Partnering for choice and change: Education for social equity

Aiming to enhance school inclusivity, address educational inequalities and foster social and civic responsibilities among minority STEM undergraduates.

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 the School of Law, Humanities and Social Sciences.
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

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