Tag Archives: diversity

Choosing a career is like going shopping

WIN_20150616_121335When we go shopping many of us like to try things out and think about when we will use them, or wear them if they are clothes.  Susan Scurlock made this analogy at the Annual Congress of the UK Engineering Professors’ Council in April 2015 when she was talking about keeping children connected to engineering from the playroom floor to a career [see last week’s posting entitled ‘Everyone is born an engineer’].  It focusses attention on the important issue that if we want to attract young people into the engineering profession we have to let them try it out and we also have to offer an enticing prospect.

This might be obvious but we need something attractive to offer. And here, we have a problem because our male-dominated profession has created courses that appear boring and uninspiring to many in society.  This was one of the premises of a National Science Foundation project in the USA that I was involved in which looked at options for change in the engineering curriculum at university.   The main problem is not conceiving imaginative effective changes but persuading colleagues to implement these changes. It can work and there are shining examples such as those programmes with a focus on reducing global poverty and inequality at UC Berkeley and other enlightened institutions which were described by Sarah Mazzetti recently in the New York Times.

We have another big selling point that we tend to keep quiet about. Engineering is the happiest job in the world according to analysis by the Guardian newspaper on April 8th, 2015.

For more on the results of that NSF project see:

Busch-Vishniac, I., Kibler, T., Campbell, P.B., Patterson, E.A., Guillaume, D., Jarosz, J., Chassapis, C., Emery, A., Ellis, G., Whitworth, H., Metz, S., Brainard, S., Ray, P., 2011, Deconstructing Engineering Education Programmes: The DEEP Project to reform the mechanical engineering curriculum, European J Engng Education, 36(3):269-283.

Patterson, E.A., Campbell, P.B., Busch-Vishniac, I., Guillaume, D.W., 2011, The effect of context on student engagement in engineering, European J. Engng Education, 36(3):211-224.

Everyone is born an engineer

Susan Scurlock

Susan Scurlock

This week I want to enthuse about one of the most energetic and exciting speakers that I have heard for a long time: Susan Scurlock, who spoke last month at the Annual Congress of the UK Engineering Professors’ Council (EPC). Susan’s premise is that all young children are engineers. Just look at what toddlers will do if you give them a bag of bricks or when kindergarten kids are given a box of Lego. Somehow we manage to ‘educate’ the engineer out of them before they finish secondary school. So, the solution to increasing the supply of engineers is to nurture these nascent engineering tendencies provided to everyone by nature. Susan founded Primary Engineer in 2005 and in 2014 established the Institution of Primary Engineers and the Institution of Secondary Engineers to support this process. Children can become Primary Engineers through developing their innate engineering skills as part of a programme of activities.

Susan describes it as ‘STEM by stealth’. Her organisation provides training courses for teachers on practically applying Mathematics and Science to design and make activities. The results leave both children and teachers inspired. The Institution’s work is supported by industry, higher education and the Institution of Mechanical Engineers. When children graduate to secondary school they can join the Institution of Secondary Engineers and then move onwards to the professional institutions as student members when they go to university. So, there is pipeline from children’s bricks and Lego to being a professional engineer.

All of this needs support and enthusiasm from the engineering profession. So, if you have already made it through the pipeline then consider helping Susan make it pipeline that doesn’t leak.


The EPC made a podcast of Susan’s presentation that you can listen to at: