As part of the Complex Systems Toolkit, supported by Quanser, we will be exploring the ACE-Box and agentic engineering workflows.
This free webinar introduces practical engineering workflows, from requirements capture through to verification and validation. These concepts will be demonstrated using the ACE-Box, a low-cost, hands-on engineering learning platform, alongside MATLAB and Simulink to illustrate key stages of the workflow.
The webinar will also explore the emerging role of agents in engineering workflows. Through practical examples and demonstrations, it will show how agent-enabled approaches can support engineers in solving problems more effectively.
Dr. James Pickering (Harper Adams University), who will be delivering the webinar along with Dr. George Amarantidis (MathWorks), explains what to expect:
“Most of us have used Large Language Models (LLMs) to solve an engineering problem by copying code back and forth, fixing issues manually, and with a hope that AI understands.
Using MATLAB and Simulink, this talk will explore the use of agentic AI and LLMs in engineering workflows. By connecting LLMs to MATLAB and Simulink through the Model Context Protocol (MCP) and emerging agentic toolkits, engineers can begin to develop AI-supported workflows that do more than generate suggestions, they can help write code, build models, run simulations, analyse results, respond to feedback, and support iterative refinement as part of a wider human-led engineering process.
Alongside George Amarantidis from MathWorks, I am pleased to be speaking at the upcoming Engineering Professors’ Council CPD-certificated webinar, where I will share how this work is being applied in the classroom at Harper Adams University.
We will demonstrate typical engineering workflows, from requirements capture through to validation, using a low-cost hardware platform I have developed, known as the ACE-Lab (www.ace-lab.co.uk). We will explore how we can leverage AI agents to support solving engineering problems.
From an educational perspective, this raises new and important questions about how we assess engineering students in the classroom. If AI can support modelling, analysis, testing, and refinement, then future assessment must place greater emphasis on process, judgement, and validation.
If future engineers are expected to use AI tools, then greater emphasis needs to be placed on their ability to capture requirements clearly, evaluate outputs critically, justify design decisions, and validate results.”
During this webinar we will also be launching a new call providing you with an opportunity for your content to be featured in the Complex Systems Toolkit.
Attendees will gain:
An understanding of practical engineering workflows, from requirements capture through to verification and validation.
Insight into how the ACE-Box, MATLAB, and Simulink can support each stage of the engineering workflow.
An introduction to the emerging role of agents in supporting engineering practice.
Perspectives on future directions in digital engineering, workflows, and engineering education.
CPD certification:
Attendees will be eligible for certification for 1.5 CPD hours. Please tick the box to request certification when you register.
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.
Downloads: A PDF of this resource will be available soon.
Who is this article for?: Thisarticle should be read by educators at all levels in higher education who are seeking an overall perspective on teaching approaches for integrating complex systems in engineering education.
Related INCOSE Competencies: Toolkit resources are designed to be applicable to any engineering discipline, but educators might find it useful to understand their alignment to competencies outlined by the International Council on Systems Engineering (INCOSE). The INCOSE Competency Framework provides a set of 37 competencies for Systems Engineering within a tailorable framework that provides guidance for practitioners and stakeholders to identify knowledge, skills, abilities and behaviours crucial to Systems Engineering effectiveness. A free spreadsheet version of the framework can be downloaded.
This resource relates to the Systems Thinking and Critical Thinking INCOSE competencies.
AHEP mapping: This resource addresses several of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4): Analytical Tools and Techniques (critical to the ability to model and solve problems), and Integrated / Systems Approach (essential to the solution of broadly-defined problems).
Premise:
Engineering education is undergoing a fundamental transformation. The convergence of technological, social, and environmental challenges demands that future engineers move beyond procedural problem-solving toward complex thinking – a mindset capable of navigating uncertainty, interdependence, and dynamic change. This shift has been accelerated by advances in Artificial Intelligence (AI), which have redefined both the nature of engineering practice and the competencies students must develop to thrive in it.
For scientists and engineers, understanding complex systems is critical for the ability to apply knowledge and techniques across diverse contexts. This is particularly visible in fields such as bioengineering, which depends on advances in chemistry, physics, computing, and other engineering disciplines. Such integration requires designing subsystems where engineering expertise can be meaningfully applied. Complex systems also involve human interaction, introducing unpredictability, feedback loops, and uncertainty. Modern AI-enabled systems—ranging from autonomous vehicles to smart grids and biomedical devices—cannot be fully understood through a single traditional discipline. These systems are not simply complicated; they are interconnected, dynamic, and often nonlinear (Jakobsson, 2025).
