Partnering for choice and change: Education for social inclusion

Aiming to enhance school inclusivity, address educational inequalities and foster social and civic responsibilities among minority STEM undergraduates
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The overarching aims of the project are

  • .Build on inclusive practices and provision in schools, aligning with their core priorities in relation to pupil attainment, attendance and progression

  • 'Make a positive impact in society by addressing educational inequalities

  • APromote social and civic responsibilities in undergraduate minority engineering, computing and mathematics students and help to secure successful graduate outcomes

The objectives are accomplished through four key types of partnerships

The Faculty of Science and Engineering partnering with the Faculty of Arts, Humanities and Business
A central focus of the project is Engineering 4 Inclusion – a week-long summer school for secondary school students who have experienced exclusion or disadvantage in education. Engineering 4 Inclusion is a collaboration between staff and undergraduate students in the School of Engineering, Computing and Mathematics and Plymouth Institute of Education. 
The summer school comprises hands-on engineering and mentoring activities to support learning. Educational disadvantages might be due to social or economic background, Covid-19, health, disability, ethnicity, gender or any form of diversity that, due to systemic and/or cultural inequality, impacts negatively on academic progression, post-16 opportunities and career destinations.

The university partnering with schools, via outreach, widening participation and recruitment activities and spin-off projects
These groups are underrepresented in engineering education and careers. Therefore, in addition to demystifying university and helping to widen access more generally, the Engineering 4 Inclusion summer school provides pupils with an understanding of the role engineers play in society. This in turn builds confidence, aspirations and opportunities to progress with post-16 education in engineering and related fields.

The university partnering with external stakeholder businesses and third sector organisations
EqualEngineers are supporting this project by delivering a confidence-building workshop for the pupils during the summer school(s). They are providing peer networks for undergraduate mentors and training for teachers to promote STEM education.  
Babcock International Plymouth partner with us to recognise and celebrate the achievements of Year 10 pupils and undergraduate mentors. They attend the pupils’ presentations at the end of the summer schools and present certificates to pupils and mentors.
Plymouth Learning Partnership partners with us to collaborate with Plymouth secondary school leaders and lead relevant CPD opportunities for teachers. 

Undergraduate students partnering with school pupils by supporting them as mentors
Undergraduate minority engineering, computing and mathematics students are key collaborators and participants in this project. 
The undergraduate steering group have reviewed and advised on the design of Engineering 4 Inclusion. 
Engineering undergraduates have helped to design the Engineering 4 Inclusion summer school and are trained as mentors to support Year 10s throughout their week. This develops undergraduates’ understanding of learning and inclusion and an appreciation of their civic duty as future professional engineers who promote social justice and equity in the workplace. Through this experience, undergraduates will develop their self-esteem, confidence, communication and leadership skills. This enhances their own attainment and graduate outcomes.
 
 
 
 

Core project team

Engineering 4 Inclusion logo - multi coloured cogs
 
 

Engineering 4 Inclusion: summer school 2024

Students during a presentation at the Engineering 4 Inclusion summer school
Students during a presentation at the Engineering 4 Inclusion summer school
Students during a presentation at the Engineering 4 Inclusion summer school
Students during a presentation at the Engineering 4 Inclusion summer school
Students with their mentor certificates at the Engineering 4 Inclusion summer school
Engineering 4 Inclusion summer school
 

Year 10 thoughts

This experience will give me a better understanding of the different jobs that include engineering. I’m a keen member of eco club at school and I’m interested in the way engineering can help solve the issues involving climate change

Pre-summer school 

I decided to take part in this Summer School to deepen my technical knowledge, gain hands-on experience with cutting-edge technologies, and collaborate with like-minded peers and industry professionals. This opportunity will help me enhance my problem-solving skills, stay updated with industry trends, and better prepare for a successful engineering career.

Pre-summer school

I decided to take part in this Summer School as I came to the conclusion that it would be a great opportunity to experience what it is like to work around the aspect of engineering for a week to hopefully help me decide if it would be a reasonable choice for a career in my future.

Pre-summer school

It was a great opportunity to really grasp the idea of the engineering world. What is waiting for me when I leave school ready to join the STEM related world.

Post-summer school

Mentor insights

This was a fantastic opportunity for Students and Mentors alike! No matter the background, every individual achieved so much.

The highlight of the experience was working closely with the students and watching our influence as mentors in activities and group discussion. I really enjoyed the genuine connections made with the students as there was time and space for them to feel listened to and part of a group. I would recommend the scheme to those interested.

Challenging, inspiring, and eye-opening. I enjoyed the week and felt I’d helped students learn and grow.

I also really enjoyed the freedom and trust we were given to approach mentoring our groups in a dynamic and unique way.

I could see many students achieving great connections with their mentors and looking up to them as role models. Hands on activities such as the suspension bridge experiment, CAD session and guest speaker T-shirt presentation really got the students engaged. The amount of thought and planning that went into each activity was evident.

I would say it definitely impacted my career choices for the better. I didn’t have an extensive knowledge in Engineering before attending the mentoring programme, but I would definitely say it left me amazed by the vast opportunities that are available for me to pursue forthcoming in the future. I personally have decided that I would like to pursue a career in Engineering, meaning that I will change my degree subject, preferably into Electrical or Marine Technology, which really captivated me on the third day of the Mentor Programme.

Teacher feedback

It is an incredible opportunity to experience more than one type of avenue into and around engineering. The students were also able to get an insight as to what University life is like which, for some, would really have helped raise aspirations. The presentation at the end of the week was really great to see as well as a sea of smiling faces that had clearly enjoyed their week.

They get to experience something a school cannot offer. There is no other way for them to experience this.

Research

Formative evaluation has been undertaken throughout the development and delivery of the Engineering 4 Inclusion summer school. Data have been collected from school pupils, undergraduate mentors, teachers, colleagues and external partners involved in its design and delivery. These insights will help improve the effectiveness of future summer schools and other project activities. An evaluation report, conference presentation and journal publications will be shared in due course.
Following the Engineering 4 Inclusion summer school, undergraduate mentors were asked for their perceptions of its impact on the Year 10 school pupils. Of those who responded: 
  • all mentors agreed that it helped pupils increase their self-confidence
  • nearly two thirds either agreed or strongly agreed that it had increased pupils’ motivation towards their studies
  • three quarters either agreed or strongly agreed that it helped to raise pupils’ aspirations to progress to Further or Higher Education
  • almost all either agreed or strongly agreed that it helped support pupils in their understanding about work, employment and job/career options