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.Ā 

Key insights:

šŸš€ 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.Ā 

šŸ“š 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.Ā 

šŸ¤ Networking matters: Joining groups like ā€œWomen in STEMā€ helped Janet connect with others and gain valuable insights. Networking can provide support and open doors in competitive fields.Ā 

šŸ’” 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.Ā 

🌱 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.Ā 

šŸ‘©ā€šŸ”§ 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.Ā 

šŸ› ļø 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:

šŸ¤ The power of networking: Building professional relationships can significantly enhance job prospects. Networking opens doors that might otherwise remain closed.

šŸŽ“ Mentorship impact: Guidance from mentors, such as professors, can provide invaluable insights and job referrals in your field.

šŸ’¬ 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.

šŸ›”ļø 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. Ā 

Key insights:

šŸŽ“ 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.Ā 

šŸ’¼ 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.Ā 

šŸŒ Importance of EDI events: By participating in EDI events, organisations can foster a culture of inclusion, encouraging diverse participation in engineering fields.Ā 

šŸ¤ Diversity in problem-solving: Different perspectives lead to innovative solutions, proving that EDI is crucial for effective teamwork and project success in engineering.Ā 

šŸ—£ļø Listening to diverse voices: Brooks emphasizesĀ the significance of hearing different viewpoints, suggesting that diversity in thought is essential for addressing complex challenges.Ā 

šŸ“ˆ 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.Ā 

🌟 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.Ā Ā 

Key insights:

šŸš€ 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.Ā 

šŸ« 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.Ā 

šŸ” Awareness of gender & racial gaps: Understanding existing disparities in education allows educators to implement targeted strategies.Ā 

Video summary: Ā 

Leon is a Computing graduate from East London, is a grassroots football coach passionate about technology and inclusivity in sports.Ā 

Key insights Ā 

🌐 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.Ā 

⚽ 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. 

šŸ’” 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.Ā 

šŸ› ļø Work-life balance: By learning to separate work from personal life, Leon emphasizesĀ self-care, which is essential for maintaining mental health and productivity in high-pressure environments.Ā 

Video summary:

Final-year mechanical engineering student Purvi shares insights on job offers, the value of practical experience, and leadership skills from his projects.Ā 

Key insights:

šŸŽ“ Practical experience matters: Purvi emphasizedĀ 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.Ā 

šŸš€ Diverse skill application: The realisationĀ 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.Ā 

šŸ” 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.Ā 

āš–ļø 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.Ā 

šŸ¤ 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.Ā 

🌟 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.Ā 

šŸ“ˆ 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.Ā 

 

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 aĀ 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 conversationsĀ 

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:Ā 

Abisola Ajani, a process technology engineer and founder of BW, emphasises the importance of skills for navigating difficult workplace conversations.Ā 

Key insights:

šŸ’” Importance of communication skills: Effective communication in engineering helps convey expertise and resolve conflicts, making it vital for career success.Ā 

āøļøā€ÆPower of pausing: Taking a moment to pause during tough conversations allows for clearer thinking and more productive responses, promoting better outcomes.Ā 

šŸ¤ā€ÆRole of mentorship: Seeking guidance from mentors equips individuals with strategies and confidence to tackle challenging discussions, enhancing professional growth.Ā 

šŸ¤”ā€ÆValuing 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.Ā 

āœØā€ÆGrowth through mistakes: Embracing the inevitability of mistakes in difficult conversations encourages continuous improvement and resilience in professional settings.Ā 

šŸŒā€ÆDiversity and inclusion: An inclusive environment empowers individuals to express their authentic selves, leading to greater innovation and collaboration within teams.Ā 

šŸ’Ŗā€ÆEmpowerment through visibility: Initiatives like BW highlight the importance of representation in engineering, inspiring future generations of diverse engineers to thrive.Ā 

Ā 

 

Resources:Ā 

Thriving Together Series:  Strengthening Diversity and Inclusion through CommunicationĀ 

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

 

 

ā€œIā€ versus ā€œWeā€Ā 

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.Ā 

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.Ā 

Employers we recommend you recogniseĀ that “We” and “I” can be interchangeable for many women and some cultures, and understand the biases involved.Ā 

 

 

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.Ā 

 

This work is licensed under aĀ 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:Ā 

