Toolkit: Complex Systems Toolkit.

Authors: Dr. Natalie Wint (University College London); Dr. Mohammad Hassannezhad (University College London); Dr. Manoj Ravi (University of Leeds).

Topic: Complex systems competencies.

Title: Understanding complex systems competencies required in engineering graduates. 

Resource type: Knowledge article.

Relevant disciplines: Any.

Keywords: Systems thinking; Problem-solving; Critical thinking; Digital literacy; Modelling and simulation; Design; Project management; Life cycle; Risk; Collaboration; Communication; Professional conduct; Social responsibility.

Licensing: This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. 

Downloads: A PDF of this resource will be available soon.

Learning and teaching resources:

Who is this article for?: This article 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. 

AHEP mapping: This resource addresses several of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4). 

 

Premise:

This article outlines the core competencies required for engineering students to effectively engage with complex systems. Such systems involve a range of technical and non-technical components that interact in non-linear and unpredictable ways. Working effectively with such complex systems requires collaboration across engineering disciplines, as well as other fields and stakeholder groups.  

Within AHEP4, complex problems are referred to as those which “have no obvious solution and may involve wide-ranging or conflicting technical issues and/or user needs that can be addressed through creativity and the resourceful application of engineering science” (p.26). The ability to work productively with complex systems is therefore essential for engineers and helps them address problems increasingly experienced in business and society, which have many interdependent components and lack clear or stable solutions.  

The aim of this article is to provide a foundational framework that integrates the knowledge, skills and attitudes necessary for undergraduate and graduate engineering students to navigate complexity. In so doing, it serves educators, curriculum designers, and students seeking to develop the mindset and skills required to tackle the challenges of the 21st century within an increasingly volatile, uncertain, complex, and ambiguous (VUCA) world (SEFI, 2025).  

This knowledge article, informed by the INCOSE Competency Framework for Systems Engineering (INCOSE, 2018), categorises complex systems competencies into eight core competencies. These competencies encompass mindset and foundations, technical methods and tools, management and delivery, and attributes and behaviours. The description of each competency references learning outcomes (LOs) outlined in AHEP4 (Engineering Council, 2025) and the International Engineering Alliance (IEA) Graduate Attributes (2021) to establish a common baseline for all engineering graduates (see Appendix for mapping).  

 

The eight core complex systems competencies:

1. Systems thinking and problem framing 

The ability to take a holistic approach, to consider a problem from multiple perspectives and to understand how a system’s parts interact to produce emergent behaviour.  

Students must be able to understand what makes a system ‘complex’ and move beyond narrow problem-solving to identify root causes. This involves understanding fundamental Systems thinking concepts including hierarchies and interfaces (structural dimension), holism and cause-effect (dynamic dimension), lifecycles (time dimension), and multiple perspectives (perception dimension).  

Systems thinking enables engineers to anticipate ripple effects, emergent behaviours, and trade-offs, designing solutions that remain robust under uncertainty. AHEP4 requires students to “formulate and analyse complex problems to reach substantiated conclusions” (LO2) and to “apply an integrated or systems approach to the solution of complex problems” (LO6).  

2. Critical thinking 

The ability to question assumptions, evaluate evidence, apply logical reasoning, and justify decisions based on reasoned arguments and evidence.  

Navigating complex systems involves working with a variety of (often conflicting) goals, information, and data types from across discipline and stakeholder groups. Critical thinking is thus necessary to enable engineers to identify biases, avoid oversimplification and flawed reasoning, and to make ethical, transparent and evidence-informed decisions with consideration for unintended consequences. AHEP4 requires graduates to “critically evaluate technical literature and other sources of information to solve complex problems” (LO4). 

3. Simulation, modelling and data literacy 

The ability to apply scientific, mathematical, and engineering principles to model, test, and improve complex systems.  

Working with complex systems involves a range of resources including people, data and information, tools and appropriate technologies. Students must be able to create, apply and validate system models (as physical, mathematical, or logical representation of systems) and demonstrate competence in simulation and data literacy to address uncertainty and complexity at scale. This may involve using models and data to justify assumptions, explore scenarios, predict the consequences of actions, solve difference equations, conduct sensitivity and stability analysis, and predict the probability of risk.  

