Say YEESS to climate action!

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DETI Inspire at UWE Bristol have partnered with I’m an Engineer to host an online sustainability and engineering youth summit this October, ahead of the UN climate change summit COP26 taking place in Glasgow this November.

The Youth Engineering for Environmental Sustainability Summit (YEESS) will enable young people from the West of England region to connect with local engineers and policymakers, to explore how engineering can help tackle the Climate Emergency and discuss the interconnected solutions needed for future sustainability.

On the 11, 12 and 13 October, sixth form students from across the region will come together to discuss potential solutions, using the engineering design process to explore ideas.

The summit will focus on three key themes from the Bristol Climate Action Plan to reach net zero by 2030: Transport, Energy and Waste.

Through a series of videos and live chats, students can visualise what climate solutions look like, from engineering innovation to societal change, discover what green jobs and career paths are available, and have the opportunity to ask questions of our four West of England political leaders, Bristol Mayor Marvin Rees, Councillor Toby Savage of South Gloucestershire Council, Councillor Sarah Warren of Bath and North East Somerset Council, and West of England Mayor Dan Norris.

See the full programme here.

Register your interest

If you are a teacher, parent, carer, or young person, and would like to know more or register your place at the summit, please sign up here.

If you are a West of England engineer and would like to take part in a live chat during the summit, please register your interest here.

Each evening will also see a green jobs panel to discuss routes into these industries. This will also form part of Bristol Technology Festival on Tuesday 12th October at 19:30 – find out more about the live talk here.  


YEESS is a joint project by I’m an Engineer, Get me out of here and UWE Bristol, with funding from the initiative for Digital Engineering Technology & Innovation (DETI) as part of the DETI Inspire programme.


Empowering WECA pupils with data for sustainable school streets

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Speeding cars, traffic jams, air pollution… these are but a few of the grievances the average city dweller contends with on a daily basis. Below the driving age, children in the West of England do not contribute to these problems, yet they are among the most vulnerable to their consequences.

To allow children to safely make their way to school, without the need to breathe in polluted air and to arrive in a timely manner, EU citizen science project WeCount, together with DETI Inspire, has launched a series of educational resources for KS2 and KS4 pupils.

Covering a wide range of subjects, all curriculum linked, children are able to learn about the grand challenges’ cities face in relation to urban travel, and the steps they can take collectively to make their school streets, and cities, safer, healthier and happier.

By taking part, schools can gain points towards Modeshift STARS Travel Plan accreditation.

This collaborative project is coordinated by UWE researchers from the Science Communication Unit. Project manager Laura Fogg-Rogers explains why these resources are so important:

Road transport is a leading cause of air pollution and climate change within the West of England. For our cities to reach net zero carbon emissions by 2030, the date which scientist warn is our deadline to keep global warming below 1.5°C and prevent runaway climate change, drastic changes need to be made to every aspect of life, not least driving. WeCount sensors and associated school resources are one piece of the puzzle in helping citizens to create the changes they wish to see.

Dr Laura Fogg-Rogers, Senior Lecturer for the Science Communication Unit and Engineering Design & Mathematics Department, UWE Bristol

What is WeCount?

WeCount, led by UWE Bristol, is a project that equips households, community centres and schools with low-cost traffic sensors to count cars, bikes, pedestrians and heavy vehicles, as well as the speed of cars. Over time, the citizen scientists can observe trends and use the evidence to lobby for changes on their roads. Among the successes with WeCount data so far, citizens across Europe have convinced their councils to install speed cameras and reduce road speeds, and consider bike lanes and pedestrianisation, spread awareness among residents and contributed to consultations on new housing developments.

How do we get involved?

WeCount is giving away 20 sensors to schools across the West of England. Contact engineeringourfuture@uwe.ac.uk to apply.

KS2 resources are freely available here. KS4 due for release early Autumn term. Email the above email address if you would like to be sent a KS4 pack directly to your school when available. All resources can be delivered without a sensor, using the data available at https://www.telraam.net/en

You are also able to buy all of the components required for the sensor at PiHut. More details on the equipment you need are included in the component list below.