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.Ā 

Video summary:Ā 

Donna Otchere shares her journey from engineering graduate to PhD student, emphasizing the importance of networking and inclusivity in the industry.Ā 

Key insights:Ā 

šŸŽ‰ā€ÆNetworking 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.Ā 

šŸ’Ŗā€ÆThe 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.Ā 

šŸŒŸā€ÆUtilise online platforms: Leveraging LinkedIn and other online resources can significantly expand one’s professional network and visibility in the industry.Ā 

šŸ¤—ā€ÆCommunity involvement is key: Engaging with communities focused on shared interests fosters a sense of belonging and opens doors to new opportunities.Ā 

šŸŽÆā€ÆGoal-oriented networking: Having a clear objective when attending networking events can lead to more meaningful interactions and outcomes.Ā 

šŸŒˆā€ÆImportance of diversity: Diverse teams bring various perspectives, which are critical in engineering problem-solving, thus promoting inclusivity in the field.Ā 

šŸ› ļøā€ÆEngineering is for everyone: Donna stresses that engineering is a universal field where everyone, regardless of background, can thrive and contribute.Ā 

 

 

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.Ā 

Ā 

 

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.Ā 

Video summary:Ā 

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.Ā 

Key insights:Ā 

šŸŒ 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.Ā 

šŸ‘„ Importance of relationships: Building strong relationships is essential for students. These connections can provide support, advice, and opportunities that enhance their learning journey.Ā 

šŸ“– 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.Ā 

šŸŽÆ 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.Ā 

šŸ› ļø 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.Ā 

🌱 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. 

šŸ”‘ 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.Ā 

 

 

Navigating microaggressions in professional settingsĀ 

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.Ā 

 

 

Career support for ethnic underrepresented studentsĀ 

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 aĀ 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.Ā 

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 theĀ 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:

šŸŽÆ Purpose: Reciprocal mentoring differs from traditional mentoring, where typically a senior guides a junior — here, both parties learn from one another.

šŸ”„ Mutual learning: Both mentor and mentee bring valuable perspectives, creating opportunities for shared growth and understanding.

šŸ§‘ā€šŸŽ“šŸ§‘ā€šŸ’¼ Generational exchange: Junior staff share insights from their generational and workplace experiences, enriching the senior staff’s awareness and approach.

šŸ—ŗļø Career navigation: Seniors still provide guidance in navigating career paths and adapting to changing professional landscapes.

ā“ Interview tip: During job interviews, ask if the employer has a reciprocal mentoring program — if not, use the provided toolkit to highlight its benefits.

šŸ“£ Authentic voices: Socially underrepresented individuals can bring their lived experiences into the conversation, promoting inclusion.

šŸŒ Inclusive environment: Reciprocal mentoring fosters diversity, equity, and inclusion within the workplace.

šŸ§‘ā€šŸ¤ā€šŸ§‘ Collaborative impact: Mentors become advocates in senior spaces, amplifying the visibility and contributions of their mentees.

šŸš€ Opportunities: Mentors may champion their mentees for key projects and leadership development opportunities.

šŸ’” 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:Ā 

 

Build and diversify your networksĀ 

Build networks and participates in social economic and ecology justice eventsĀ 

Ā 

Embrace social justice

 

Challenge social normsĀ 

 

This work is licensed under aĀ 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.

šŸ” Role of volunteering: Actively participating in local initiatives can enhance employability and illustrate one’s dedication to societal betterment.

šŸš€ Value of industrial placements: Gaining diverse experiences during placements enables students to refine their career goals and professional interests.

šŸ’¼ 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.

šŸŽÆ Open-minded approach: Embracing unexpected job roles can lead to personal growth and a better understanding of the industry.

šŸ¤” Reflection on experiences: Analysing past roles helps clarify what one wants and doesn’t want in their career path, aiding future choices.

 

Resources and supportĀ 

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 networksĀ 

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

 

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:Ā 

Susan Hawkes, a technician at Berry Range Limited, promotes engineering diversity and emphasizes the importance of mental health within her family-run company.Ā 

Key insights:Ā 

🌟 Technicians matter: Technicians like Susan play a vital role in engineering, yet often lack recognition. Elevating their status can enhance the industry. 

šŸ¤ Diversity drives progress: Promoting diversity in engineering creates innovative solutions and reflects the society we serve, making it imperative for future growth.Ā 

šŸ¢ Company culture counts: A supportive work environment that values mental health contributes to employee satisfaction and retention, which is essential in a demanding industry.Ā 

šŸ‘©ā€āš•ļø Mental health focus: Addressing mental health proactively fosters a healthier workforce and can lead to improved productivity and morale.Ā 

🌐 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. 

šŸ—£ļø Networking opportunities: Engaging in networking events can open doors for collaborations and mentorship, crucial for career development in engineering.Ā 

šŸŒ Leadership representation: Having diverse leaders in organizations, such as the female president of ICE, inspires future generations and promotes inclusivity in the field.Ā 

Video summary:Ā 

Stewart Eyres discusses the mission of Equal Engineers to create a diverse, equitable, and inclusive approach to engineering recruitment and support.Ā 

Key insights:Ā 

🌈 Diversity in engineering: Equal Engineers addresses the need for a diverse workforce in engineering, recognizing varied perspectives enhance innovation and problem-solving. 

šŸŽ“ Collaboration with universities: Partnering with educational institutions fosters a pipeline of diverse talent, ensuring that engineering education aligns with industry needs.Ā 

šŸ¤ More Than recruitment: The agency goes beyond traditional recruitment by actively working with companies to make their environments more welcoming for diverse candidates.Ā 

šŸ“Š Support for new recruits: Regular follow-ups with new hires help to verify that companies meet their commitments, creating a supportive onboarding experience.Ā 

🌟 Empowering ambition: Stuart encourages aspiring engineers not to settle for their first job but to seek roles that truly fit their skills and aspirations. 

šŸ” Job market opportunities: With a shortage of engineers, there is an abundance of opportunities available, inviting candidates to be proactive in their job search.Ā 

šŸ’¼ 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:Ā 

Jordan Hannah discusses supporting apprenticeships in engineering, emphasizing the need for employer engagement and practical experience in the field.Ā 

Key insights:Ā 

🌱 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. 

šŸ—ļø 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.Ā 

šŸ“† 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.Ā 

🧠 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. 

šŸš€ 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.Ā 

šŸ”„ 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.Ā 

šŸ“ˆ Continuous support: Post-apprenticeship support is crucial for young professionals, ensuring they transition smoothly into their careers and feel valued by their employers.Ā 

Ā 

 

Ready to take the next step?Ā 

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.Ā 

Ā 

Your feedback mattersĀ 

Email Crystal Nwagboso for any suggestions and feedback.Ā 

 

This work is licensed under aĀ 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).Ā 

Topic: Communicating river system sustainability. Ā 

Tool type: Teaching.Ā 

Relevant Disciplines: Civil; Mechanical.Ā 

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

Educational level: Intermediate.Ā 

Ā 

Learning and teaching notes:Ā Ā 

This is an example project that could be adapted for use in a variety of contexts. It asks students to devise a ā€œsustainability dashboardā€ 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.Ā 

Learners have the opportunity to:Ā 

Teachers have the opportunity to:Ā 

 

Supporting resources:Ā 

 

Introduction:Ā 

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.Ā  Serious omissions in state water policy provide no protection against complete depletion of groundwater reserves.Ā Ā Ā 

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.Ā Ā Ā 

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.Ā  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.Ā 

A data dashboard is needed to provide on-line access to historical, modern, and current perspectives on water, air quality, health, and economic information.Ā  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!Ā 

 

Project brief:Ā Ā 

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.Ā  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.Ā  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.Ā Ā Ā 

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.Ā  This dashboard should inform the public about why everyone and all water institutions and levels of government must do their part!Ā 

 

Given: Ā 

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Objectives:Ā Ā Ā 

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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.Ā  Ā 

Ā 

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

Topic: Building sustainability awareness.Ā 

Tool type: Teaching.Ā 

Relevant disciplines: Any.Ā 

Keywords: Everyday ethics; Communication; Teaching or embedding sustainability; Knowledge exchange; SDGs; Risk analysis; Interdisciplinary; Social responsibility; AHEP; Sustainability; Higher education.Ā 
 
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.Ā 
 
Reimagined Degree Map Intervention: Active pedagogies and mindset development.

