London youths reveal the impact of engineers in molding their local communities
In a groundbreaking initiative, the Hidden Engineering project, a collaboration between the Royal Academy of Engineering and engineers from several London regeneration areas, is making strides in bridging the gap between engineering and under-represented secondary school pupils. The project, which has seen participation from engineers from various consultancies, development corporations, and local councils, aims to bring these professionals and students together for a shared learning experience.
The project has proven to be a resounding success, with 75% of students reporting significant improvements in their understanding of "hidden engineering." Nearly nine out of ten (88%) pupils felt the project gave them a better understanding of how engineering improves our lives. The focus of the project was on understanding topics such as highways, drainage structures, and greening.
One of the key aspects of the Hidden Engineering project is its focus on providing real-world contexts. By relating engineering concepts to their own communities and experiences, the learning becomes relevant and tangible. The students got hands-on with engineering, testing sustainable drainage systems and navigating public spaces in wheelchairs.
The project also encourages collaboration between pupils and professional engineers, improving communication skills and demystifying engineering careers. Engineers delivered interactive walking tours and workshops for the pupils, focusing on real-world sites designed by themselves. This collaboration has been instrumental in breaking down barriers and fostering a better understanding of how engineering impacts everyday life.
Moreover, the project highlights the role of engineering in social inclusion and sustainability. The students discovered how engineering shapes the spaces they use every day, particularly through place-based activities. The project aimed to rethink public spaces to be healthier and more accessible, with one pupil describing a healthy street as sustainable, diverse, and welcoming.
The Hidden Engineering project also promotes creative problem-solving and empathy by addressing user needs, especially for under-represented or neurodivergent groups. A notable example is the TEDI-London's "Living Labs" module, where students design sensory toys for neurodivergent children.
The project has inspired half of the pupils to find out more about engineering as a career. Female and non-binary students showed strong interest in engineering careers, often leading the design workshops. The pupils came from the City of London Academy Islington, Greatfields School, and the Phoenix Academy. The project took place in the boroughs of Islington, Barking & Dagenham, and Hammersmith & Fulham.
An engineer involved in the project stated that the goal is to break down the wall between design and how people use a space through lived experience and incorporate that into the work that they do. The Hidden Engineering project provides learning opportunities for future collaborations focused on meaningful youth engagement and inclusive engineering projects.
Examples of similar initiatives include Sustrans and TEDI-London, which focus on hands-on learning and community-related challenges. These projects are paving the way for a more inclusive and sustainable future, where engineering is not just a profession but a tool for creating healthier, more accessible, and welcoming neighborhoods.
References: [1] The Royal Academy of Engineering. (2021). Hidden Engineering Project. Retrieved from https://www.raeng.org.uk/our-work/projects/hidden-engineering [2] TEDI-London. (2021). Living Labs. Retrieved from https://www.tedilondon.ac.uk/living-labs [3] Sustrans. (2021). Inclusive Engineering Education Programs. Retrieved from https://www.sustrans.org.uk/what-we-do/inclusive-engineering-education-programs
The Hidden Engineering project, a collaboration aimed at bridging the gap between engineering and under-represented secondary school pupils, has facilitated students' education-and-self-development and personal-growth by offering a learning experience that focuses on understanding engineering's role in their communities and everyday lives, as well as emphasizing creative problem-solving and empathy. This project, which includes workshops and hands-on activities like testing sustainable drainage systems and designing sensory toys for neurodivergent children, has fostered a better comprehension of engineering's impact on personal-growth, learning, and the broader society.