What’s inside the KS2 pack?

A whole school assembly

Fifteen curriculum-linked worksheets, with instructions and PowerPoint for teachers, covering Geography, IT, Maths, Science, Art and English, Design and Technology. These include tasks to: collect and analyse data; understand different urban travel views; design a bike for the future; vision a healthier, happier school street; and persuade the mayor to consider your proposals.

Lessons can be delivered independently or combined for after-school clubs or themed curriculum, and can be teacher-led or with the support of UWE or STEM Ambassadors.

What’s inside the KS4 pack?

A whole school assembly

Ten curriculum-linked worksheets, with instructions and PowerPoint for teachers, covering nearly all GCSE subjects – Geography, Computer Science, Maths, Science, Citizenship and English, Design and Technology, History and Engineering. These activities include tasks to: learn about the influence of powerful actors on the proliferation of the car; collect and analyse data; explore the science behind the sensors; debate the role of AI in solving the climate crisis; research local travel issues and viewpoints; design interventions and deliver action projects; creatively write about their experiences.

Lessons can be delivered independently or combined for after-school clubs or themed curriculum, and can be teacher-led or with the support of UWE or STEM Ambassadors.

Crafting our Future – Engineering the West in Minecraft

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If you could completely re-design your city, your street, your home, what would you do differently?

DETI Inspire at UWE have been exploring digitally engineering the West with local children, using the incredibly popular block-building video game Minecraft.

Why Minecraft?

Minecraft is the second-best selling video game of all time and extremely popular with children. Players place and break blocks with a wide range of appearances and properties, to build a huge variety of constructions. It’s easy to make changes to your builds and quickly visualise new ideas, much like computer-aided design (CAD) software used for digital engineering.

The game has proven to be a successful science communication tool, and evaluations undertaken by the Science Hunters project, based at UWE’s Science Communication Unit and Lancaster University, indicate that use of Minecraft both attracts children who might not otherwise have engaged with science learning, and successfully improves scientific knowledge and understanding after participating in sessions.

The West in Minecraft

The DETI Inspire team have taken things one step further, partnering with local design & engineering consultancy Atkins, and Science Hunters including Minecraft experts Dr Laura Hobbs and Jonathan Kim, to create a scale recreation of Bristol and Bath within the game, allowing local children to explore, build, re-design and re-engineer their very own cities!

The Roman Baths, an engineering highlight of the West in Minecraft world

Lewis Mould and Sam Collier, senior GIS consultants from Atkins, created a programme to convert Ordnance Survey data into a to-scale Minecraft world, allowing a highly detailed Bristol and Bath to be created – the West in Minecraft.

This new world was then populated with famous engineering landmarks such as the Clifton Suspension Bridge, Temple Meads station and the SS Great Britain, all expertly crafted by Jonathan Kim.

I enjoyed adapting and creating many of the real-life Bristol landmarks in Minecraft. I hope that exploring these landmarks will encourage students to develop their own ways of tackling engineering problems

Jonathan Kim, Science Hunters

STEM in the Community

DETI Inspire have been using this new Minecraft world at after school STEM clubs recently established in Lawrence Weston and Easton as part of a STEM in the Community project funded by UWE and the STEM Ambassador hub West England, in collaboration with local community groups in both areas.

The Bristol and Bath worlds are so detailed and thoughtfully created. The children have been discovering the area they live in and other iconic places such as Temple Meads and the Roman Baths. Most children already have a lot of experience with Minecraft so they adapted well to it. During our Pride themed week, the children built giant flags, rainbow farms and buildings.’

Cilpha James, STEM Ambassador
Enjoying sunset views of Bristol Harbour and the SS Great Britain

By re-creating these areas of Bristol within the game, children from both Lawrence Weston and Easton are able to explore the parts of their community that are familiar to them, piquing their interest and giving them power to reshape where they live.