What this means for engineering education and educators:
Across the globe, educators have turned to Problem-Based Learning (PBL) as a central strategy for cultivating systems-oriented thinking. For instance, Tauro et al. (2017) and the case study conducted at Tishk International University demonstrate that integrating PBL within mechatronics education enhances students’ ability to connect theory with practice, encouraging collaboration and creativity in addressing multifaceted engineering problems. Similarly, Watters et al. (2016) show that industry–school partnerships transform classrooms into real-world laboratories, reinforcing the value of experiential learning and knowledge transfer between academia and professional practice. These initiatives reflect a broader movement toward authentic, interdisciplinary engagement, a necessary foundation for understanding and designing complex systems.
However, adopting PBL and interdisciplinary methods is not only a pedagogical improvement but also an epistemological necessity. As Stegeager et al. (2024) emphasise, educators themselves must evolve from instructors to facilitators, cultivating reflective and adaptive learning environments that mirror the complexity of professional engineering contexts. Mynderse et al. further highlight that when students are given responsibility for solving open-ended problems, they report higher satisfaction and deeper conceptual integration. These outcomes suggest that active learning approaches foster the kind of complex, interconnected reasoning required for contemporary engineering practice.
In parallel, the AI-driven classroom is transforming the educational landscape. Emerging evidence shows that generative AI tools support personalised learning and immediate feedback, freeing educators to focus on mentorship and creativity (Jaramillo, 2024). Yet this technological advancement also underscores the limits of automation. Machines can model and predict, but they cannot interpret ethical implications, reconcile trade-offs, or integrate human and ecological perspectives. This is where complex thinking becomes indispensable: it enables learners to understand AI not merely as a computational tool but as a component within broader sociotechnical systems.
The need for complex systems understanding is especially acute in fields such as bioengineering and mechatronics, where technologies intersect with living systems and social contexts. The defining feature of complex systems is the interaction among multiple components that produce emergent, often unpredictable behaviour. For engineering students, grasping these principles means developing the ability to think beyond linear causality and to engage with feedback loops, uncertainty, and adaptive design.
The imperative to transform engineering education:
In traditional engineering education, students get topics presented in discrete classes. They get trained in thermodynamics and fluid mechanics and they often forget what they have learned by the time they are at the control systems course where there is an opportunity to bring together skills from prior knowledge. This modularised model is already losing its effectiveness in preparing the students for encountering real-world problems. As the adage says, “In theory, theory and practice are the same; in practice, they are not”. Understanding the role of noise, measurement errors, simplifying assumptions and computational errors play an essential role. To this end, it is crucial to centre complex system design and embrace interdisciplinarity to develop a competency that supports life-long, adaptive learning.
As an example, Aalborg University in Denmark stands as a global exemplary of systems-oriented engineering education. Its PBL model is not an add-on; it is the spine of the entire curriculum. Every semester, students tackle a new problem – often tied to societal needs such as urban planning, environmental sustainability, or healthcare. Students must identify relevant knowledge areas, work collaboratively across disciplines, and reflect on both process and outcome. Faculty report that this structure promotes holistic thinking, resilience, and a sense of professional identity early on the students’ journeys (Kolmos et al. 2008).
On the undergraduate level, capstones are a common part of engineering education which happens at the late stages of the student’s studies. At Rowan University (New Jersey, USA), Engineering Clinics provide a different but equally powerful model. Students work across all four years on interdisciplinary teams, contributing to faculty research or industry-sponsored projects. These clinics are embedded in the curriculum and require students to engage deeply with current research problems, often involving complex technical and human systems. A junior clinic project, for example, might involve the optimisation of a renewable energy system integrating mechanical, electrical, and computer engineering principles. Therefore, students learn to navigate ambiguity, collaborate with experts, and see the relevance of their disciplinary knowledge in a broader context by confronting the messy nature of real data.