This aligns with several AHEP4 outcomes: “apply mathematics, statistics, and engineering principles to solve complex problems” (LO1); “apply computational and analytical techniques while recognising limitations” (LO3); and “select and critically evaluate technical literature and other data sources” (LO4).  

4. Design for complexity and changeability 

The ability to design adaptable, robust, and resilient systems across their lifecycle.  

Changes (both planned and unplanned) are inherent in complex systems. Long-term success of a system therefore requires design for resilience to first hand/internal (by the system), second hand/external (to the system) or third hand (around the system) change. Design for complexity and changeability ensures systems can evolve and integrate new capabilities across their lifecycle.  

AHEP4 requires engineers to be able to innovatively “design solutions that meet a combination of societal, user, business and customer needs” (LO5). This may involve designing systems that deliver required functions over time, including evolution, adaptability, and integration across subsystems (capability engineering), and supports evaluation of alternatives, balance competing objectives, and justify transparent decisions (decision management).  

5. Project and lifecycle management 

The ability to plan and deliver engineering activities across the system lifecycle, ensuring outcomes are delivered on time, on cost, and with integrity.  

Complex systems involve many subsystems with various purposes and lifecycles. This necessitates effective coordination and delivery processes and a focus on early planning and lasting systemic impacts. Project and lifecycle management allows for concurrent engineering (parallelisation of tasks), and verification and validation of tasks in dynamic environments. Graduates must “apply knowledge of engineering management principles, commercial context, project and change management” (AHEP4, LO15).  

This aligns with the Engineering Attribute of Project Management and Teamwork and the INCOSE Framework competencies in Lifecycle Processes, Integration, and Project Management, emphasising coordinated delivery and long-term value creation across socio-technical systems. Lifecycle awareness prevents short-term optimisation and emphasises aspects such as maintainability, whole-life value delivery and total expenditure (TOTEX) thinking, all of which support efforts towards sustainability and net-zero.  

6. Risk and uncertainty management 

The ability to identify, assess, and manage technical, social, environmental, and ethical risks at multiple levels of complex systems.  

Complex systems are inherently uncertain, with cascading risks that must be anticipated and managed proactively. Risk management enables students to quantify source and impact of uncertainties where possible and apply precaution where uncertainty is irreducible, ensuring safety, sustainability, and governance.  

AHEP4 requires graduates to “use a structured risk management process to identify, evaluate and mitigate risks (the effects of uncertainty)” (LO9), ranging from project-specific challenges to systemic threats, which need to “adopt a holistic and proportionate approach to the mitigation of security risks” (LO10).  

7. Collaboration and communication 

The ability to work effectively across disciplines, boundaries, and cultures, while conveying complex insights clearly to technical and non-technical audiences. 

Complex systems challenges cannot be solved by individuals alone and include consideration for stakeholders across industry, policy and society. Such collaborative processes involve participatory problem-solving, learning from others, inclusive communication, and negotiation and persuasion strategies, all of which necessitate emotional intelligence.  

AHEP4 expects graduates to “function effectively as an individual, and as a member or leader of a team, being able to evaluate own and team performance” (LO16). They must be able to influence stakeholder decisions, foster alignment, and shape outcomes across industry, policy, and society (AHEP4, LO17).  

8. Professional responsibility 

The ability to apply professional and societal responsibilities in decision-making, with awareness of ethical implications and long-term impacts and unintended consequences of engineered systems.  

Engineers increasingly work on complex systems that shape lives, societies, and ecosystems. Ethical responsibility ensures that technical competence aligns with social good and involves consideration for trade-offs between factors including environmental impact, affordability and social acceptance. This aligns with AHEP4, IEA, and INCOSE principles on ethics, professionalism, and leadership, ensuring engineers act responsibly within complex systems and contribute positively to society and sustainability. AHEP4 requires graduates to “identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct” (LO8) and “evaluate the environmental and societal impact of solutions to complex problems” (LO7).  

 

Conclusions:

This article defines a set of eight integrated competencies that prepare engineering graduates to navigate complex systems. Together, they combine knowledge (what graduates must know), skills (what they can do), and attitudes (how they behave and think). Embedding these competencies requires project-based learning, interdisciplinary collaboration, and reflective exercises, while assessment should include portfolios, teamwork, and scenario analysis. Employers and professional bodies can reinforce these competencies through mentoring, internships, and early career development. 

