Working with partners, the UCL Centre for Engineering Education supports and informs high-quality, technically rigorous and student focussed engineering education programmes. Our consultants are practising academics and engineers who have experience of developing and delivering major curriculum development programmes and initiating complex new programmes. We offer consultancy services in three key areas:
Working with local experts and practitioners, we can assist in the development of locally relevant programmes that meet international standards of excellence and provide innovation in pedagogy.
We offer guidance on developing quality improvement and quality assurance systems, methods of evaluation and support in preparing for accreditation and QA reporting.
We support engineering educators to develop their capabilities as educators, scholars and leaders. Programmes may be delivered in the UK or locally and are specifically tailored to meet the individual institution’s needs.
To find out how we can help you please contact us with a brief outline of your requirements. Some current projects include:
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.
Each year, UCL Department of Science, Technology, Engineering and Public Policy (STEaPP) delivers HtCtW to engineering, computer science and management science students from 11 UCL departments. This is the flagship capstone element of the first two years of the Integrated Engineering Programme (IEP) In 2017, 750 students will pitch 125 ideas for tackling a selection of Sustainable Development Goals (SDGs) to high-profile clients from government, NGOs and industry. During the two-week programme student groups will tackle challenges on topics such as resilient infrastructure, energy, water and sanitation and cities.
Most recently STEaPP and the Centre for Engineering Education has developed bespoke instances of this programme for external organisations. These are either delivered by UCL staff or by local staff following training from the UCL team. An example of this was the two-day programme in partnership with the Royal Academy of Engineering Global
Programme page HERE
Case study on How to change the world HERE
How to Change the World programme to be piloted in South Africa! Read about it HERE
The UCL Centre for Engineering Education is delighted to announce funding from the South African Department of Higher Education and Training to collaborate to develop a suite of Engineering Education Master Classes. These will be made available to engineering educators across South Africa over the next two years.
This project is a collaboration between two South African (University of Cape Town and the University of Johannesburg) and two UK universities (UCL and Aston University), to deliver a suite of opportunities for engineering lecturers to improve their theoretical and pedagogical knowledge. Master classes will be delivered face to face to participants in a highly interactive mode of teaching. These will be residential two-day workshops and Deans will be invited to nominate participants. Video materials based on the master classes will be produced and disseminated via a project website at the conclusion of the project. The Centre will provide a number of disciplinary experts from the UK to participate in a series of structured workshops that have the objective of developing courses focused specifically on introducing engineering educators to educational theory and method.
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.
Working with a large, global engineering consultancy company, members of the CEE have used their expertise in the observation of work-based learning and professional education to enable the company to: – identify the learning potential of GDP induction sessions; – consider the contribution of the induction programme to the initial professional development of their graduates, and – reflect on how they might continue the development of the inter-professional skills engineers need for project work.
The methodology employed included the production of a detailed, reflective report for internal audiences. This was then followed by a discussion of the implications for the company.
Described by a company member as “A really insightful piece of work and so useful to us as we continually develop the programme”, the success of this initial project has led to further collaboration. Members of the CEE are currently engaged in observing work-based learning practices across the GDP. Reports of these observations will enable the company to consider the contribution of the programme to the continuing professional development of the engineering graduates it requires to continue to position itself competitively in the global market.
For further information and general enquiries regarding similar collaborations with engineering companies, please contact:
Dr Ann Lahiff (firstname.lastname@example.org)