These are two of many examples where systems thinking is cultivated. Students gain exposure to open-ended problems and practice seeking connection across domains as they encounter the limits of their knowledge. In this fast-moving era, crossing disciplines empowers students for lifelong adaptation, allowing them to incorporate their experiences into any new technological developments. It also encourages treating learning as a collaborative social process, rather than a solo race to secure the first job.
Educators must do more than just deliver content; they also need to act as facilitators and learn alongside their students. By redesigning the curriculum around design-oriented problems that mirror real-world changes, higher education will better prepare future engineers to face upcoming systemic global challenges.
Looking ahead:
As artificial intelligence and automation continue to reshape industry, engineering education must also evolve. Integrating complex systems into teaching offers students the opportunity to engage directly with the data-driven ecosystem they will encounter in practice. The goal is not only to produce technically skilled engineers, but also thoughtful stewards of technology who can navigate its broader social and ethical dimensions.
One ongoing challenge is that independent projects often vary in quality and can be difficult to assess. Without intentional design, students may default to trial-and-error approaches instead of drawing on knowledge from prior courses. At the same time, the pressure to cover extensive technical material can make it difficult to provide the broader systems context essential for modern engineering. Yet when learning is reinforced across the curriculum, students are better prepared for future careers that demand systems-based thinking.
Experiential, self-directed projects play a crucial role in this preparation. They allow students to choose their own path while working closely with advisors and industry partners. Whether developing a product, designing a system, or engaging with professionals, students gain a perspective that feels different from traditional coursework. This process offers them a glimpse of what it means to think and act like real engineers, fostering both confidence and adaptability as they transition from the classroom to the workplace.
References:
Jakobsson, Eric et al. (1999) ‘Complex systems: Why and what?’, New England Complex Systems Institute. Available at: https://necsi.edu/complex-systems-why-and-what (Accessed: 16 July 2025).
Stegeager, N., Traulsen, S., Carvalho Guerra, A., Telléus, P., Du, X. (2024) ‘Do good intentions lead to expected outcomes? Professional learning amongst early career academics in a problem-based program’, Education Sciences, 14(2), p. 205. Available at: https://doi.org/10.3390/educsci14020205.
Tauro, F., Cha, Y., Rahim, F., Rasul, M.S., Osman, K., Halim, L., Dennisur, D., Esner, B., Porfiri, M. (2017) ‘Integrating mechatronics in project-based learning of Malaysian high school students and teachers’, International Journal of Mechanical Engineering Education. Available at: https://journals.sagepub.com/doi/full/10.1177/0306419017708636 (Accessed: 1 August 2025).
Watters, J., Pillay, H. and Flynn, M. (2016) ‘Industry-school partnerships: A strategy to enhance education and training opportunities. Australia’, Queensland University of Technology. Available at: https://eprints.qut.edu.au/98390/ (Accessed: 30 July 2025).
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.
Who is this article for?: This article should be read by educators at all levels of higher education looking to embed and integrate complex systems topics into curriculum, module, and / or programme design.
Premise:
Teaching and learning engineering carries with it a double layer of complexity. On the one hand, this complexity is connected to the growing interdisciplinary nature of engineering itself. On the other hand, the complexity is connected to the growing diversity of engineering students that are often present in one project team. This multifaceted complexity requires a re-envisioned understanding of the role and purpose of the engineering educator.
With the growing trend of a global classroom reality, we often find that learners in the classroom are representing different cultures, which in turn are rooted in them unconsciously carrying historical and socio-cultural baggage relating to these cultures. Thus, it becomes crucial to unpack the challenge and potential that such a diverse collective intelligence can offer to an engineering learning experience.
As our understanding of the engineering discipline gets more rooted and interconnected with the precarious reality that our world is witnessing today, it becomes essential that the engineering education community would take up a proactive role in actively contributing to the formation of engineering citizenship. In other words, every engineering student should be educated as a citizen that has mastered the engineering cross-cutting fields in such a way that they are free to create and solve problems of the present and the future.
With this in mind, it becomes very clear that the one-size-fits all model of a single discipline engineering classroom can no longer sustain itself. It does not factor in the richness that a diverse student body can offer, and it dilutes the value and potential of an engineering learner to think clearly or solve problems. It is therefore imperative that engineering educators grasp the complex reality of an integrated engineering discipline and address it in a way that fosters scaffolding of diverse knowledge. Some students might specialise in one core technical discipline. Yet, future projections for most students showcase the need to have a wide level of exposure to broader competency development. Students need to learn to understand the field of engineering at large and to develop system thinking skills that enable them to exist, challenge and have an impact on the system that they are a part of.