Educational level: Beginner / Intermediate.Ā 

Ā 

Learning and teaching notes:Ā Ā 

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.Ā 

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.Ā Ā 

Learners have the opportunity to:Ā 

Teachers have the opportunity to:Ā 

 

Supporting resources:Ā Ā 

 

Part one:Ā 

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:Ā 

To help you consider these elements, list the ā€œstuffā€ 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.Ā Ā 

 

Part two:Ā 

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:Ā 

 

Acknowledgements: This activity is based on an Ethical Autobiography activity developed by Professor Sandy Woodson and other instructors of the ā€œNature and Human Valuesā€ module at the Colorado School of Mines.Ā 

 

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.Ā 
 
 
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Author: Onyekachi Nwafor (CEO, KatexPower).Ā 

Topic: Electrification of remote villages.Ā 

Tool type: Teaching.Ā 

Relevant disciplines: Energy; Electrical; Mechanical; Environmental.Ā 

Keywords: Sustainability; Social responsibility; Equality, Rural development; Environmental conservation; AHEP; Renewable energy; Electrification; Higher education; Interdisciplinary; Pedagogy.Ā 
 
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).Ā 
 
Reimagined Degree Map Intervention: More real-world complexity; Active pedagogies and mindset development; Cross-disciplinarity.

Educational level: Intermediate.Ā 

 

Learning and teaching notes:Ā 

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).Ā 

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.Ā Ā Ā Ā 

Ā 

Learners have the opportunity to:Ā 

Teachers have the opportunity to:Ā 

Ā 

Learning and teaching resources:Ā 

Ā 

Ā 

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.Ā 

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.Ā 

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.Ā 

Ā 

Part one: Household energy for Siwa OasisĀ Ā 

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.Ā Ā Ā 

Ā 

Data on Household Energy for Siwa Oasis:

 

Activities:Ā 

  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: Ā 

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

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

Ā 

Part two: Power supply optionsĀ 

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).Ā 

Ā 

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

Ā 

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.Ā 

Ā 

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.Ā Ā 

Ā 

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

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.Ā 

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

 

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.Ā Ā 

The key DC components are:Ā Ā 

Ā 

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:Ā Ā 

Ā 

Activities:Ā 

 

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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.Ā 

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


Authors:
Cortney Holles (Colorado School of Mines); Ekaterina Rzyankina (University of Cape Town).

Topic: Critical digital literacy.

Engineering disciplines: Computer Science; Information Systems; Biomedical engineering.

Ethical issues: Cultural context; Social responsibility; Privacy.

Professional situations: Public health and safety; Working in area of competence; Informed consent.

Educational level: Intermediate.

Educational aim: Engaging in ethical judgement: reaching moral decisions and providing the rationale for those decisions.

Ā 

Learning and teaching notes:

The case involves an engineering student whose personal choices may affect her future professional experience. It highlights both micro- and macro-ethical issues, dealing with the ways that individual actions and decisions can scale to create systemic challenges.

An ethical and responsible engineer should know how to work with and use digital information responsibly. Not all materials available online are free to use or disperse. To be digitally literate, a person must know how to access, evaluate, utilise, manage, analyse, create, and interact using digital resources (Martin, 2008). It is important to guide engineering students in understanding the media landscape and the influence of misleading information on our learning, our political choices, and our careers.Ā A large part of critical digital literacy is evaluating information found on the web. For students working on a research project or an experiment, accessing accurate information is imperative. This case study offers several approaches to engaging students in the critique and improvement of their critical digital literacy skills.Ā The foundations of this lesson can be applied in multiple settings and can be expanded to cover several class periods or simplified to be inserted into a single class.

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

The dilemma in this case is presented in two parts. If desired, a teacher can use the Summary and Part one in isolation, but Part two develops and complicates the concepts presented in the Summary and Part one to provide for additional learning. The case allows teachers the option to stop at multiple points for questions and / or activities as desired.

Learners have the opportunity to:

Teachers have the opportunity to:

 

Learning and teaching resources:

News articles:

Educational institutions:

Legal regulations:

Non-profit organisations:

Business:

 

Summary:

Katherine is a biomedical engineering student in her 3rd year in 2022, and will have a placement in a community hospital during her last term at university. She plans to pursue a career in public health after seeing what her country went through during the Covid-19 pandemic. She wants to contribute to the systems that can prevent and track public health risks from growing too large to manage, as happened with Covid-19. She is motivated by improving systems of research and treatment for emerging diseases and knows that communication between a variety of stakeholders is of the utmost importance.

 

Optional STOP for questions and activities:

1. Discussion: What can you determine about Katherine’s values and motivation for her studies and her choice of career?

2. Discussion: How do you connect with her mission to improve diagnostic and treatment systems for public health threats?

3. Discussion: Who should be responsible for the messaging and processes for public health decisions? How are engineers connected to this system?

4. Activity: Research the Covid-19 vaccine rollout in the United Kingdom versus other countries – how did power, privilege, and politics influence the response?

5. Activity: Research current public health concerns and how they are being communicated to the public. In what ways might engineers affect how and what is communicated?

 

Dilemma – Part one:

As Katherine approaches the winter holiday season, she makes plans to visit her grandmother across the country. She hasn’t seen her since before the Covid-19 pandemic and is excited to be around her extended family for the holidays once again. However, she receives an email from her cousin informing everyone that he and his family are not vaccinated against Covid-19 because the whole vaccination operation was forced upon citizens and they refused to participate. Katherine is immediately worried for her grandmother – at 85 years old, she is at a higher risk than most – and for her brother, who suffers from Addison’s disease, an autoimmune disorder. Additionally, if Katherine comes into contact with Covid-19 while celebrating the holidays with her family, she could suffer repercussions at both her university and the hospital where she will work for her placement.

 

Optional STOP for questions and activities:

1. Discussion: How can Katherine communicate with her cousin about her concerns for her brother and grandmother? How might she use her expertise as a biomedical engineer in this conversation?

2. Discussion: What kind of information will be most convincing to support her decision? What sources would provide the evidence she is looking for, and which ones would provide counter arguments?

3. Discussion: What impacts might the decision have on Katherine’s position as a student or in the hospital?

4. Discussion: Do engineers, scientists, and medical professionals have more of an obligation to promote and adhere to public health guidance? Why or why not?

5. Activity: Talk to people in your life about their experience of navigating the Covid-19 vaccine. Did they choose to get it as soon as it was available? Did they avoid getting the vaccine for particular reasons? Were there impacts on their personal relationships or work because of their choices about the vaccine?

6. Activity: Research some of the impacts on individuals with health concerns and comorbidities in regard to Covid-19 and other viruses or public health concerns. How do these experiences match with or differ from your own?

7. Activity: Investigate the different ways that engineers were involved in vaccination development and response.Ā Ā Ā Ā 

 

Dilemma – Part two:

Katherine went back to university after a lengthy break for the holidays and immediately registered for an account on Facebook as a brand-new user. She was in such a hurry to have her profile up that she did not take the time to configure any privacy settings. She stayed up late reading an article about Covid-19 Ā that had been posted on the website of one of the online newspapers. Before she posted this report on her own Facebook page, she did not verify the accuracy of the information or the source of the information.

 

Optional STOP for questions and activities:

1. Discussion: What kind of impact might this social media activity have on Katherine’s position as a student or in the company/organisation/hospital she is working for as an intern? What should Katherine be worried or concerned about after posting information?

2. Discussion: Do social media companies collect or ask for any other non-essential information from you? Why does the website claim that they are collecting or asking for your information? Does the website share/sell/trade the information that they collect from you? With whom does the website share your collected information? How long does the website keep your collected information? Does the website delete your information, or simply de-personalise it?

3. Discussion: Regarding question 2, how are engineers involved with products, processes, or services that enable those choices and actions?

4. Discussion: What is real and fake news? How do you know? What do you look for to know if it is real or fake news (share guidelines)? Do you expect it to be easy to spot fake news? Why should we care if people distribute and believe fake news?

Students are particularly susceptible to being duped by propaganda, misleading information, and fake news due to the significant role that information and communication technology which is problematic to verify plays in their everyday life. Students devote a significant portion of their time to participating in various forms of online activity, including watching television, playing online games, chatting, blogging, listening to music, posting photos of themselves on social networking sites, and searching for other individuals with whom they can engage in online conversation. Students owe a significant portion of what they know about the world and how they perceive reality to the content that they read online. While many people share reliable and positive information online, others may engage in negative impact information sharing:

5. Discussion: What are some other examples of how engineering might fall prey to negative impact information sharing?

6. Discussion: How might engineers help address the problem of fake news and negative impact information sharing?

Ā 

References:

Martin, A. (2008). ā€˜Digital Literacy and the ā€œDigital Societyā€ā€™, in Lankshear C. and Knobel M. (eds.), Digital Literacies: Concepts, Policies, and Practices. New York: Peter Lang,Ā  (pp. 151-176).

