If you refer to these slides, please acknowledge their origin

Inclusive engineering education – more than numbers

Jan Peters

Jan.peters@Katalytik.co.uk

0797 4011278

Open University, 25 April 2017, Milton Keynes

• A theoretical approach for change

Representation: increasing numbers of

underrepresented groups

Ideological approach: adopt (management) systems and

processes that enable minority groups to

contribute

(based on Soudien, 2010)

• A theoretical approach

Representation: increasing numbers

of underrepresented groups

Ideological approach: adopt (management)

systems and processes that

enable minority groups to contribute

Practical actions to

deliver inclusive

education

(based on Soudien, 2010), forthcoming publication from Peters et al

HE STEM Set to Lead project

21% vs 42% 39% vs 59%UKRC data 2010 Set to Lead analysis for

engineering 2012Number of female vs male STEM grads that

transition into technical jobs

Number of female vs male engineer grads that transition into

technical jobs

Three key questions:

• Academics: is it your fault?

• Employers: is it your fault?

• Students: what do you want to do?

• HE STEM Set to Lead project

Sexism, harassment, bullying, exclusion…….

All that stuff? It’s been fixed.

(Or it never existed, I’ve never seen it)

Said women STEM

students in 1980, 1990 and 2016

Said engineering academics in 1980, 1999 and 2015

But we do feel that things are shifting, finally

• Co-designed scenarios around leadership, team working and business change

• Networking events with WES at Microsoft and Arup

• Piloted activities and filmed at Thoughtworks, Microsoft, Arup, Highways Agency and WES conferences

• Role models talking about technical details, leadership, collaboration, career confidence and assessment centres

Set to Lead content

Setting the management landscape

Visible institutional leadership

Equity/diversity policies and practices

Faculty development

Fostering inter-department and cross-institution

collaboration

Inclusive culture and curriculum developments

and embedding

Coordinated women/minority-

in-engineering programmes or

similar

Ongoing research

Evaluation of progress

Mills, Ayre and Gill, 2010a

• Team vocabulary using StrengthsFinder

• Problem based learning – global context

• Piloted strengths with 2 x year 1 courses

• Professional skills –embedded inclusion

– Critical thinking

– Design

– Teams

UCL and the Integrated Engineering Programme

We are all different and uniquely talented

But we all need to communicate and respect each other

34 flavours of jelly beans. If you eat 5 at a time how many unique flavour combinations can you get?

1 in 33 million chance – same Top 5 in the same order

With diverse teams you should

expect friction – don’t try to defuse it, but embrace friction and discussion to sort it out – move to ‘where shall we meet?’

Using strengths in a team

Communication

Become more aware about the things that inspire, motivate or

irritate you

Observe how others respond to your

actions and contributions: are they

engaged, irritated or not interested?

We now respect each other’s voices, taking each and every word into careful consideration before giving feedback to their contribution

D Computing yr 1

When we started in the team we didn’t know each other. At least we could share or top 5 themes as a starting point.

K Mechanical yr 1

Strengthsfinder is rather accurate.. I rather lack in the execution department… I’m really laid back.. But I’m a big communicator… J, civil, Yr1

Inclusive Engineering Education Symposium

April 2016 • Global experts (UNiSA, Purdue, Aachen….)

• Educators and social scientists

• Report

• Discussion

Model for inclusive engineering / STEM education model

Cu

ltu

re The matrix in which you work and deliver your education programmes

Co

nte

nt What content

you teach on your courses and how it bears relevance to the wider community and world

Del

iver

y How you are teaching, embracing new methods and reaching and supporting diverse students

Pra

ctic

e Providing the opportunity to practice and reinforce professional skills – often called employability –it’s wider than that.

Evolved through seven years of work, dialogue and discussion with Jan Peters, UCL Engineering and global experts from engineering education, gender and diversity experts and social scientists

• Match teams with care

• Give students a vocabulary to grow self awareness and value and appreciate others

• Use peer assessment (management training) but ensure you talk to students effectively on unconscious biases

Three first steps

Do 3 things

JAN PETERSKATALYTIK.CO.UKIF YOU REFER TO THESE SLIDES, PLEASE ACKNOWLEDGE THEIR ORIGIN

0797 4011278