How to scaffold learning outcomes in a complex engineering curriculum:
The below table has been designed for embedding Complex Systems Learning Outcomes across an engineering curriculum. It maps against competencies and suggests scaffolding techniques across educational levels. It is also important to note, that efforts need to be made to align to the relevant AHEP requirements or other accreditation standards. Table 1 presents the different strands of the Complex Systems Engineering Curriculum, colour coded in line with the INCOSE Competency Framework outline (INCOSE, 2025). Table 2 presents a practical guide for educators to scaffold Complex Systems learning outcomes across a curriculum. The intention is for the scaffolding framework to compare the trade-offs between different elements of the competency group. For example, system modelling and analysis as an element from the core competency and planning from the management competency. The table suggests activities that would integrate different competencies together in a scaffolded approach.
Table 1 presents Competency Areas for Complex Systems. As mentioned, the skills range to include a wide variety of competencies, thereby enabling a solid and grounded systems thinking approach for students. As students approach their learning, they go through a series of development stages that gradually build up student level of expertise until they reach the stage of what the INCOSE competency framework refers to as a lead practitioner role. Building on the competencies of the complex system toolkit presented in Table 1, Table 2 presents a potential outline for a scaffolding framework that maps varying threads of the framework in a way that enables scaffolded activities at every developmental stage for learners. Depending on the learning context and educational level, educators can choose which level of attainment is appropriate to their curriculum.
As we are approaching the fuzzy front end to complexity in engineering pedagogy, as educators we need to be constantly toggling between devising frameworks, being informed by literature, contextualising ideas, validating these in our classrooms and repeating this cycle to continually fine-tune our complex teaching navigational complexity framework. The invitation is open for all educators who would like to connect as we continue to explore different ways of developing responsible engineers who leave a lasting and sustainable mark transforming their stationed realities.
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.
Objectives: To equip learners with the skills to successfully navigate digital and traditional recruitment processes for engineering roles. This includes demonstrating EDI, technical, and employability skills using the STAR framework; tailoring CVs for AI and Applicant Tracking Systems (ATS); and preparing for aptitude and abstract reasoning tests through targeted practice to enhance problem-solving and analytical abilities.
Introduction: Large national and international employers use digital application processes to recruit graduates. These digital applications aim to capture personal details, education, and work experience. Reflect on your experiences to demonstrate your EDI, employability, and technical skills applied using the STAR (Situation, Technique, Action, and Result) framework. Smaller and medium enterprises typically seek cover letters and CVs.
Topic: Navigating digital recruitment in engineering: CVs, AI, and aptitude tests.
Keywords: Equity Diversity and Inclusion; Employability and skills; Problem solving; Assessment criteria or methods and tools; CVs and cover letters; Digitalisation; Artificial intelligence; Information and Digital literacy; Communication; Technical integration; Writing skills; Inclusive or Responsible design; Neurodiversity; Curriculum or Course; Computer science; Computing; Engineering professionals; Professional development; Recruitment; Digital engineering tools; Business or trade or industry; Workplace culture
Master the art of applying for engineering computing jobs
In the video below, Professor Anne Nortcliffe explains how to develop expertise in securing engineering computing positions by demonstrating technical proficiency and employability skills through well-supported, evidence-based responses.
Video summary:
Master the art of applying for engineering computing jobs by showcasing both technical and employability skills through evidence-based responses.
Key insights:
⚙️AI in hiring: Understanding that many companies use AI for initial screenings emphasizes the need for clear, evidence-based answers in applications.
✏️Individual contributions: Highlighting personal achievements rather than team efforts showcases leadership and initiative, key traits employers seek.
💡Interpersonal skills: Employers value teamwork and leadership; demonstrating how you’ve influenced others highlights your potential as a valuable team member.
Diversity matters: Bringing unique social perspectives into projects can lead to more inclusive solutions, making your application stand out.
⭐STAR methodology: Using the STAR method helps structure your experiences into compelling narratives, making it easier for employers to assess your qualifications.