Exploring new areas of the city through Minecraft also opens up opportunities for children to visit and talk about some of the city’s famous landmarks, many of which they may never have seen before, strengthening their knowledge and cultural connection with these areas and our city as a whole.

So far the new Minecraft world has been a huge success amongst the young people attending these STEM clubs. There has been much excitement at finding their own homes within the model city, re-building structures and adding to existing ones. Farms have been built on rooftops as the children have been encouraged to think about how they would re-design their city for a net zero future.

Giving young people access to these places and giving them power to reshape them, even if it is just in Minecraft, offers them the opportunity to imagine their world as being different to what it is now. We hope that planting the idea that we can have some control over our own environment will lead some young people to think about the relevance of design and engineering to their lives, and then perhaps on to thinking of themselves as designers and engineers of the future.

Liz Lister, STEM Ambassador Hub West England

A set of school resources to explore digital engineering this new Minecraft world are currently being developed by the DETI Inspire team for release next academic year. These 1-2 hour Minecraft lessons are currently being trialled with local primary schools, linking activities to the curriculum and drawing on several different subject areas to allow for a cross-curricular and rather unique learning experience.

For more information on The West in Minecraft please contact deti@uwe.ac.uk


DETI is a strategic programme of the West of England Combined Authority (WECA), delivered by the National Composites Centre, in partnership with the Centre for Modelling & SimulationDigital Catapult, the University of the West of England, the University of Bristol, and the University of Bath. DETI is funded by £5m from WECA, with co-investment from the High Value Manufacturing Catapult and industry.

Women Like Me engineers inspire Bristol primary school students

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Based in the Science Communication Unit and Department of Engineering Design and Mathematics at UWE Bristol and organised by Dr Laura Hobbs and Dr Laura Fogg-Rogers, Women Like Me is a peer mentoring and outreach project, aimed at boosting female representation in engineering. It is supported by the initiative for Digital Engineering Technology & Innovation (DETI).

Engineers on our Women Like Me programme are currently undertaking engineering outreach and engagement with children in the Southwest. Recently, Whitehall Primary School in Bristol asked if our engineers could answer questions from their Year 2 pupils as part of their ‘Amazing Engineers’ topic.

The children’s perceptive questions ranged from ‘Why did you want to be an engineer?’ to ‘Did you play with Lego when you were 7 years old?’:

  • Why did you want to be an engineer? 
  • Do you know what your next invention/work will be? 
  • How hard is engineering? 
  • Did you play with Lego when you were 7 years old? 
  • What kind of things do you use at work? 
  • What kind of engineer are you? 
  • Do you like your job? 
  • Did anyone help you with your first project? 

Four women in engineering, three from our current cohort and one a Women Like Me alumna, produced videos in which they answered the children’s questions, giving them both insights into the varied roles in engineering, and representation of diversity within the sector.

With women making up only 12% of engineers in the UK, more girls need to connect with engineering as a career, with positive female role models, and more women need to be supported to make a difference in the workplace. Find out more about the importance of diversity in engineering here.

More ‘meet an engineer’ videos can be found in our playlist.

The school described the connection with engineers as a “great experience for the children”. They really enjoyed watching the videos and hearing from real-life engineers answering their questions.

The children absolutely LOVED the videos! They were talking about them for days – really excited and buzzing! We’re so grateful for the time taken by your engineers to record them.

Kathie Cooke, Whitehall Primary School

Digital Engineering Technology & Innovation (DETI) is a strategic programme of the West of England Combined Authority (WECA), delivered by the National Composites Centre, in partnership with the Centre for Modelling & SimulationDigital Catapult, the University of the West of England, the University of Bristol, and the University of Bath. Industry partners include Airbus, GKN Aerospace, Rolls-Royce, and CFMS, with in kind contributions from UWE, Digital Catapult and Siemens. DETI is funded by £5m from WECA, with co-investment from the High Value Manufacturing Catapult and industry.

A month of live chats with I’m an Engineer

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We teamed up with I’m an Engineer to connect local school students with engineers in live text based chats that took place throughout the month of March.

