United Kingdom

University College London - UCL Engineering

University College London (UCL) is one of the premier universities in the UK, with a strong emphasis on research covering all areas including Science, Engineering and Medicine. UCL has been consistently ranked as one of the top universities in the world. UCL has 30 Nobel laureates, 11 academic faculties, over 45,000 students and over 14,000 employees. The first university in England to admit women on equal terms with men in 1878; the first to admit students regardless of race, class or religion; and to offer systematic teaching of Medicine, Law and Engineering. Today, UCL holds a Silver Athena SWAN Award (framework to transform gender equality in higher education) and a Race Equality Charter Bronze Award. UCL Engineering is proudly international with 6756 staff and students from over 120 nations.

 

UCL consistently pushes the boundaries of pedagogy, through its award-winning teaching, research and education engagement. UCL has the 1st Laboratory devoted to Engineering Education, is 2nd in research power in the Research Excellence Framework and have been awarded with the Higher Education Academy Collaborative Award for Teaching Excellence. UCL Engineering has developed a strong reputation for schools engagement. Gender equality and inclusion is one of the faculty’s strategic priorities. UCL's award-winning 50.50 Engineering Engagement Initiative has created a step change in the representation of girls, women and ethnic minorities in STEM programmes. Its activities are free and open to all and we insist on 50% participation of girls in all our programmes.

 

UCL Engineering has developed a strong reputation for schools engagement. For 2022-2023 some of the major initiatives and programmes that we are planning are:

  • STEM Literacy programme in primary schools with Royal Society and STEM Learning (national scale)
  • STEM Learning & UCL Engineering ENTHUSE Programme for secondary schools (London)
  • UCL Engineering Mentoring Programme for 11-17 year olds (regional and national scale)
  • Virtual Work Experience for 15-17 year olds with Institution of Mechanical Engineers (national scale)
  • Research Placements in UCL Engineering Labs for 15-17 year olds with In2Science (national scale)
  • STEM Action Research Project with teachers on social mobility in STEM with Royal Academy of Engineering (national scale)
  • Green Engineering Careers with Tomorrow’s Engineers & NEON (national scale)
  • Teacher CPD and teacher placements with STEM Learning (London)

 

Areas of UCL's expertise include:

 

  • Inclusion and Gender Equality. Advising policymakers and different stakeholders on inclusion and gender equality in STEM. Developing strategies and designing interventions in partnership with government and STEM education organisations (national & international).
  • Connected Curriculum. Working with STEM organisations, government and industry in designing and delivering curriculum based STEM resources and activities linked to real-world engineering.
  • Teacher Professional Development. Working with STEM organisations and industry to upskill and train teachers and STEM Ambassadors, through training programmes and teacher placements.
  • STEM Career Pathways. Developing and delivering materials, resources and programmes that raise awareness in young people of the exciting and wide-ranging careers and degrees “in” and “from” STEM. Offering skills bootcamps, speed-networking events and work experience placements to help them develop employability, entrepreneurial and digital skills.
Education
National STEM platform
United Kingdom
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Jun
27
2022

Meet the Future You

By admin
Source / author: 
Meet the Future You
Country: 
United Kingdom
Abstract: 

Meet the Future You is a tool co-created by UCL Engineering, EngineeringUK, Royal Academy of Engineering, ICE, IET, iMechE and the IOP. By answering a few short questions, students find out how their skills and passions could lead to an exciting job in the future. Whether you're just starting out, or ready to think about your next step, the quiz provides recommendations for future career paths in STEM. 

 

Meet the Future You is integrated in a range of STEM activities, including the outreach activities of University College London (see programmes-page).

 

Jun
27
2022

50:50 Engineering Engagement Initiative for Inclusion and Gender Equality

By admin
Short summary: 

The 50.50 UCL Engineering Engagement Initiative focuses on six key priorities, implemented across UCL's 134 STEM programmes, connecting over 30,000 children and young people and 529 schools across the UK with 632 UCL Engineering staff and students who design and deliver the activities.