🗒️Tailored applications: Customising your CV and cover letter for each job application reflects your genuine interest and ensures relevance to the employer’s needs.
📚Professional etiquette: Ending your application with gratitude and a clear call to action maintains professionalism and shows your enthusiasm for the role.
AI and Applications
To navigate digital recruitment, it’s crucial to understand AI’s role in candidate screening. Tailor your CV to pass AI and Applicant Tracking Systems (ATS) using resources that provide insights into keywords, formatting, and strategies. This enhances your visibility and competitiveness in the digital recruitment process.
Please note that after clicking these links, you will need to create a free account on the external website to access the materials.
CV and Covering Letter
CV templates to support students and graduates to stand out and highlight their engineering and technology capabilities, especially when applying to Small and Medium Enterprises (SMEs) that do not use AI recruitment tools.
For applications to large corporations that use AI recruitment tools, it is recommended:
Use a plain text CV.
Include a web link to your LinkedIn profile or personal portfolio showcasing your engineering and technology capabilities.
Digitally watermark all items in your portfolio to protect your intellectual property (IP).
Aptitude and Abstract Reasoning Test
If your digital application is successful you will be typically invited to complete an aptitude and abstract reasoning tests to evaluate candidates. To excel, practice brain training exercises and brain teasers to enhance problem-solving, critical thinking, and analytical skills. Regular practice with similar questions boosts confidence and performance, improving your chances of passing these tests and standing out in the recruitment process.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.
The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.
Objectives: This activity 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 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
Access our University Career Services Library to connect with your university’s career services and take advantage of employability training opportunities, such as mock assessment centre sessions.
Thornton et al (2019) research concluded to prevent gender and race bias at assessment centres, employers must implement rigorous development and practices to counter both conscious and unconscious biases.
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.
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.
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.
Guided self-assessment: Reflect on your EDI knowledge, attitudes, and experiences with thought-provoking questions.
Personalised feedback: Receive insights and recommendations based on your responses.
Actionable resources: Access curated resources to expand your understanding and application of EDI principles.
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
Spend time to reflect on who you are, what you identify with, and what makes you, you (your uniqueness)
Deepen your knowledge of your cultural heritage. This can involve speaking to people from the older generation who share the same cultural heritage as you and participating in cultural practices where possible
Practice self-affirmation
Reflect on your achievements. This could be your academic progression, work experiences, any awards or positive feedback you have received from others about something you have done
Reflect on things you are happy doing; what you are good at; any talents you have; skillsets you have or are developing
Using the above reflections, affirm your worth and celebrate your unique talents and experiences.
Spend time practicing positive self-talk and challenge any internalised negative messages that may hold you back
Get started
Are you ready to explore your insights and begin completing your self-assessment journal? You can start now by filling it in below:
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:Engage in a mentorship relationship within EDI-focused networks, either as a mentor or mentee. This exchange fosters personal, professional growth and strengthens EDI communities through shared knowledge and experiences.
Introduction: Engaging in mentorship within EDI-focused networks, as either a mentor or mentee, fosters personal and professional growth while strengthening inclusive communities. Through peer support and mentoring groups, you can connect with others facing similar challenges, diversify your networks, and challenge social norms to promote social justice and inclusivity.
Topic: Building inclusive communities through EDI mentorship: fostering growth, networks, and social justice.
Keywords: Mentoring; Equity, Diversity and Inclusion; Justice; Social responsibility; Collaboration; Ethics; Professional development; Leadership or management.
Resources and support
A guide for employers, employees, and future employees on the reasons to implement reciprocal mentoring. Click here to access the PDF guide.
Reciprocal mentoring
In the video below, Professor Anne Nortcliffe highlights the concept and benefits of reciprocal mentoring, emphasizing mutual learning, inclusion, and shared growth between junior and senior colleagues.
Video summary:
🎯 Purpose: Reciprocal mentoring differs from traditional mentoring, where typically a senior guides a junior — here, both parties learn from one another.
🔄 Mutual learning: Both mentor and mentee bring valuable perspectives, creating opportunities for shared growth and understanding.
🧑🎓🧑💼 Generational exchange: Junior staff share insights from their generational and workplace experiences, enriching the senior staff’s awareness and approach.