During this month-long ‘Metre Zone’ (all the engineering zones are named after different units of measurement!), several local engineers from the West of England region joined chat sessions with secondary school students, answering questions on a variety of topics, ranging from why they chose engineering as a career, possible new technologies for carbon neutral cars, the impacts of Covid_19 on working life, working internationally and much more.

Metre Zone live chat with local engineer Magdalena from GKN Aerospace

The Metre Zone forms part of a series of online engagement events designed to show students the positive impact of engineering. Our next event in June 2021, the Candela Zone, will see another month of live chats with local schools and engineers, this time with the theme of sustainability, exploring how engineering can help contribute solutions to climate change.

These conversations and discussions will then continue into the Autumn term as we host a Youth Engagement with Engineering and Sustainability Summit (YEESS) in October 2021, ahead of the UN Climate Conference COP26. This 4 day festival-style event will provide opportunities for local sixth form and college students to have their say about the climate and ecological emergency and share this with local policy makers from the region.

If you are an engineer studying or working in the West of England and would like to get involved with the June or October events, or if you are a school and would like to connect your students with local engineers, please contact our team for more information.

This series of events have been funded by the Digital Engineering Technology & Innovation initiative (DETI), as part of the Inspire programme led by the Engineering, Design and Mathematics Department at the University of the West of England (UWE Bristol).

DETI is a strategic programme of the West of England Combined Authority (WECA), delivered by the National Composites Centre, in partnership with the Centre for Modelling & SimulationDigital Catapult, the University of the West of England, the University of Bristol, and the University of Bath. DETI is funded by £5m from WECA, with co-investment from the High Value Manufacturing Catapult and industry.

Creating a buzz with Primary Engineer

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The DETI Inspire programme recently teamed up with Primary Engineer to provide online teacher CPD sessions for 10 primary schools in the West of England region.

These one-day online sessions supported teachers to deliver a whole class, curriculum mapped engineering project, in this instance, building an electric car.

Primary Engineer supplied all participants with the materials required to run the session, so they were able to follow along in real time and build their own cars with support from their session leader.

Teachers from Ashton Gate Primary, Horfield CEVC Primary, Little Stoke Primary, St Werburghs Primary, Parson Street Primary, Broomhill Junior, St Barnabas Primary, Wellesley Primary, Nova Primary, and Barton Hill Academy ​all attended the sessions online.

Feedback from the participants was really positive, and we were very pleased to note that the new online delivery method worked well.

Excellent training. Explanation was very thorough and the trainer was incredibly patient and supportive. The resources available and next steps are incredible and allows the school to actively participate in STEM with confidence.

Primary Engineer Electric Car CPD Participant

The DETI Inspire programme will now provide links to industry, giving schools the opportunity to be partnered with a professional engineer from a local company, to support sessions back in school with pupils in the classroom.

Connections with diverse engineers are incredibly important for young children, helping to build their science capital and challenge common stereotypes. This is why the DETI Inspire programme launched their Diversity Demonstrator – a network of diverse engineering role models to champion engineering public engagement in the West of England.

We’re really looking forward to being able to meet our local teachers in person again and support sessions like this together, but it’s great to see activities like this working in a virtual environment too. A silver lining to this lockdown is that online events can sometimes allow more people to access the training and support they need, when they need it.

If you are a school looking for support with your STEM activities, or an engineer who would like to connect with local schools, please contact the DETI Inspire team for information about our current and future outreach opportunities.


DETI is a strategic programme of the West of England Combined Authority (WECA), delivered by the National Composites Centre, in partnership with the Centre for Modelling & SimulationDigital Catapult, the University of the West of England, the University of Bristol, and the University of Bath. DETI is funded by £5m from WECA, with co-investment from the High Value Manufacturing Catapult and industry.

Providing space for social communication in a STEM engagement project

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Neurodiversity Week celebrates our unique strengths and differences, while recognising that the many talents of people with ADHD, autism, dyslexia, dyspraxia and other neurodiverse ways of thinking and learning are often not suited to traditional, formal learning environments.

Science Hunters is a Science, Technology, Engineering and Maths (STEM) outreach and research programme that uses Minecraft to engage children from under-represented groups with STEM. Projects have covered a wide range of topics such as the Amazon rainforest, understanding diabetes, earth science and volcanoes and space, with the Building to Break Barriers project currently running at UWE Bristol engaging children with many aspects of engineering.

Minecraft is the second-best selling video game of all time and extremely popular with children. Players place and break blocks with a wide range of appearances and properties, to build a huge range of constructions. It can be played either as a single-player game or in a shared virtual world with multiple users playing together, and was chosen for Science Hunters because of its popularity (children want to play it!), particular appeal to children who learn differently, and suitability for explaining science.

A key target group for Science Hunters is children with Special Educational Needs (SEN), particularly through a dedicated Minecraft Club that has been running since 2015. It soon became clear that taking part in the club, alongside children with similar needs in an accepting environment, and playing a game which was a shared special interest, had more benefits for participants than STEM learning alone.

When face-to-face sessions are possible, as they were until the onset of the COVID-19 pandemic, Minecraft Club uses a dedicated server, so that children can play together in a safe social online space. Most of the children who attend have ADHD, autism and/or dyslexia. Spaces are limited to no more than 16 at a time, with simple guidelines to keep the club fun; children are not under pressure to conform to ‘neurotypical’ behaviour norms as may be expected in non-specific settings.

STEM topics are briefly introduced, and then participants are free to build in Minecraft in relation to that topic; while adults are there to guide and support, children are encouraged to follow their own interests and ideas to create their own unique designs. For four years, data were collected from participating children and their parents/carers, who attended with them, through surveys and interviews.

During this time, 101 children aged 5-17 years attended; responses were gathered from 29 children and 37 caregivers. Results indicated that children both enjoyed and learnt something from attending, and while their feedback understandably often focused on Minecraft, they also indicated that they had benefitted socially and emotionally from being in the shared space with other children with similar interests. This was supported by insights from parents and carers, who described benefits outside the club, such as improved confidence and wellbeing, improved social skills, and reduced need for formal learning support.

Interest in playing Minecraft is what motivates children to attend, and the game provides a range of opportunities for children to potentially develop social and educational skills. This is supported by the process of designing and completing builds, independently or collaboratively, and communicating with others within the shared virtual world. Playing in the same physical space enhances this, as communication can move between the virtual and real worlds and allow in-person peer support and the ‘safe space’ provided in our Minecraft Club supports children with SEN to interact naturally and spontaneously. While it was set up as part of STEM outreach, the social communication impacts of our Minecraft Club – such as making friends, fitting in, and feeling valued without judgement regardless of completing tasks or conforming to expected social behaviours – are at least as important.

Minecraft Club is currently running virtually as part of Building to Break Barriers. We’ve looked at earthquake-proof buildings, protecting against flooding, tunnels, drones and more, and are exploring the effects of the change to meeting online.

More information about Minecraft Club, and its impacts reported here, is available in Hobbs et al. (2020) Shared special interest play in a specific extra-curricular group setting: A Minecraft Club for children with Special Educational Needs, Educational and Child Psychology, 37(4), 81-95.

How do you teach a class of pupils amidst lockdowns and school closures?

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British Science Week is a ten-day celebration of science, technology, engineering and maths (STEM) taking place this year between 5-14th March.

Despite the many challenges of taking part in Science Week during a global pandemic, schools around the country have been engaging with celebrations whole-heartedly, ensuring their pupils have the best opportunity possible to celebrate science and its role in society.

And here at UWE Bristol, our student engineers currently studying the Engineering and Society module have been working hard to find new ways of connecting with local schools despite lockdowns, school closures and a whole lot of uncertainty!

The module highlights the importance of professional development, lifelong learning, and the competencies and social responsibilities required in order to be a professional engineer.