 

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

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

Author: Onyekachi Nwafor (KatexPower).

Topic: A country-wide energy transition plan.

Engineering disciplines: Energy; Electrical.

Ethical issues:Ā  Sustainability; Social responsibility; Risk.

Professional situations:Ā Public health and safety,

Educational level:Ā Beginner.

Educational aim:Ā Engaging in Ethical Judgement: reaching moral decisions and providing the rationale for those decisions.

 

Learning and teaching notes:

At COP26, H.E. President Muhammadu Buhari announced Nigeria’s commitment to carbon neutrality by 2050. This case involves an engineer who is one of the stakeholders invited by the president of Nigeria to implement an Energy Transition Plan (ETP). It requires the engineer, who is a professional and well experienced in renewable energy and energy transition, to deliver a comprehensive decarbonisation roadmap that will ensure net zero emissions.

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

The dilemma in this case is presented in two parts. If desired, a teacher can use Part one in isolation, but Part two develops and complicates the concepts presented in Part one to provide for additional learning. The case allows teachers the option to stop at multiple points for questions and / or activities, as desired.

Learners have the opportunity to:

Teachers have the opportunity to:

 

Learning and teaching resources:

UK website:

Think tank:

Nigeria government site:

Industry publication:

Business:

 

Dilemma – Part one:

You are an electrical engineer working as a technical consultant in an international organisation aiming to Ā transform the global energy system to secure a clean, prosperous, zero-carbon future for all. The organisation is one of the stakeholders invited by the federal government of Nigeria to implement the country’s new Energy Transition Plan (ETP) and you are given the task of creating a comprehensive decarbonisation roadmap and presenting it at the stakeholder meeting.

Ā 

Optional STOP for questions and activities:

1. Discussion: In what ways could an electrical engineer bring needed expertise to the ETP? Why are engineers essential to ensuring a zero-carbon future? Should engineers be involved in policy planning? Why or why not?

2. Activity: Wider context research: Nigeria is currently an oil-producing country. What might policy makers need to consider about this reality when implementing an ETP? How strongly should you advocate for a reduction of the use of fossil fuels in the energy mix?

3. Discussion and activity: List the potential benefits and risks to implementing the ETP. Are these benefits and risks the same no matter which country they are implemented in?

4. Activity: Research and outline countries that have attained a zero emission target. What are their energy distribution mixes? Based on this information, what approach should Nigeria take and why?

5. Activity: What will be your presentation strategy at the stakeholder meeting? What will you advocate for and why? What ethical justifications can you make for the plan you propose?

 

Dilemma – Part two:

At the stakeholder meeting, you were given the opportunity to present your decarbonisation roadmap and afterwards faced serious opposition by the chief lobbyist of the Fossil Fuel and Mining Association, Mr. Abiola. Mr. Abiola is of the opinion that because Nigeria contributes less than 1% to the global emissions, it should not be held accountable for climate change, and therefore no country-wide climate policy is necessary. Furthermore, he fears the domestic market for coal that is used to produce electricity as well as the global market for fossil fuels will shrink because of the new policy. He also argues that a shift away from coal and fossil fuels could result in challenges to the security of supply, since renewables are by definition unreliable and volatile. Other stakeholders, such as activists and environmental experts, also voiced different concerns and opinions. They argue that time has already run out, and no country can delay decarbonisation plans no matter how small their impact on the global total. This conflict has resulted in disagreements in the negotiation.

Ā 

Optional STOP for questions and activities:

1. Debate: Do different countries have different ethical responsibilities when it comes to decarbonisation? Why or why not? If so, for what reasons?

2. Discussion: How should countries weigh the short-term versus long-term benefits and burdens of the energy transition? What role do governments and corporations play in managing those? What role should citizens play?

3. Discussion: How will you prepare for and handle opposing questions to your roadmap plan?Ā 

4. Activity: Create a participatory stakeholder engagement plan embedded in the overall decarbonisation strategy.

5. Activity: How will you utilise the different renewable energy mix to provide 100% access to electricity and ensure security of supply as an electrical engineer?

Ā 

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

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

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