By aligning with INCOSE, AHEP4, and IEA GA frameworks (see Appendix for mapping), this guidance provides an internationally consistent foundation that can be adapted to local contexts, equipping engineering graduates to address complex, interdependent challenges of the 21st century with competence, integrity, and resilience.  

 

Appendix:  

Mapping between Eight Core Competencies and Standard frameworks 

Proposed Core Competency   INCOSE * AHEP4 ** IEA GA *** 
Systems Thinking & Problem Framing ST LO2, LO6 WA2
Critical Thinking   CT LO4 WA4, WA11 
Simulation, Modelling & Data Literacy  IM, SM  LO1, LO3, LO4  WA1, WA4, WA5
Design for Complexity & Changeability  CP, DM, DF LO5  WA3 
Project & Lifecycle Management   LC, PL, CE, CP  LO15  WA10 
Risk & Uncertainty Management  CE, PL, RO  LO9, LO10 –
Collaboration & Communication   CC, TD, TL, EI  LO16, LO17  WA8, WA9 
Professional Responsibility  EI, EP  LO7, LO8  WA6, WA7 

 

* INCOSE Competency Framework, 2nd edition (2018) 

** AHEP4 Learning Outcome (LO) (2025) 

*** International Engineering Alliance (IEA) Graduate Attributes (GA) (2021) 

 

CC = Communications 

CE = Concurrent Engineering  

CP = Capability Engineering 

CT = Critical Thinking 

DF = Design For … 

DM = Decision Management 

EI = Emotional Intelligence 

EP = Ethics and Professionalism 

IM = Information Management 

 LC = Life Cycle 

LO = Learning Outcome 

PL = Planning 

RO = Risk and Opportunity Management 

TD = Team Dynamics 

TL = Technical Leadership 

SM = Systems Modelling and Analysis 

ST = Systems Thinking 

WA = Washington Accord 

 

References:

 

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.  

Toolkit: Complex Systems Toolkit.

Author: Dr. Rebecca Margetts (Nottingham Trent University).

Topic: The importance of teaching and learning about complex systems.

Title: The real world is a complex system.

Resource type: Knowledge article.

Relevant disciplines: Any.

Keywords: Problem solving; Feedback loops; Decision-making; VUCA; Optimisation; Public health and safety; Risk; Sustainability; Ethics; Responsible design; Life cycle; Societal impact; Enterprise and innovation.

Licensing: This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. 

Downloads: 

Learning and teaching resources:

Who is this article for?: This article 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: 

We live in a complex world. Complexity is a key challenge, captured in leadership terms by the VUCA framework: volatile, uncertain, complex and ambiguous (Lanucha 2024). Engineers have the privilege of creating products and processes for humans to use in this landscape. Each of these likely has numerous parts which interact, as well as interacting with the environment, people, and needing to meet a host of safety, quality, sustainability, ethics, and financial obligations. Traditionally, engineers analyse problems by breaking them down into simple parts. This helps understanding and makes calculations feasible, but it’s easy to lose understanding of the whole system. Any change can easily create a problem elsewhere. From a technical viewpoint, engineers need to understand this interconnectedness in order for their creations to work. In a wider sense, ‘systems thinking’ is a skill central to engineering quality and management techniques, which seek to rationalise the complexity of entire organisations and their ever-changing market pressures.  

 

The case for understanding systems: 

Systems is perhaps one of the most misunderstood words in engineering. It is often found combined with mathematical modelling or control – topics often perceived as challenging – and is used in other fields like Computer Science, where tools and models are different. In all cases, the idea revolves around a group of interacting or interrelated elements which form a unified whole. Those elements can be physical or information, hardware or software, or any combination of mechanical, electrical, and other engineering domains. Thinking in terms of systems can therefore be thought of as a holistic approach.  

The Engineering Council UK’s AHEP criteria include a systems approach: C/M6 – “Apply an integrated or systems approach to the solution of complex problems.” Several other AHEP criteria also reference complexity and complex problems, which they define as having “no obvious solution and may involve wide-ranging or conflicting technical issues and/or user needs that can be addressed through creativity and the resourceful application of engineering science. The Systems Thinking Alliance (2025) gives a broader definition of complexity as referring to “the condition of systems, objects, phenomena, or concepts that are challenging to understand, explain, or manage due to their intricate and interconnected nature. It involves multiple elements or factors that interact in unpredictable ways, often requiring significant information, time, or coordinated efforts to address.” For these, there is no ‘one-size-fits-all solution’ (Ellis 2025). This is the reality that engineers need to manage by understanding the potential effects on all parts of the system. 

