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UCL Centre for Engineering Education

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Research projects

The UCL Centre for Engineering Education is a leading innovator in the field of Engineering Education and is paving the way with research into change management, inclusivity and diversity and leadership.

Engineers Without Borders – Global Responsibility in Engineering

In partnership with Engineers Without Borders UK and the Royal Academy of Engineers this porject conducted a small-scale exploratory study on the perceptions of ‘Global Responsibility' in Engineering practitioners in the Built Environment.

Brexit impact on UK’s engineering education sector: Exploring EU students and staff experiences.

A partnership between the RAEng and the EPC looks to explore and substantiate the current and anticipated impact of the Brexit decision on both European engineering students and staff currently studying and working in the UK.

Liberating the Curriculum: Exploring Inclusion in the IEP.

This research project aimed to explore the extent to which diversity and inclusion have been embedded within the IEP and the wider engineering curriculum.

Engineering Education Existing Staff Capacity Enhancement Programme

In a collaboration between two South African Universities, two UK Universities and funded by the RAEng and the South African Department of Higher Education and Training, eight workshops were delivered over two years to support engineering educators across South Africa.

Interprofessional skills required by global consulting engineering companies

A three year ESRC project researching the forms of expertise engineers require to work in client-facing interprofessional project team. These types of teams are a common feature of the work of engineers employed by consulting firms and have hitherto been under- researched, even though they employ significant numbers of engineers.

Jobs for the Boys?

The Set to Lead project, funded by the HE STEM project and delivered by a collaboration between UCL and Katalytik, set out to investigate and address the differences in the transition between men and women from engineering and technology degrees into relevant employment.

Designing inclusion into engineering education

A collection of ideas, interventions and above all a practical method for tinkering and tweaking your course to increase inclusivity.

How to Change the World

How to Change the World is a unique hands-on training programme that equips rising engineering talent with the skills to develop creative and technically robust solutions to 21st-century challenges to bring about positive social change.

Report on Vocational Pedagogy for the Gatsby Foundation

The report addresses an issue which is relevant for the current discussion about the creation of Professional and Technical Pathways to employment – the contribution that excellent vocational teaching and learning makes to the development of the forms of expertise that employers’ require and that facilitate learners’ continuing employability.

Innovations in Engineering Education Inspiring & Preparing Our Engineers for the 21st Century

This Review of Engineering Education, commissioned by Lloyd’s Register Foundation, provides a rallying cry for engineering educators to engage with schools, colleges and industry to reimagine engineering and the journey that young people will be making to become 21st century professional engineers.

From Campus to Corporate: the Journey of the Engineering Graduate

A key transition point for all graduates is the move from higher education into employment. In the case of engineering graduates, this transition is often marked by entry onto a corporate graduate development programme (GDP) and the beginning of a journey from campus to corporate capability building. This project documents and analyses observations of work-based learning practices across a GDP.

Interprofessional skills required by global consulting engineering companies

One of the rising challenges for consulting companies in all sectors of the global economy is to retain, develop and extend the range of contracts they secure from clients, and to contribute to the wider welfare of many societies. This project aims to shed light on the interprofessional skills engineers need for project work, for example, to interact more effectively with clients and the design team, and therefore engage in accelerated professional development and to identify how engineering stakeholders can support learners’ transition from education to employment, and how engineering consulting companies can support engineers’ transition from project team to project team.

Fitness for purpose? Project-based, collaborative learning in engineering undergraduate education.

This work analysed observations of students involved in project based learning activities.