Through experience of speaking to different groups of people, including teaching a class of school pupils, the module aims to improve the engineers’ communication skills and enable them to effectively communicate engineering and sustainability concepts to a variety of audiences in the future.

But how to teach a class of pupils during a time of school closures and remote learning?

Our student engineers solved that problem, collaborating with students studying Primary Education at UWE, to create their own set of digital educational resources that could be used remotely by teachers.

An exciting opportunity to gather an insight into engineering allowing us to inspire young minds and create opportunities for the future.

Elizabeth Hadlington, Student in Primary Education, UWE Bristol

Over 50 student engineers recorded a set of videos; the first to introduce themselves to the pupils, the area of engineering they study, their interests, what inspired them to become engineers, and advice about different engineering career pathways.

The second video was more subject-specific, helping teach the pupils some of their curriculum-linked learning using a combination of presentations, demonstrations and follow-along activities.

Here is student engineer Noble, introducing himself to KS1 and having some fun with forces.

Meet Noble, student engineer at UWE Bristol

The students then worked together to create a full package of teaching resources for local schools, including videos, lesson plans and activities. These resource packs are now being shared with the placement schools usually visited by the students of Primary Education, over 40 schools throughout Bristol, to use during British Science Week.

‘Draw an Engineer’ one of the activities from the pack sent to local primary schools

The resources will also be made available to all schools registered to take part in the DETI Inspire event – The Big Beam In for British Science Week, reaching a further 19 schools from across the West of England and over 1600 pupils!

From the feedback coming in so far from all students involved, it looks like the project has been a huge success! We’d like to thank all of the students and schools involved and we’re looking forward to seeing what our local schools make of the resource packs – watch this space for more updates!

Noble had the challenge of creating materials for KS1 which is always tricky especially when it comes to engineering however he quickly overcome this barrier and was able to assess the national curriculum to pinpoint were engineering would fit in.

Noble is a credit to the engineering team! We hope him the best in the future! Thank you for allowing us this opportunity to work with engineers. We have learnt a lot and explored a new way of teaching!

Megan Lili William, Student in Primary Education, UWE Bristol

If you are currently studying or working in an engineering field and would like to know more about the outreach opportunities available, please get in touch with the DETI Inspire team at deti@uwe.ac.uk


Digital Engineering Technology & Innovation (DETI) is a strategic programme of the West of England Combined Authority (WECA), delivered by the National Composites Centre, in partnership with the Centre for Modelling & SimulationDigital Catapult, the University of the West of England, the University of Bristol, and the University of Bath. Industry partners include Airbus, GKN Aerospace, Rolls-Royce, and CFMS, with in kind contributions from UWE, Digital Catapult and Siemens. DETI is funded by £5m from WECA, with co-investment from the High Value Manufacturing Catapult and industry.

Making or Baking – there are many routes into STEM!

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Over 200 Year 9 and 10 pupils from across the country tuned in to an online webinar this week, to hear engineers in the West of England talk about their routes into STEM careers. 

The live Q and A panel was organised by DETI Inspire in collaboration with the EDT Routes into STEM programme.

The session had fantastic engagement, with pupils sending in over 100 questions to the panel of four amazing engineers from the West of England.  

Questions and discussions led by the students covered a huge number of topics, including job interviews, working abroad, the transition from school to the workplace, gap years, influences, chosen subjects, and being a woman in STEM.  All mixed in with the real stories and experiences of local engineers, from roast potatoes and chocolate, to the enjoyment of rooting through people’s bins!

Olivia Sweeney talked about her experiences studying Chemical Engineering, and her opportunities working abroad in Sweden, Romania and Pakistan.  She also surprised us all by saying that her favourite part of her job as a sustainable waste consultant was looking through people’s bins!  

Olivia collects first hand data to understand what people put in their bins, when they do so, and why so that she can work to make it easier for people to recycle, reduce waste and make the process more circular.