In order to analyse, engineers dissect complexity into manageable components, and educators teach these simple components before moving onto more complex systems. For example, students initially learn basic electrical components, simple beams, rigid bodies, etc. before bringing these together in case studies, and then moving onto topics like mechatronic systems. Historically, engineers specialised on graduation, perhaps becoming a stress engineer or fluid dynamicist in dedicated offices and functional teams.  A design decision by one team could have unintended consequences for another, as well as additional uncertainty. The advent of cross-functional project and ‘matrix’ organisations mitigated against this, and companies have moved towards attribute teams which can consider the balance of behaviour. Even so, some uncertainty remains in the form of assumptions in calculations, changes in material properties with temperature or stress, or small variations in composition and manufacturing tolerances, which can all accumulate. Any parts which are bought ‘off-the-shelf’ or made by other companies under license must be carefully specified. Relationships can be nonlinear – or even chaotic – and contain feedback loops which can amplify changes (Kastens et al 2009). This all increases the risk of a product’s comfort, performance, and safety being impacted in ways that weren’t anticipated. Any problem that doesn’t come to light until the testing phase – late in the design process – represents costly redesigns and delays. In the unlikely event that a problem isn’t captured during testing either, the outcome could be disastrous. 

Systems engineers will bring the product together and establish these complex behaviours through models and testing. Identifying potential problems early in the design phase can save significant money and facilitate better designs. This can be challenging, especially for systems using novel materials or operating in extreme environments, which aren’t accurately captured by standard calculations. Models may be linearised, neglect external forcing, or be derived for an assumed air density or ambient temperature which may not be valid. In recent decades, the engineering industry has moved towards model-based design and virtual prototyping, facilitated by advances in computer tools. These are increasingly sophisticated, but models still need to be built by engineers with an appreciation of complexity and the mechanisms by which a problem could arise. As humans develop new materials and technologies, and explore the limits of what is possible, engineering techniques and calculations need constant revision, and software tools are frequently updated to facilitate this.  

That holistic view of problems has benefits outside of designing engineering artefacts. The manufacturing process is itself a complex system with potentially long supply chains. As is the organisation, which is comprised of numerous people operating in a landscape of financial pressures, employment law, politics and culture. Quality guru William Deming’s 14 Points for Management (Deming 2018) can be viewed as a systems approach to handling this complexity, by breaking down barriers between departments and instigating continuous improvement. Once a product is produced, it exists in a wider world and continues to interact with it. From a sustainability viewpoint, this can be the user and surrounding community, the environmental impact over a product’s lifecycle, and the financial markets which dictate whether a product is viable. It can also be the social, political, and legal landscapes: these can place direct constraints in the forms of laws governing safety and emissions (such as the UK’s legally binding target of net zero by 2050), or through embargos, tariffs, and subsidies. Each country has its own regulations, which can necessitate multiple variations of a product: a good example is cars, which need to be produced in both left- and right-hand drive, satisfy varying safety and emissions regulations, and cater for differing personal and cultural preferences for size, noise, usage and driving styles. Even when not legislated, a company might choose to support fair trade, lead the way in sustainable practices, or refuse to do business with suppliers or regimes they find objectionable – potentially making this a key part of their brand.  

An engineer’s ability to appreciate and understand the wider social and business landscape is a reason why finance and management consultancy companies can often be seen recruiting engineers at student careers fairs. The Sainsbury Management Fellowship (SMF) scheme notably develops UK engineers as industry leaders, and fellows have made a major contribution to the UK’s economic prosperity (RAEng 2025). 

 

Conclusions:

Complex systems are the “real world” that engineers attempt to understand and design for. They are complicated, interconnected, changing, and uncertain. The well-known part of engineering is analysis: breaking systems into understandable parts. There needs to be a parallel operation where those parts are assembled or integrated into a whole, and that whole interacts with everything around it. This is where unforeseen problems can occur. Systems models and a holistic systems thinking approach can mitigate this risk. A systems approach and ability to manage complexity is a key skill for engineers, and positions them well for other fields like management.   

 

References:

 

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: 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.

Explore these narratives and learn more about the experiences of Black researchers in STEM through Science News’ feature on the diversity, equity, and inclusion efforts within the science community.

 

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

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

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


Objectives: This activity 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. 

 

 

Resources: 

Thriving Together Series:  Strengthening Diversity and Inclusion through Communication 

This resource emphasizes communication’s role in fostering diversity and inclusion at work. It covers: 

 

 

“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. 

 

 

Gender Decoder

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. 

 

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

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

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


Objectives:   Networking is an important career tool as it enables you to: 

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.

 

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

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

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


Objectives: 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: 

 

Build and diversify your networks 

Build networks and participates in social economic and ecology justice events 

 

Embrace social justice

 

Challenge social norms 

 

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

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

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


Objectives: 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.

 

Engage in EDI events, workshops , and networks 

We invite you to participate in upcoming EDI-focused networks, events, and workshops: 

 

Meet some of our industry collaborators  

Getting startedSusan HawkesStewart EyresJordan Hannah

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. 

 

Your feedback matters 

Email Crystal Nwagboso for any suggestions and feedback. 

 

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

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

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

Author: Ramiro Jordan (University of New Mexico). 

Topic: Communicating river system sustainability.  

Tool type: Teaching. 

Relevant Disciplines: Civil; Mechanical. 

Keywords: Water and sanitation; Infrastructure; Community sustainability; Health; Government policy; Social responsibility; AHEP; Higher education; Sustainability; Project brief; Water quality control.

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

AHEP mapping: This resource addresses two of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this resource to AHEP outcomes specific to a programme under these themes, access AHEP 4  here and navigate to pages 30-31 and 35-37.  

Related SDGs: SDG 3 (Good health and well-being); SDG 4 (Quality education); SDG 6 (Clean water and sanitation); SDG 8 (Decent work and economic growth). 

Reimagined Degree Map Intervention: Active pedagogies and mindsets; More real-world complexity.

Educational level: Intermediate. 

 

Learning and teaching notes:  

This is an example project that could be adapted for use in a variety of contexts. It asks students to devise a “sustainability dashboard” that can not only track indicators of river system sustainability through technical means, but also communicate the resulting data to the public for the purpose of policy decisions. Teachers should ideally select a local river system to focus on for this project, and assign background reading accordingly. 

Learners have the opportunity to: 

Teachers have the opportunity to: 

 

Supporting resources: 

 

Introduction: 

Two vital and unique resources for the planet are water and air. Any alterations in their composition can have detrimental effects on humans and living organisms. Water uses across New Mexico are unsustainable. Reduced precipitation and streamflows cause increased groundwater use and recharge.  Serious omissions in state water policy provide no protection against complete depletion of groundwater reserves.   

The water governance status quo in New Mexico will result in many areas of New Mexico running out of water, some sooner, some later, and some already have. Because Water is Life, water insecurity will cause economic insecurity and eventual collapse.   

Water resources, both surface and groundwater, and total water use, determine the amount of water use that can be sustained, and then reduce total water use if New Mexico is to have water security.  The public must therefore recognise that action is required. Availability of compiled, accessible data will lead to and promote our critical need to work toward equitable adaptation and attain sustainable resiliency of the Middle Rio Grande’s common water supply and air quality. 

A data dashboard is needed to provide on-line access to historical, modern, and current perspectives on water, air quality, health, and economic information.  A dashboard is needed to help inform the public about why everyone and all concerned citizens, institutions and levels of government must do their part! 

 

Project brief:  

The Middle Rio Grande region of New Mexico has particular sustainability and resilience requirements and enforceable legal obligations (Rio Grande Compact) to reduce water depletions of the Rio Grande and tributary groundwater to sustainable levels.  However, there is a lack of accessible depictions of the Middle Rio Grande’s water supply and demand mismatch. Nothing publicly accessible illustrates the surface water and groundwater resources, water uses, and current water depletions that cannot be sustained even if water supplies were not declining.  Therefore, there is a corresponding lack of public visibility of New Mexico’s water crisis, both in the Middle Valley and across New Mexico. Local water institutions and governments are siloed and have self-serving missions and do not recognise the limits of the Middle Valley’s water resources.   

A water data dashboard is needed to provide online open access to historical, modern, and current perspectives on water inflows, outflows, and the change in stored surface and groundwater.  This dashboard should inform the public about why everyone and all water institutions and levels of government must do their part! 

 

Given:  

 

Objectives:   

 

Acknowledgements: The 2023 Peace Engineering summer cohort of Argentine Fulbright Scholars who analysed the Middle Rio Grande Case Study concluded that water in the Middle Rio Grande is a community problem that requires a community driven solution.   

 

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

To view a plain text version of this resource, click here to download the PDF.

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

Topic: Building sustainability awareness. 

Tool type: Teaching. 

Relevant disciplines: Any. 

Keywords: Everyday ethics; Communication; Teaching or embedding sustainability; Knowledge exchange; SDGs; Risk analysis; Interdisciplinary; Social responsibility; AHEP; Sustainability; Higher education. 

Sustainability competency: Systems thinking; Critical thinking; Self-awareness, Normative.

AHEP mapping: This resource addresses two of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this resource to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.  

Related SDGs: Many SDGs could relate to this activity, depending on what students focus on. Teachers could choose to introduce the SDGs and dimensions of sustainability prior to the students doing the activity or the students could complete part one without this introduction, and follow on to further parts after an introduction to these topics. 

Reimagined Degree Map Intervention: Active pedagogies and mindset development.

Educational level: Beginner / Intermediate. 

 

Learning and teaching notes:  

This learning activity is designed to build students’ awareness of different dimensions of sustainability through reflection on their everyday activities. This activity 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. Educators could incorporate shorter or longer versions of the activity as fits their needs and contexts. This activity could be presented without a focus on a specific area of engineering, or, students could be asked to do this around a particular discipline. Another powerful option would be to do the activity once at the beginning of term and then again at the end of term, asking students to reflect on how their perceptions have changed after learning more about sustainability. 

This activity could be delivered as an in-class small group discussion, as an individual writing assignment, or a combination of both. Students could even make a short video or poster that captures their insights.  

Learners have the opportunity to: 

Teachers have the opportunity to: 

 

Supporting resources:  

 

Part one: 

Choose 3 activities that you do every day. These could be things like: brushing your teeth, commuting, cooking a meal, messaging your friends and family, etc. For each activity, consider the following as they connect to this activity: 

To help you consider these elements, list the “stuff” that is involved in doing each activity—for example, in the case of brushing your teeth, this would include the toothbrush, the toothpaste, the container(s) the toothpaste comes in, the sink, the tap, and the water.  

 

Part two: 

Teachers may want to preface this part of the activity through an introduction to the SDGs, or, they may want to allow students to investigate the SDGs as they are related to these everyday activities. Students could engage in the following: 

 

Acknowledgements: This activity is based on an Ethical Autobiography activity developed by Professor Sandy Woodson and other instructors of the “Nature and Human Values” module at the Colorado School of Mines. 

 

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters. 

To view a plain text version of this resource, click here to download the PDF.

Author: Onyekachi Nwafor (CEO, KatexPower). 

Topic: Electrification of remote villages. 

Tool type: Teaching. 

Relevant disciplines: Energy; Electrical; Mechanical; Environmental. 

Keywords: Sustainability; Social responsibility; Equality, Rural development; Environmental conservation; AHEP; Renewable energy; Electrification; Higher education; Interdisciplinary; Pedagogy. 

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

AHEP mapping: This resource addresses two of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this resource to AHEP outcomes specific to a programme under these themes, access AHEP 4 here  and navigate to pages 30-31 and 35-37.  

Related SDGs: SDG7 (Affordable and Clean Energy); SDG 10 (Reduced Inequalities); SDG 11 (Sustainable Cities and Communities). 

Reimagined Degree Map Intervention: More real-world complexity; Active pedagogies and mindset development; Cross-disciplinarity.

Educational level: Intermediate. 

 

Learning and teaching notes: 

This case study offers learners an explorative journey through the multifaceted aspects of deploying off-grid renewable solutions, considering practical, ethical, and societal implications. It dwells on themes such as Engineering and Sustainable Development (emphasizing the role of engineering in driving sustainable initiatives) and Engineering Practice (exploring the application of engineering principles in real-world contexts). 

The dilemma in this case is presented in six 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: 

Teachers have the opportunity to: 

 

Learning and teaching resources: 

 

 

In accordance with a report from the International Energy Agency (IEA) and statistics provided by the World Bank, approximately 633 million individuals in Africa currently lack access to electricity. This stark reality has significant implications for the remote villages across the continent, where challenges related to energy access persistently impact various aspects of daily life and stall social and economic development. In response to this critical issue, the deployment of off-grid renewable solutions emerges as a promising and sustainable alternative. Such solutions have the potential to not only address the pressing energy gap but also to catalyse development in isolated regions. 