Description and objectives: 

At the core of UCL's 50.50 Engineering Engagement Strategy is the aim to strengthen and diversify the engineering workforce, by encouraging young people from a wide range of backgrounds - especially young girls - to consider career pathways both ‘in’ and ‘from’ engineering. The initiative focuses on sustained, meaningful engagement, designing programmes that are based in engineering’s real social, ethical, environmental and humanitarian contexts. UCL wants young people to appreciate the interdisciplinary nature of engineering. The programme focuses on gender equality and inclusion, both for the course design and pupil participation, and promote diversity in every sense. Through the 50.50 Initiative, UCL has been able to create a step change in the representation of girls, women and ethnic minorities across all our STEM engagement programmes.

 

The 50.50 UCL Engineering Engagement Initiative focuses on six key priorities

 

  1. Promoting gender equality and inclusion
  2. Learning through experimental engineering
  3. Inspiring through relatable engineering role models
  4. Discovering STEM career pathways
  5. Prioritising early intervention
  6. Supporting teachers through professional development

 

The programme is linked to the UK government’s “Girls Education” and “Year of Engineering” programmes, as well as policies to get more girls into science and engineering careers and degrees.

 

As part of the initiative and partnership with EngineeringUK, Royal Academy of Engineering, Institute of Physics, Institute of Engineering & Technology and Institution of Mechanical Engineers, through the programme UCL co-developeds “Meet The Future You” (see background documents) based on real-life UCL engineers, with an emphasis on intersectionality and representation.

Country: 
United Kingdom
Education level: 
Primary Education
Lower secondary education
Secondary Education
Vocational Education and Training (VET)
Higher Education
Link to programme website: 
Click here
Logo or photo: 
Organisation: 
University College London (UCL)
Focus: 
Media and campaigns
Teachers
Other
Impact: 

50.50 had been implemented across 134 programmes in partnership with 73 stakeholders, connecting over 22,800 girls with UCL Engineering staff and students. Female participation increased from 19% to 76% (2014 to 2021), with girls stating that our programmes are inherently inclusive, “fair” and “for them”. 69% of female participants aged 17-19 years old apply to study STEM subjects at university level. Furthermore, an increase in literacy skills (from 22% to 73%), numeracy (17% to 66%) and understanding of STEM (31% to 75%).

 

UCL's evaluation strategy goes beyond the “reaction” level, using mixed methodology including pre and post activity responses; impact observed by teachers; evaluation tasks and external evaluator observations. We obtain evidence of impact at: initial reaction; changes in participants knowledge and skills over 3-6 months (medium impact) or 6-9 months (high impact). Impact evaluation process maps were created to support the evaluation process.

Reach: 

The initiative has been implemented across UCL's 134 STEM programmes, connecting over 30,000 children and young people and 529 schools across the UK with 632 UCL Engineering staff and students who design and deliver the activities.

Budget and funding model: 

50.50  has several programmes that are funded with different amounts each year, so funding varies significantly from year to year. Funding includes financial (lumsum or co-financing – partnership model) and / or in kind support (i.e. experts, resources, specialised equipment or kit etc.).

 

Funders include: 1. Education organisations; 2. Foundations and charities; 3. UK Government (DfE) and 4. UCL Engineering faculty outreach budget.

 

Continued funding depends on shared strategic objectives, the programme’s outcomes and the feedback on impact from the schools, community partners. 

Title (dropdown menu): 
50:50 Engineering Engagement Initiative for Inclusion and Gender Equality
Year start: 
2014
Status: 
Ongoing
data_page_icon_programme: 
Jun
27
2022

How the UCL Engineering Tutoring Programme is reducing the attainment gap in east London

By admin
Source / author: 
University College London (UCL)
Country: 
United Kingdom
Abstract: 

Dr Elpida Makrygianni MBE, who leads UCL Engineering's Tutoring Programme, shares in the blog below the achievements of the programme, and how it is contributing to reducing the attainment gap in east London schools.

 

Full article available via link above.

Jun
27
2022

UCL Engineering Mentoring Programme

By admin
Short summary: 

The UCL Engineering Mentoring programme, supports young people (aged 14-19) years old, providing high quality tutoring, mental health support, a safe and quiet space to learn; books and digital equipment; healthy meals; and a personal mentor. The programme supports 1000-1500 young people every year. 

Description and objectives: 

The UCL Engineering Mentoring programme, supports 1000-1500 young people every year, aged 14-19 years old, providing high quality tutoring, mental health support, a safe and quiet space to learn; books and digital equipment; healthy meals; and a personal mentor.

 

The objectives of the UCL Engineering Tutoring Programme are:

 

  1. To bridge the education attainment gap for those most affected in terms of their access to educational opportunities.
  2. To build resilience and self-confidence in young people. Enable, encourage and empower them. Increase their motivation and sense of achievement.
  3. To support the most vulnerable children and young people, those in under-represented communities and from disadvantaged backgrounds.
  4. To remove all barriers linked to digital poverty including lack of access to internet connection, devices, tools and more.

 

Access to tutoring is often limited to schools and parents that can most afford it. It is estimated that around 80% of disadvantaged pupils do not have access to quality tuition (Source: EEF).

 

In partnership with the government’s National Tutoring Programme (NTP) with EEF, Sutton Trust, Impetus Trust and Teach First, UCL offers secondary school pupils from under-served communities, free daily tutoring and mentoring sessions, throughout the school year. In March 2020, in response to the COVID19 pandemic, it was offered also as an online programme, and is now being offered as a hybrid model (both online and face-2-face).

 

The programme is linked to the government’s National Tutoring Programme (NTP) with EEF, Sutton Trust, Impetus Trust and Teach First and STEM Learning’s mentoring programme.

Country: 
United Kingdom
Education level: 
Lower secondary education
Secondary Education
Vocational Education and Training (VET)
Link to programme website: 
Click here
Logo or photo: 
Organisation: 
University College London (UCL)
Focus: 
Other
Impact: 

UCL's evaluation strategy goes beyond the “reaction” level, using mixed methodology including pre and post activity responses; impact observed by teachers; evaluation tasks and external evaluator observations. UCL obtains evidence of impact at: initial reaction; changes in participants knowledge and skills over 3-6 months (medium impact) or 6-9 months (high impact). Impact evaluation process maps were created to support the evaluation process.

Reach: 

The UCL Engineering Mentoring programme, supports 1000-1500 young people every year, providing high quality tutoring, mental health support, a safe and quiet space to learn; books and digital equipment; healthy meals; and a personal mentor.

Budget and funding model: 

Funders include: 1. Foundations and charities; 2. Education organisations; 3. UCL Engineering faculty outreach budget.

 

Each year a proposal is sent through to the funder and they approve a set amount of funding for the year or longer period, depending on the proposal and agreement. In recent years, the mentoring programme has been supported through co-financing as the programme has grown and more funders are supporting the programme.

 

Continued funding depends on shared strategic objectives, the programme’s outcomes and the feedback on impact from the schools, community partners. 

Title (dropdown menu): 
UCL Engineering Mentoring Programme
Year start: 
2015
Status: 
Ongoing
data_page_icon_programme: 
Jun
27
2022

Meet Mahika – the future of Smart engineering is in safe hands

By admin
Source / author: 
SmartFutures
Country: 
United Kingdom
Abstract: 

As part of the UCL STEM Literacy programme (see related publication) and in partnership with Primary Engineer Leaders Award, one participant, nine-year-old, Miss Mihika Sharma, supported by UCL Engineering students, invented the ‘Smart Stick’ to aid the visually-impaired.

 

See link above for full article.

Jun
27
2022

UCL STEM Literacy Programme

By admin
Short summary: 

The STEM Literacy programme employs highly skilled and trained UCL Engineering student STEM Ambassadors, with unique expertise in their field, to volunteer in schools, acting as teacher assistants. Using  different mediating artefacts (posters, cards, other resources) to explore STEM in the classroom, as well as tailored STEM projects and UCL’s inclusive STEM books library “Curious Minds and Budding Engineers” for children and young people.

 

The programme has seen a dramatic increase in literacy and numeracy skills in participating primary school children as well as in their understanding of maths and science. The STEM Literacy programme in primary schools, achieved remarkable increase in literacy skills (from 22% to 73%), numeracy (17% to 66%) and understanding of STEM (31% to 75%).

Description and objectives: 

The STEM Literacy programme employs highly skilled and trained UCL Engineering student STEM Ambassadors, with unique expertise in their field, to volunteer in schools, acting as teacher assistants. Using  different mediating artefacts (posters, cards, other resources) to explore STEM in the classroom, as well as tailored STEM projects and UCL’s inclusive STEM books library “Curious Minds and Budding Engineers” for children and young people.