🗺️ Career navigation: Seniors still provide guidance in navigating career paths and adapting to changing professional landscapes.
❓ Interview tip: During job interviews, ask if the employer has a reciprocal mentoring program — if not, use the provided toolkit to highlight its benefits.
📣 Authentic voices: Socially underrepresented individuals can bring their lived experiences into the conversation, promoting inclusion.
🌍 Inclusive environment: Reciprocal mentoring fosters diversity, equity, and inclusion within the workplace.
🧑🤝🧑 Collaborative impact: Mentors become advocates in senior spaces, amplifying the visibility and contributions of their mentees.
🚀 Opportunities: Mentors may champion their mentees for key projects and leadership development opportunities.
💡 Take initiative: If your workplace doesn’t offer reciprocal mentoring, suggest it to HR and help lead the implementation.
Peer support
Organise or join peer support/mentoring groups with fellow graduates or students who may experience similar challenges as you. You can use these groups to hear other people’s experiences relating to employment and how to thrive in the workplace.
Join organisations such as:
AFBE – Association for Black & Minority Ethnic Engineers offers mentoring for students.
Reflect on social justice themes and explore how they can enhance your work and contribute to a better world.
Evaluate employers’ ethical standards to ensure alignment with your values. Highlight your social justice values in your CV and interviews and inquire about the company’s ethics.
Expand your network to include diverse perspectives and experiences.
Engage with people from varied backgrounds to broaden your understanding and challenge societal norms.
Challenge social norms
What is your own view about the world and the way things are?
Are they okay as they are and if so, why?
Fact or fiction media narratives?
What assumptions have your made?
Who benefited from these assumptions?
What are your values?
Are these assumptions aligned with your values?
Use this way of thinking as you develop your own work and 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: Engage in EDI events, workshops, and networks to deepen your understanding of diversity, inclusion, and social responsibility. Gain real-world insights from industry videos and leverage volunteering, placements, and networking to enhance employability and refine career goals. Use diverse work experiences for self-discovery, embrace unexpected roles for growth, and reflect on past experiences to clarify future career decisions. These steps will guide your personal and professional development.
Introduction: Embracing lifelong learning, the journey of understanding and implementing Equality, Diversity, and Inclusion (EDI) is continuous. By consistently learning, reflecting, and applying these principles in all areas of life, you foster growth that benefits both yourself and those around you.
Topic: Enhancing career growth and social responsibility through active engagement in EDI events, networks, and diverse work experiences.
Keywords: Equity, Diversity and Inclusion; Social responsibility; Professional development; Employability and Skills; Collaboration; Leadership or management; Gender; Networking; Neurodiversity; LGBTQ+.
Social responsibility
Video summary:
Ammaarah Ravat, a compliance engineer at Cummins, emphasizes community involvement and the value of diverse experiences in shaping career paths.
Key insights:
🌟 Importance of social responsibility: Engaging in community service reflects a commitment beyond job duties, showcasing character and values.
🔍 Role of volunteering: Actively participating in local initiatives can enhance employability and illustrate one’s dedication to societal betterment.
🚀 Value of industrial placements: Gaining diverse experiences during placements enables students to refine their career goals and professional interests.
💼 Self-discovery: Working in varied roles helps individuals identify their strengths and preferences, guiding future career decisions.
🌐 Networking opportunities: Building a professional network during internships is crucial for career advancement and finding new opportunities.
🎯 Open-minded approach: Embracing unexpected job roles can lead to personal growth and a better understanding of the industry.
🤔 Reflection on experiences: Analysing past roles helps clarify what one wants and doesn’t want in their career path, aiding future choices.
Resources and support
To support your journey, we’ve curated resources from Wenite, Equal Engineers. We’ve also developed a University Career Services Library – a curated collection of links to career centers at various universities, providing direct access to valuable tools, guidance, and opportunities to support your career growth.
University Career Services Library:Access our comprehensive library of links to university career services and explore a wide range of valuable resources.
Wenite: Articles, interviews, and challenges showcasing diverse voices.
Equal Engineers: Engineering-specific EDI resources, mentorship, and job listings.
Engage in EDI events, workshops , and networks
We invite you to participate in upcoming EDI-focused networks, events, and workshops:
AFBE – Association for Black & Minority Ethnic Engineers
Click on each accordion tab to hear from some of our industry collaborators. These videos offer valuable insights into real-world experiences and perspectives that can enhance your understanding of the field.
