This research project, undertaken in 2017 and led by Emanuela Tilley, aimed to explore the extent to which diversity and inclusion have been embedded within the IEP and the wider engineering curriculum with three aims:

  1. To gather examples of good practice that can be shared
  2. To stimulate thinking among engineering academics about what else they can do
  3. To disseminate case studies of good practice as well as encourage other faculties to use a checklist set out to improve inclusivity and diversity across STEM curriculum

A principle outcome of was to highlight ways to improve the inclusive nature of engineering teaching practice through the Integrated Engineering Programme (IEP), which is largely comprised of PBL/PjBL elements with interconnected links to skills-base and research-base learning modules. Three case studies from the IEP curriculum were produced.

Link UCL Biomedical Engineering: Working with disabled clients

Link UCL Chemical Engineering: Improving the student experience and learning from small group scenarios

Link UCL Computer Science: Peer assessment in team working