Project title: Strathclyde Engineering Scholars – equal outcomes for the most disadvantaged
Funding awarded: £99, 751
Summary:
Half of engineering students from disadvantaged backgrounds will not complete their degree. Those who do, demonstrate lower attainment and are typically men. This project establishes a comprehensive personalised ‘in-kind’ scholarship programme enabling those from the most disadvantaged backgrounds to access and successfully navigate university engineering education with equal outcomes before transitioning to professional graduate employment in alignment with their peers.
What needs does the project address?
The project supports all students from lower socio-economic backgrounds, in particular those from the most deprived quintile categorised by the Scottish Index of Multiple Deprivation (SIMD). Additionally, over a quarter of black and other minority ethnic students attending university are from areas of highest deprivation. There is a widening attainment gap where young people from these areas are less likely to attend higher education particularly in STEM disciplines. Those that do, are statistically less likely to progress, complete and transition to professional careers. Girls from SIMD areas are unlikely to engage in disciplines where they are underrepresented.
What does the project consist of?
The project activity engages young people and students at multiple points in their learning journey. It includes school outreach events, academic mentoring, industry case study events, small group industry mentoring and a personal pathway comprising micro-credentials, industry engagement, summer schools and resilience training.
What are the expected outcomes?
The primary aim of the project is to give students the self-confidence, resilience, and academic foundation to successfully pursue and graduate in the engineering discipline of their choice. Through personal tutoring, young people will be helped to achieve their full academic potential. Personal and industry mentoring will provide accessible information, engineering role models, build confidence, personal and professional skills, and enhance the social support available, students will experience an increase in belonging and sense of community within engineering.