Video summary:
Susan Hawkes, a technician at Berry Range Limited, promotes engineering diversity and emphasizes the importance of mental health within her family-run company.
Key insights:
🌟Technicians matter: Technicians like Susan play a vital role in engineering, yet often lack recognition. Elevating their status can enhance the industry.
🤝Diversity drives progress: Promoting diversity in engineering creates innovative solutions and reflects the society we serve, making it imperative for future growth.
🏢Company culture counts: A supportive work environment that values mental health contributes to employee satisfaction and retention, which is essential in a demanding industry.
👩⚕️Mental health focus: Addressing mental health proactively fosters a healthier workforce and can lead to improved productivity and morale.
🌐Women in engineering: Encouraging more women to join institutions like ICE can lead to a more balanced workforce and bring fresh perspectives to the field.
🗣️Networking opportunities: Engaging in networking events can open doors for collaborations and mentorship, crucial for career development in engineering.
🌍Leadership representation: Having diverse leaders in organizations, such as the female president of ICE, inspires future generations and promotes inclusivity in the field.
Video summary:
Stewart Eyres discusses the mission of Equal Engineers to create a diverse, equitable, and inclusive approach to engineering recruitment and support.
Key insights:
🌈Diversity in engineering: Equal Engineers addresses the need for a diverse workforce in engineering, recognizing varied perspectives enhance innovation and problem-solving.
🎓Collaboration with universities: Partnering with educational institutions fosters a pipeline of diverse talent, ensuring that engineering education aligns with industry needs.
🤝More Than recruitment: The agency goes beyond traditional recruitment by actively working with companies to make their environments more welcoming for diverse candidates.
📊Support for new recruits: Regular follow-ups with new hires help to verify that companies meet their commitments, creating a supportive onboarding experience.
🌟Empowering ambition: Stuart encourages aspiring engineers not to settle for their first job but to seek roles that truly fit their skills and aspirations.
🔍Job market opportunities: With a shortage of engineers, there is an abundance of opportunities available, inviting candidates to be proactive in their job search.
💼Thriving in the workplace: Creating an inclusive environment allows diverse employees to contribute their unique strengths, benefiting both the individual and the organisation.
Video summary:
Jordan Hannah discusses supporting apprenticeships in engineering, emphasizing the need for employer engagement and practical experience in the field.
Key insights:
🌱Employer responsibility: Companies should actively engage with apprentices, helping with career development rather than just completing their training period. This fosters a sense of loyalty and ensures a skilled workforce.
🏗️Diverse engineering paths: Engineering encompasses a wide array of disciplines, from infrastructure to technology. Embracing this diversity can open numerous career opportunities and attract a broader range of talent.
📆Structured development: A well-planned apprenticeship program provides a roadmap for apprentices, enhancing their job security and professional growth, which can lead to higher retention rates.
🧠Importance of employability skills: Engineers must cultivate soft skills like communication to effectively collaborate with non-technical stakeholders, underscoring the interdisciplinary nature of modern engineering roles.
🚀Encouragement to experiment: Encouraging students to explore various engineering roles can lead to a more informed career choice, highlighting the importance of practical experience in shaping interests.
🔄Learning from dislike: Understanding what one does not enjoy can be just as valuable as knowing what one does like, guiding future career decisions and improving job satisfaction.
📈Continuous support: Post-apprenticeship support is crucial for young professionals, ensuring they transition smoothly into their careers and feel valued by their employers.
Ready to take the next step?
Your commitment to EDI creates a more inclusive, equitable, and diverse world. Continue engaging with these principles to embrace the challenges and opportunities in both personal and professional life. Let’s move forward together.
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.
Register now for the Complex Systems Toolkit ACE-Box and agentic engineering workflows: CPD-certificated webinar.
Objectives: To equip learners with the skills to successfully navigate digital and traditional recruitment processes for engineering roles. This includes demonstrating EDI, technical, and employability skills using the STAR framework; tailoring CVs for AI and Applicant Tracking Systems (ATS); and preparing for aptitude and abstract reasoning tests through targeted practice to enhance problem-solving and analytical abilities.
Diversity matters: