Women in Engineering

By Yvonne Baker

It was pleasing to see some common sense breaking out in the age old debate about attracting more girls into engineering this week. An intelligent article by Louisa Peacock in the Daily Telegraph and news of research into why girls become engineers and the stories behind their success make a welcome change to the traditional approach of always looking at the problems and barriers. This contrasts sharply with the (to put it politely) patronising advice issued recently in America that, to interest your daughter in STEM you should use colours, reading recipes aloud and “keep doing jigsaw puzzles”. The many women I know who have become successful engineers have done so because they genuinely want to do something useful but also different – something that is going to have an impact, something that can potentially change the world. Engineering is hugely creative, and allows those working in it to stretch themselves and achieve something which will be of benefit to the wider community. Female engineers work in these areas because they are exciting and a great use of their skills.

Women in engineering are a varied bunch, much like women going into any other profession (or men for that matter). What does mark them apart is their desire to not simply to follow the crowd and not heed the careers advice that is handed out, not just by careers advisers (who should know better), but also by friends, family and all too often well-meaning but completely ill informed strangers. We know that many things can have an impact on a girl’s likelihood to consider a less traditional profession like engineering – often it is assumed that more academically able girls will enter medicine or dentistry or perhaps pharmacy. Others may simply not know about the huge range of opportunities that careers like engineering offer; from the more traditional contexts like building bridges or mechanical design, to the more nuanced applications like sound recording, biomedical engineering or advanced materials. Teachers are obviously key influencers, not just in what they teach but also in how they teach it. Through the Science Learning Centres and National STEM Centre, we help teachers and others working with young people to ensure that they communicate and teach these subjects in ways that are accessible to everyone, and engage girls as well as boys. We also provide teachers and others working in education with lots of ideas and the background material that will really start to open up the possibilities for all young people in engineering, but also in all kinds of careers using science, technology and maths.

As a proud female engineer myself, it’s difficult to see what’s not to like about a career that provides so many possibilities, so much scope to use your initiative and creativity, and to make a real, lasting difference to some of the key challenges the world faces today. Yes, of course there are challenges – but there are challenges in any job worth having. On the other side of the coin, there are actually many advantages about ‘being a woman in a man’s world’ – you are always going to be noticeable, so make sure it’s for the right reasons – doing your job well and really making things happen. The fact is that engineering offers a huge range of fascinating, rewarding, well paid carers with many, many opportunities for travel, advancement and personal fulfillment. If only we had more supporters in the media making sure that we give these messages not only to young people, girls and boys alike, but also their parents and others who have such an influence on their future plans for study and careers.

UCAS applications great result for STEM teachers

by Yvonne Baker

Today’s UCAS application stats could hardly be better news for everyone who has worked so hard in recent years to encourage more young people to consider a future in Science, Technology, Engineering or Mathematics.  Even for those who don’t follow a career in STEM, studying the subject leads to an overall improvement in their life, with higher earnings and a greater chance of engagement with the major decisions which will shape the future of our planet.  It’s hard not to be evangelical about the improvements that have come about in recent years – we’ve seen a steady rise in the number of young people taking science subjects at GCSE and A Level, and it appears that this is now crossing over into applications for places at university.  Fundamental to this is the quality of teaching young people receive; research shows that professional development for subject teachers has far reaching consequences for their pupils, with impact on both engagement and achievement, it is marvellous to see this translated into a rise in the number of young people choosing to study the mathematical, physical, biological and computer sciences and engineering.

Design and Technology Provides Safe Lift Off

by Michelle Evans at Science Learning Centre West Midlands

Flying is relevant to most of our lives, as ‘foreign’ holidays have become the norm. Yet it is often only when we are sat on a plane and ‘past the point of no return’ that we begin to wonder if it’s safe and even about the actual mechanics of how the tonnes of metal in which we are sat (not to mention our luggage) will actually get off the ground and safely deliver us to our sun-filled destination. Even within this consideration, we tend to think of the plane being essentially a

Hercules engine

chunk of metal and don’t really consider the enormous number of processes which have been undertaken to get to that one point. We don’t think about the time and effort and quality control procedures which go into the creation of a single hole in a tiny part of a blade which is crucial for the process of flying and to improve the efficacy of the engine as well as to reduce emissions.

However, at Rolls-Royce they spend a significant amount of time, effort (and money) ensuring that each tiny (and huge) element is completely fail-safe, efficient, light and effective. (I, for one, am rather pleased that they do!) What we may not realise is that this technology is as relevant to our teaching; certainly in Science and Design Technology; as it is to Rolls-Royce because we are working with and developing materials.

Materials science is a growing field with increasingly interesting discoveries and developments, Carbon Nanotubes, a relatively new discovery from the 1990s, are now present in both Design Technology and Science specifications where the structure and potential and current uses are required. ‘Smart’ materials are increasingly prevalent in society and therefore our teaching should be including and considering the uses of these developments within the field; the science behind these is really interesting and ground breaking, but the uses are now quite common; even including electro-conductive lycra (presumably for warm cycling shorts)!

Rolls-Royce Materials Masterclass course 2010

All manufacturing requires materials and it is important for the future to understand the level of research and development required in these processes. World leading manufacturer of jet engines; Rolls-Royce has significant experience with materials and continue to ‘push the boundaries’ in order to develop high quality, durable, light and safe components for their products. They are, after all, the reason that aeroplanes fly!

In order to capture this relevant and essential expertise, Rolls-Royce, the department of Metallurgy and Materials at the University of Birmingham, the Institute of Materials, Minerals and Mining (IOM3) and the Science Learning Centre West Midlands have collaborated to develop a two day course which brings to life this fascinating ‘topic’.

The Materials Masterclass is designed to support curriculum delivery. It draws on the areas of materials science in which Rolls-Royce has significant experience and can demonstrate examples of applications and the University of Birmingham are able to provide ideas for use in the classroom as well as discussing the science and technology behind materials and their uses.

Materials Masterclass course

This course offers an extension to your personal knowledge in the field as well as resources and ideas to take back to the classroom. This two-day course is sponsored by Rolls-Royce and The Worshipful Company of Armourers and Brasiers and supported by the Department of Metallurgy and Materials at the University of Birmingham and the Institute of Materials, Minerals and Mining (IOM3), the latter also offer free institutional membership to the Schools Affiliate Scheme for participants.

Go to the Science Learning Centre’s website for more information or to book your place on the Materials Masterclass