Situated in one of Egypt’s most breathtaking desert landscapes, Siwa holds a position of immense natural heritage importance within Egypt and on a global scale. The region is home to highly endangered species, some of which have restricted distributions found only in Siwa Oasis. Classified as a remote area, a particular community in Siwa Oasis currently relies predominantly on diesel generators for its power needs, as it remains disconnected from the national grid. Moreover, extending the national grid to this location is deemed economically and environmentally impractical, given the long distances and rugged terrain. 

Despite these challenges, Siwa Oasis possesses abundant renewable resources that can serve as the foundation for implementing a reliable, economical, and sustainable energy source. Recognising the environmental significance of the area, the Egyptian Environmental Affairs Agency (EEAA) declared Siwa Oasis as a protected area in 2002. 

 

Part one: Household energy for Siwa Oasis  

Imagine being an electrical engineer tasked with developing an off-grid, sustainable power solution for Siwa Oasis village. Your goal is to develop a solution that not only addresses the power needs but also is sustainable, ethical, and has a positive impact on the community. The following data may help in developing your solution.   

 

Data on Household Energy for Siwa Oasis:

 

Activities: 

  1. Analyse typical household appliances and their power consumption (lighting, refrigeration, pressing Iron).
  2. Simulate daily energy usage patterns using smart meter data.
  3. Identify peak usage times and propose strategies for energy conservation (example LED bulbs, etc)
  4. Calculate appliance power consumption and estimate electricity costs.
  5. Discussion:  

a. How does this situation relate to SDG 7, and why is it essential for sustainable development? 

b. What are the primary and secondary challenges of implementing off-grid solutions in remote villages? 

 

Part two: Power supply options 

Electricity supply in Siwa Oasis is mainly depends on Diesel Generators, 4 MAN Diesel Generators of 21 MW which are going to be wasted in four years, 2 CAT Diesel Generators of 5.2 MW and 1 MAN Diesel Generator 4 MW for emergency. Compare and contrast various power supply options for the household (renewable vs. fossil fuel). 

 

  1. Renewable: Focus on solar PV systems, including hands-on activities like solar panel power output measurements and battery sizing calculations. 
  2. Fossil fuel: Briefly discuss diesel generators and their environmental impact. 

 

The Siwa Oasis community is divided over the choice of power supply options for their households. On one hand, there is a group advocating for a complete shift to renewable energy, emphasising the environmental benefits and long-term sustainability of solar PV systems. On the other hand, there is a faction arguing to continue relying on the existing diesel generators, citing concerns about the reliability and initial costs associated with solar power. The community must decide which power supply option aligns with their values, priorities, and long-term goals for sustainability and energy independence. This decision will not only impact their day-to-day lives but also shape the future of energy use in Siwa Oasis. 

 

Optional STOP for questions and activities:

  1. Debate: Is it ethical to impose new technologies on communities, even if it’s for perceived improvement of living conditions?
  2. Discussion: How can engineers ensure the sustainability (environmental and operational) of off-grid solutions in remote locations?
  3. Activities: Students to design a basic solar PV system for the household, considering factors like energy demand, solar resource availability, and budget constraints.  

 

Part three: Community mini-grid via harnessing the desert sun 

Mini-grid systems (sometimes referred to as micro-grids) generally serve several buildings or entire communities. The abundant sunshine in Siwa community makes it ideal for solar photovoltaic (PV) systems and based on the load demand of the community, a solar PV mini grid solution will work perfectly. 

Electrical components of a typical PV system can be classified into DC and AC. 

 

DC components: The electrical connection of solar modules to the inverter constitutes the DC part of a PV installation. Its design requires particular care and reliable components, as there is a risk of significant accidents with high DC voltages and currents, especially due to electric arcs.  

The key DC components are:  

 

AC components: The equipment installed on the AC side of the inverter depends on the size and voltage class of the grid connection (low-voltage (LV), medium-voltage (MV), or high-voltage (HV) grid). Utility-scale PV plants usually require the following equipment:  

 

Activities: 

 

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.  

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters. 

To view a plain text version of this resource, click here to download the PDF.

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