CONFERENCES
E&PDE 2026 - 28th International Conference on Engineering & Product Design Education
The Conference will bring together representatives from education and industry interested in sharing new perspectives on design education.
Knowledge Base Repository
In addition to research papers, the Design Society is developing several valuable resources for those interested in the study of design. These include a repository of PhD theses, a library of case studies and transcripts of design activities, and an archive of our newsletters. Please note that these resources are accessible exclusively to Design Society members.
CO-CREATING A PROGRAMME OF BELONGING FOR UNDERGRADUATE WIDENING PARTICIPATION ENGINEERING STUDENTS
Bell, Jaclyn; Agg, Chloe; Quazi, Sophia; Sheikmohamud, Amira
Type:
Year:
2026
Editor:
Buck, Lyndon; Brisco. Ross; Bohemia, Erik
Author:
Series:
E&PDE
Institution:
Imperial College London, United Kingdom
Page(s):
73 - 78
DOI number:
ISBN:
978-1-912254-24-8
ISSN:
3005-4753
Abstract:
Students from low socio-economic backgrounds face significant barriers to progression. Isolation, lack of belonging, and imposter syndrome are genuine concerns for widening participation (WP) students and can undermine attainment and experience. In partnership with students from [Institution redacted] working-class network and Faculty of Engineering, we co-created a support programme for first-year undergraduates to foster belonging and improve progression and retention. In 2022/23, the programme supported 60 WP engineering students (31% female, 15% Black) in their transition to university. Funded by the Royal Academy of Engineering, it included a one-week pre-enrolment residential (52 students), a five-month peer mentoring scheme (35 students), and summer research placements with enhanced bursaries (44 students). Each element of the programme was carefully curated to build cohorts, develop interpersonal skills, and provide academic and social support, while challenging negative preconceptions about engineering research. Initial evaluation highlighted the residential’s impact in easing transition and strengthening belonging. The programme has since been run annually, adopted university-wide, and incorporated into [Institution redacted] Access and Participation Plan, evidencing its transformative effect on students and the wider community. This paper examines longitudinal outcomes, alongside staff and student perspectives on sustaining success. Key challenges—such as low female participation and clashes between religious obligations and study demands—are analysed through an intersectional lens. Student voice was embedded throughout design and evaluation, with staff and student collaboration valued equally to mitigate bias and amplify marginalised voices. By reflecting on successes and flaws, we propose a framework for other universities to enhance WP student transition and outcomes.
Keywords:
