香港六合彩

Stephen studied for a PhD in psychology at 香港六合彩, and has worked in educational research, on projects such as Effective Pre-School, Primary and Secondary Education (EPPSE), and was a Research Fellow the Centre for Global Higher Education at 香港六合彩 Institute of Education concentrating on alternative providers of higher education. 听Stephen has also conducted research in areas such as risk perception, trust, and risk communication.
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Professor Shannon Chance (Visiting Professor, 2018 - present)

Shannon Chance serves as Visiting Professor at 香港六合彩鈥檚 Centre for Engineering Education. She worked on the 香港六合彩 campus 2018-2020 as a Marie Curie Research Fellow, where she led and participated in a wide range of collaborative research projects with members of the CEE. These included an exploratory study of civil engineers鈥� experiences related to global responsibility, a systematic literature review of grit in engineering education, and collection of phenomenological data on architecture and civil engineering students鈥� understandings of design creation and knowledge generation. Today, Shannon continues to work closely with the Centre, conducting and publishing collaborative research as Visiting Professor and developing new curriculum materials as part of a project organized via 香港六合彩 Consultants.听

She also helps connect CEE with activities at the CREATE research group at TU Dublin -- where she serves as Lecturer and Programme Chair for the honours-level BSc in BIM (Digital Construction) -- and with the global Research in Engineering Education Network (REEN) which she recently Chaired.

Shannon is a former Professor of Architecture in the USA, where she is also licensed as an architect, and is a LEED Accredited Professional. She holds bachelors and master鈥檚 degrees in architecture and a PhD in Higher Education.听

While at 香港六合彩, Shannon was appointed a Senior Fellow of the Higher Education Academy and she guest edited two special focus issues of IEEE Transactions on Education. During her appointment here, she also served as Associate Editor of IEEE Transactions on Education and a member of the editorial board of the European Journal of Engineering Education (EJEE). Today, she is Deputy Editor of EJEE, and she applies the new knowledge and skills gained at 香港六合彩 through various projects and activities inside 香港六合彩, TU Dublin, and, indeed, across the globe.

Dr听In锚s Direito (Honourary听Senior Research Fellow July 2023 - June 2026)

In锚s Direito is an Honourary听Senior Research Fellow and former Senior Research Fellow at the 香港六合彩 Centre for Engineering Education. She has a PhD in Psychology from the University of Aveiro, a MSc in Cognitive Sciences and a Licenciatura in Psychology from the University of Minho (Portugal). She is now at the University of Aveiro working on a six-year funded project exploring empathy as a tool to tackle听societal challenges and promote diversity and inclusion in engineering education. Before joining the Centre for Engineering Education, In锚s was a postdoc researcher in a Horizon 2020 project at 香港六合彩 Institute of Education, and a researcher and policy analyst at Engineering Professors鈥� Council. She was the lead researcher in the 鈥楶ostgraduate Experience Project鈥� in Kingston University, a HEFCE funded project looking at the Postgraduate Student Experience across all transitions in the student journey, which involved 11 universities across the UK.

Her research interests include skills development and career pathways of engineering students; gender, diversity, and inclusion in engineering; emotions in engineering education.听

She is the former Chair of the Special Interest Group on Gender and Diversity, European Society for Engineering Education (SEFI), and Fellow of the Higher Education Academy (FHEA).

Journal听publications

Chance, S., Direito, I., & Mitchell, J. (2022). Opportunities and barriers faced by early-career civil engineers enacting global responsibility. European Journal of Engineering Education, 47(1), 164鈥�192. [OPEN ACCESS]

Jardim, J., Pereira, A., Vagos, P., Direito, I., & Galinha, S. (2022). The Soft Skills Inventory: Developmental procedures and psychometric analysis. Psychological Reports, 125(1), 620-648.

Chance, S., Lawlor, R., Direito, I., & Mitchell, J. (2021) Above and beyond: ethics and responsibility in civil engineering. Australasian Journal of Engineering Education, 26(1), 93鈥�116.听
听[OPEN ACCESS]

Campbell, A., Direito, I., & Mokhithi, M. (2021). Developing growth mindsets in engineering students: A systematic literature review of interventions. European Journal of Engineering Education, 46(4), 503鈥�527

Direito, I., Chance, S., & Malik, M. (2021). The study of grit in engineering education research: a systematic literature review. European Journal of Engineering Education, 46(2), 161鈥�185.听
[OPEN ACCESS]

Jensen, K., Direito, I., Polmear, M., Hattingh, T., & Klassen, M. (2021). Peer review as developmental: Exploring the ripple effects of the JEE Mentored Reviewer Program. Journal of Engineering Education, 110(1), 15鈥�18

Kang, J., Keinonen, T., Simon, S., Rannikm盲e, M., Soobard, R., & Direito, I. (2019). Scenario Evaluation with Relevance and Interest (SERI): Development and Validation of a Scenario Measurement Tool for Context-Based Learning. International Journal of Science and Mathematics Education, 17, 1317鈥�1338.

Peters, J., Direito, I., Roach, K., & Tilley, E. (2019). Designing inclusive approaches in intensive team-based engineering learning environments. International Journal of Gender, Science and Technology, 11(1), 93 鈥� 107. [OPEN ACCESS]
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Conference papers

L枚nngren, J., Bellocchi, A., B酶gelund, P., Direito, I., Huff, J., Mohd-Yusof, K., Murzi, H., & Tormey, R., (2021). Emotions in Engineering Education: Preliminary Results from a Scoping Review. 9th Research in Engineering Education Symposium: REES 2021听

Direito, I., Fowler, S., Rich, J., & Mitchell, J. (2021). Experiences of European engineering students and academics in the UK: findings of an exploratory mixed-methods study. In H. Hei脽, H. J盲rvinen, A. Mayer, & A. Schulz (Eds.) 49th SEFI Annual Conference (pp. 200鈥�209). Berlin, Germany: SEFI. ISBN: 978-2-87352-023-6. