The University of Plymouth has unveiled a groundbreaking toolkit aimed at fostering inclusivity and empowerment for disabled and neurodiverse students pursuing careers in engineering.
Known as the Diversity Toolkit, this innovative resource offers valuable guidance for teaching staff on integrating diversity into their practices. It places particular emphasis on creating a supportive environment where students from diverse backgrounds feel encouraged to pursue engineering careers.
Funded through the Royal Academy of Engineering (RAEng) Diversity Impact Programme, the Embedding Systemic Inclusion for Neurodiverse and Disabled Engineering Students project has been instrumental in driving this initiative forward. Working closely with project partners, EqualEngineers, the University conducted focus groups with neurodivergent and disabled students to understand their perspectives on fostering a supportive environment.
Several key strategies emerged from this collaboration, including incorporating guest lectures from neurodivergent role models, providing industry mentors, offering micro-internships for practical experience, and conducting staff training sessions. These insights have been integrated into the Diversity Toolkit, along with a series of webcasts covering topics like confidence-building and essential skills for navigating the job market.
The project team also shared their findings at an inclusive engineering conference held at the University. With approximately 21% of students in engineering subjects identifying as disabled and/or neurodivergent, the project's primary focus was to enhance their experience and foster a greater sense of inclusion.
The impact of this initiative extends beyond the University's walls, as the toolkit's insights have been well-received by other organizations. As Asiya Khan, the project lead from the School of Engineering, Computing, and Mathematics, notes, this broader reach means that the project can positively influence the experiences of numerous neurodiverse and disabled students nationwide.
Highlighting the project's unique focus on neurodiversity, Khan emphasizes the importance of intersectionality in fostering inclusivity across various protected characteristics. The University's commitment to promoting diversity and inclusion in engineering education sets a powerful example for institutions worldwide.
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