 

The programme's objectives are:

 

  • Introduce children from an early age to the world of engineering, science and technology
  • Improve literacy and numeracy skills in children and young people as well as understanding of STEM subjects and their relevance to everyday life
  • Empower children to consider a wide range of STEM degree and career pathways
  • Challenge stereotypes holding back children and young people – especially girls and ethnic minorities - from achieving their true potential

 

As part of the programme UCL created the “Curious Minds & Budding Engineers” STEM Book Library (see background documents) to celebrate women and ethnic minorities in STEM, featuring books like “Ada Twist Scientist”, “Detective Dot” and “My Mummy is an Engineer”.

Country: 
United Kingdom
Education level: 
Primary Education
Link to programme website: 
Click here
Logo or photo: 
Organisation: 
University College London (UCL)
Focus: 
Digital skills
Teachers
Other
Impact: 

The programme has seen a dramatic increase in literacy and numeracy skills in participating primary school children as well as in their understanding of maths and science. The STEM Literacy programme in primary schools, achieved remarkable increase in literacy skills (from 22% to 73%), numeracy (17% to 66%) and understanding of STEM (31% to 75%).

 

Our evaluation strategy goes beyond the “reaction” level, using mixed methodology including pre and post activity responses; impact observed by teachers; evaluation tasks and external evaluator observations. We obtain evidence of impact at: initial reaction; changes in participants knowledge and skills over 3-6 months (medium impact) or 6-9 months (high impact). Impact evaluation process maps were created to support the evaluation process.

Reach: 

The STEM Literacy programme in primary schools has worked with 54 schools and over 1500 children across London primary schools.

 

In 2023, will be launching as a national programme in partnership with the Royal Society and linked to the “Engineering Kids Future” IET initiative (government, industry and other STEM stakeholders involved).

Budget and funding model: 

Funders include: 1. STEM organisations; 2. Foundations and charities; 3. UCL Engineering faculty outreach budget.

 

Funding includes financial (lumsum or co-), partnership model (via MoU agreement) and / or in kind support (i.e. experts, resources, specialised equipment or kit etc.).

 

Continued funding depends on shared strategic objectives, the programme’s outcomes and the feedback on impact from the schools, community partners. 

Title (dropdown menu): 
UCL STEM Literacy Programme
Year start: 
2016
Status: 
Ongoing
data_page_icon_programme: 
Apr
09
2020

COVID-19 series: United Kingdom - STEM Ambassadors and STEM Clubs

By admin
Source / author: 
STEM Learning
Country: 
United Kingdom
Abstract: 

STEM Learning (UK-based STEM platform) manages the UK's flagship "STEM Ambassador" programme, mobilising over 33.000 STEM Ambassadors to bring STEM to life in the classroom making the STEM Ambassados programme one of the largest of its kind.

 

In response to the closing of the schools as part of the COVID-19 measurs STEM Learning is currently working a new system to enable "virtual volunteering" by STEM Ambassadors so that these volunteers can respond to requests across the UK. Beyond the regular activities of STEM Ambassadors this platform will also support new ways of online volunteering for STEM Ambassadors, for example by contributing articles and blogs, participating in podcasts, appearing in the virtual festival (May 2020) when half-hour long sessions will be broadcasted live throughout the day for schools and home learners. 

 

In the same context the STEM Club leaders will be trained by STEM Learning to run online STEM Clubs. STEM Club resources are being promoted as support for home learning. The course will go live on April 20, 2020. More info about the STEM clubs on the programme website (see link above).

Apr
09
2020

COVID-19 series: United Kingdom - CPD for STEM teachers

By admin
Source / author: 
STEM Learning
Country: 
United Kingdom
Abstract: 

Prior to the COVID-19 outbreak, STEM Learning already had a substantial number of free online CPD (Continuing Professional Development) resources for STEM teachers available on the Futurelearn platform. This platform is designed to support STEM teachers in different stages in their career. 

 

As a result of the COVID-19 resulted in a rapid increase in engagement with CPD. For example, STEM Learning received 1000 registrations for an online Maths course in just five days time. 

 

In addition to the existing online courses, STEM Learning is currently developing online / remote delivery versions of the normal face-to-face courses as well as a special online summer programme for teachers. Currently 26 science remote delivery courses are in development.

 

All of STEM Learning's online courses can be accessed by teachers - including outside the UK - by visiting the CPD webpage via the link above. 

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