of Professional Development and Graduate Outcomes in the College of Engineering, Design and Physical Science at Brunel University London, and Lecturer in the Department of Mechanical and Aerospace Engineering)
Keywords: Industry, Interview, Video, Real Life, Engineers
Abstract: A number of short videos that can be re-used in teaching undergraduate modules in Engineering Business, instead of inviting guest presentations. The interview technique got each individual to talk about their life experiences and topics in engineering business that are often considered mundane (or challenging) for engineers, such as ethics, risks and regulation, project management, innovation, intellectual property, life-cycle assessment, finance and creativity. They also drew attention to their professional development.
Project outcomes
The outcomes of this project are a number of short videos that were used, and can be re-used, in teaching delivery of an undergraduate module in Engineering Business in the Department of Mechanical and Aerospace Engineering at Brunel University London instead of having guest presentations from invited speakers. Lucy’s interview technique got the individuals featured in each film to talk about their life experiences and topics in engineering business that are often considered mundane (or challenging) for engineers, such as ethics, risks and regulation, project management, innovation, intellectual property, life-cycle assessment and finance; and drew attention to their professional development.
The shorter videos were inspirational for students to make videos of themselves as part of the assessment of the module, which required them to carry out a personal professional reflection exercise and report upon what they had learned from the exercise in a simple 90-second video using their smartphone or laptop.
Having used the videos with Brunel students, Lucy has made them available on her YouTube channel: Dr Lucy Rogers – YouTube. Each of the videos are listed in the following table:
We learned that students generally engaged with the videos that were used. Depending which virtual learning environment (VLE) was being used, using pre-recorded videos in synchronous online lectures presents various challenges. To avoid any unplanned glitches, in future we know to use the pre-recorded videos as part of the teaching-delivery preparation (e.g. in a flipped classroom mode).
As part of her legacy, Lucy is going to prepare a set of simple instructions on producing video interviews that can be carried out by both staff and students in future.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Authors: Professor Thomas Lennerfors (Uppsala University); Nina Fowler (Uppsala University); Johnny Rich (Engineering Professors’ Council); Professor Dawn Bonfield MBE (Aston University); Professor Chike Oduoza (University of Wolverhampton); Steven Kerry (Rolls-Royce); Isobel Grimley (Engineering Professors’ Council).
Topic: Alternative food production.
Engineering disciplines: Energy; Chemical engineering.
Ethical issues: Sustainability; Social responsibility.
Professional situations: Public health and safety; Personal/professional reputation; Falsifying or misconstruing data / finances; Communication.
Educational level: Advanced.
Educational aim: Practise ethical reasoning. Ethical reasoning applies critical analysis to specific events in order to evaluate, and respond, to problems in a fair and responsible way.
Learning and teaching notes:
This case involves an engineer navigating multiple demands on a work project. The engineer must evaluate trade-offs between social needs, technical specifications, financial limitations, environmental needs, legal requirements, and safety. Some of these factors have obvious ethical dimensions, and others are more ambiguous. The engineer must also navigate a professional scenario in which different stakeholders try to influence the resolution of the dilemma.
This case study addresses two of AHEP 4’s themes: 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 case study to AHEP outcomes specific to a programme under these themes, access AHEP 4here and navigate to pages 30-31 and 35-37.
The dilemma in this case is presented in two parts. If desired, a teacher can use Part one in isolation, but Part two develops and complicates the concepts presented in Part one to provide for additional learning. The case allows teachers the option to stop at multiple points for questions and / or activities as desired.
Learners have the opportunity to:
determine if an engineering situation / technological development has ethical dimensions and identify what these are;
identify where tensions might arise between professionals;
practise stakeholder mapping;
debate possible solutions to an ethical dilemma.
Teachers have the opportunity to:
highlight professional codes of ethics and their relevance to engineering situations / technological development;
address approaches in order to resolve interpersonal and/or professional conflict;
integrate human and animal consumption industry codes and/or specifications;
integrate technical aspects of biochemical engineering;
informally evaluate students’ critical thinking and communication skills.
Power-to-X (P2X) describes a number of pathways for the transformation of electricity to alternative forms. This can be utilised for storing energy for later use, in order to balance periods of excesses and deficits resulting from the use of renewable energy technologies. It can also be used in applications that do not use electricity, such as through the transformation of electricity to hydrogen or other gases for industrial use.
One area that has seen significant development in recent years is power-to-food (PtF). This pathway results in CO2 being transformed, through chemical or biological processes powered by renewable energy, into food. One such process uses electrolysis and the Calvin cycle to create hydrocarbons from CO2, water and bacteria. The end result is a microbial protein, a substance that could be used in animal feed. Ultimately, the technology could produce a meat alternative suitable for human consumption, further reducing the carbon emissions produced by intensive animal farming.
Optional STOP for questions and activities:
1. Activity: Identify the potential harms and risks of this technology, both objective and subjective. For example, could the shift of food production from soil to chemical industries concentrate power in the hands of a few? What public perceptions or cultural values might impact the acceptance or uptake of the technology?
2. Discussion: Wider context – What social, technological, economic, environmental, political, or legal factors might need to be considered in order to implement this technology?
3. Activity: Research companies that are currently developing P2X technologies. Which industries and governments are promoting P2X? How successful have early projects been? What obstacles exist in upscaling?
4. Activity: Undertake a technical activity in the area of biochemical engineering related to the storing and transforming of renewable energy.
Dilemma – Part one:
You are the Chief Technical Officer at a company that has developed PtF technology that can convert CO2 to edible fatty acids (or triglycerides). The potential of CO2 capture is attractive to many stakeholders, but the combination of carbon reduction tied in with food production has generated positive media interest. The company also intends to establish its PtF facility near a major carbon polluter, that will reduce transport costs. However, some nearby residents are concerned about having a new industrial facility in their area, and have raised additional concerns about creating unsafe food.
As part of the process to commercialise this technology, you have been tasked with completing an ethical assessment. This includes an analysis of the technology’s short and long-term effects in a commercial application.
2. Discussion: What cultural values might impact the ethical assessment? Does trust play a role in our ethical and consumption decisions? What internal logics / business goals might steer, or influence, the acceptance of various ethical considerations?
3. Discussion: Which areas of the ethical assessment might stakeholders be most interested in, or concerned about, and why?
4. Discussion: Does the choice of location for PtF facilities influence the ethical assessment? What problems could this PtF technology solve?
5. Discussion: What competing values or motivations might come into conflict in this scenario? What codes, standards, or authoritative bodies might be relevant to this? What is the role of ethics in technology development?
6. Activity: Assemble a bibliography of relevant professional codes, standards, and authorities.
7. Activity: Research the introduction of novel foods throughout history and / or engineering innovations in food production.
8. Activity: Write up the ethical assessment of the business case, and include findings from the previous questions and research.
Dilemma – Part two:
You deliver your ethical assessment to your manager. Shortly afterwards you are asked to edit the report to remove or downplay some ethical issues you have raised. The company leadership is worried that potential investors in an upcoming financing round may be dissuaded from investing in the company if you do not edit these sections.
Optional STOP for questions and activities:
1. Discussion: Professional and ethical responsibilities – What are the ethical implications of editing or not editing the report? What consequences could this type of editing have? Think about stakeholders such as the company, potential investors and society.
2. Discussion: Wider considerations of business ethics – How would you recognise an ethical organisation? What are its characteristics? What is the role of ethics in business?
Enhancements:
An enhancement for this case study can be found 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.