Time To Rethink Engineering Outreach?

Starting with the research question ‘Does engineering outreach work?’ this paper looks at the often ‘sticky’ subject of the validity of engineering outreach in UK High Schools. It examines how Engineering Outreach Activities are conceptualised by external bodies (RAEng., 2016) and critiques the complex range of practical experiential engineering educational interventions offered in school (Neon, 2023, STEM learning, 2023). Drawing upon the findings of, what is, a small single strand of a much larger multi-method, longitudinal analysis of Engineering Education Outreach Activities provided across the West Midlands region of the UK (LBEEP, 2023) ], the paper provides a unique insight and descriptive analysis of engineering outreach in schools. The findings section comprises a comparative analysis of the socio-economic background of schools before looking at the gender breakdown of outreach participants. The various engineering interventions provided are briefly discussed before consideration is given as to how sustainable current engineering outreach activities are. Finally, in questioning whether the UK’s current approach of providing engineering education experiences in the form of what are often idiosyncratic, short term episodic activities, the paper questions the financial, pedagogic and practical wisdom of confining engineering education to ‘outreach’. The conclusion suggests that it’s time for a sea-change in how we, as a society, teach children and young people about engineering and suggests that perhaps it is time to embed the subject into more established areas of study such as maths and science but also in history and social science

The ‘Engineering First Year’: Step Up To Success

The nuanced nature of engineering as a profession is highlighted in a recent statement by the EPC (2023) in response to the UCAS publication ‘The Future of Undergraduate Admissions’ (2023). Focusing on the value of Personal Statements within the University Selection System, the EPC asks UCAS to provide more practical information to prospective students about the nature of engineering and what prerequisite qualifications are needed to study engineering. Such clarity is particularly important when considering Engineering Degree Apprentices. Starting with the research question “How can the gap between school and university be bridged in engineering education?” the paper critically discusses a project currently being undertaken by a multi-disciplinary team of colleagues working together to enhance the student experience. Located in one the UK’s largest Engineering Education Departments, the “Step Up” Project analyses the barriers and drivers to engineering education faced by first-year Degree Apprenticeship students from three distinctive engineering and computing science disciplines. This paper represents a small part of a much larger project where the student experience is being prioritised and high-quality learning and teaching is expected. The paper is built upon the emergent findings of a three focus groups with engineering degree apprentices. Whilst the findings are relevant to all years of study, the recommendations and conclusion highlight the importance of ‘getting the first year right’ and empowering students to ‘step up to success’ in university and in work. This evidences a demand for clearer explanations of the knowledge and skills expected of incoming students

The long-term (24-month) effect on health and well-being of the Lifestyle Matters community-based intervention in people aged 65 years and over: a qualitative study

Objectives To assess the long-term effect on health and well-being of the Lifestyle Matters programme. Design Qualitative study of a subset of intervention arm participants who participated in the Lifestyle Matters randomised controlled trial (RCT). Setting The intervention took place at community venues within two sites in the UK. Participants A purposeful sample of 13 participants aged between 66 and 88 years from the intervention arm of the RCT were interviewed at 24 months post randomisation. Interviews aimed to understand how participants had used their time in the preceding 2 years and whether the intervention had any impact on their lifestyle choices, participation in meaningful activities and well-being. Intervention Lifestyle Matters is a 4-month occupational therapy intervention, consisting of group and individual sessions, designed to enable community living older people to make positive lifestyle choices and participate in new or neglected activities through increasing self-efficacy. Results Interviews revealed that the majority of interviewed participants were reportedly active at 24 months, with daily routines and lifestyles not changing significantly over time. All participants raised some form of benefit from attending Lifestyle Matters, including an improved perspective on life, trying new hobbies and meeting new friends. A number of intervention participants spoke of adapting to their changing circumstances, but there were significant and lasting benefits for 2 of 13 intervention participants interviewed. Conclusion The majority of those who experienced the Lifestyle Matters intervention reported minor benefits and increases in self-efficacy, but they did not perceive that it significantly improved their health and well-being. The two participants who had experienced major benefits also reported having had life-changing events, suggesting that this intervention is most effective at the time when lifestyle has to be reconsidered if mental well-being is to be sustaine

Charter-School Management Organizations: Diverse Strategies and Diverse Student Impacts

Examines the growth of charter school management organizations, characteristics of students served, and use of resources; CMO practices; impact on students, including middle school test scores; and structures and practices linked to positive outcomes

Social fit of coral reef governance varies among individuals

Improved natural resource governance is critical for the effective conservation of ecosystems, and the well-being of societies that depend on them. Understanding the social fit of institutional arrangements in different contexts can help guide the design of effective environmental governance. This empirical study assessed individual-level variation in institutional acceptance of coral reef governance among 652 respondents in 12 fishing and tourism-oriented communities in the Wider Caribbean. High institutional acceptance was strongly associated with perceptions of community cohesiveness, underlining the potential contribution of civil society to effective governance processes. Institutional acceptance was also influenced by reef use, awareness of rules, perceived trends in reef fish populations, education, and contextual community-level factors. Understanding what influences diverse perceptions of coral reef governance among individuals can help to assess the likelihood of support for conservation measures. This study highlights how knowledge of institutional acceptance can inform the design of more targeted interventions that enhance the social fit of conservation governance to local contexts and diverse resource users