When asked about her route into a role as a Naval Architect, Laura Star got the pupil’s tastebuds tingling by talking about her experience as a food engineer working with lots of chocolate!  An unexpected route into naval architecture, where she helps plan how different parts fit together like a jigsaw to form enormous ships and sea-vessels.  

Laura also gave the pupils some strong advice about being a woman in STEM, and her experiences of working in a largely male-dominated environment.  

Rich Moorcraft spoke about his journey to becoming a technical design engineer and manager at a packaging company, through an aerospace engineering apprenticeship.  The pupils were really interested to hear about the choices he made when leaving school at 16, and his advice for pushing through into STEM without taking the traditional academic and higher education route.

When talking about the favourite parts of her job as a mechanical design engineer, Temi Odanye showed the pupils some great shots of her and hundreds of her colleagues that she helped to grow!  It was her first batch of crops at a company that works to make farming more sustainable and efficient, helping to tackle some of the world’s most important challenges. 

DETI Inspire also talked to the pupils all about some of the projects that we have been working on, including the Engineering Curiosity card games, lesson plans and resources being developed for DETI Inspire’s Big Beam In during Science Week from the 5th of March. 

It was clear that the pupils really engaged with and responded to the advice given, and our thanks go to the engineers that kindly gave their time to inspire the engineers of the future!

The session is available to view below at the following link:

https://zoom.us/rec/share/xHYLzOP177paGlPchCwmQzJuZRjNxPt6zL4x2qf3ZVQcZ5ytkusFq9_CG6aPoMID.UxRgLPpC0ALuHZaS?startTime=1613570432000

Digital Engineering Technology & Innovation (DETI) is a strategic programme of the West of England Combined Authority (WECA), delivered by the National Composites Centre, in partnership with the Centre for Modelling & Simulation, Digital Catapult, the University of the West of England, the University of Bristol, and the University of Bath. Industry partners include Airbus, GKN Aerospace, Rolls-Royce, and CFMS, with in kind contributions from UWE, Digital Catapult and Siemens. DETI is funded by £5m from WECA, with co-investment from the High Value Manufacturing Catapult and industry.

Connecting local students and engineers with I’m an Engineer, Get me out of here!

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I’m an Engineer is an online STEM engagement and enrichment project that connects students with real engineers online.

And this year, the DETI Inspire team from UWE Bristol have teamed up with I’m an Engineer to show students the positive impacts of digital engineering.

Engineers from across the region are invited to take part in the Youth Engagement with Engineering and Sustainability Summit (YEESS!) to help school students see engineering’s impact on sustainability and the future of our planet.

Together with DETI, I’m an Engineer will run 3 activities for schools in the West of England as part of the DETI Inspire programme.

In March and June 2021 , students can Ask engineers questions, Chat to them in live text-based Chats, and Vote for their favourite engineer to win £500 to put towards further outreach.

In October 2021 , engineers who have taken part in March and June will be given the opportunity to discuss sustainability and engineering with students ahead of COP26 (UN Climate Change Conference) as part of the Youth Engagement with Engineering and Sustainability Summit.

Register your interest now: imanengineer.org.uk/engineers/yeess/

As part of the activity, you can:

  • Help students understand the role engineering has to play in making the world more sustainable
  • Engage school students in the West of England with your work
  • Help students see engineering as something ‘for them’
  • Improve your communication skills

I’m an Engineer is accessible and flexible to fit around your schedule – the Zones take place over 4 weeks, and you can choose to participate in live Chats at a time that suits you. You only need access to a computer or tablet, and Internet access, to take part.

Engineers, sign up to the first activity taking place from the 1st – 26th March here.

I would recommend I’m an Engineer to anyone looking to develop their engagement skills – it really is an invaluable experience

Engineer, Autumn 2020

Still have questions? Drop the team an email at support@imanengineer.org.uk

The Metre Zone (1st-26th March) is funded by the Digital Engineering Technology & Innovation initiative (DETI), as part of the Inspire programme led by the Engineering, Design and Mathematics Department at the University of the West of England (UWE).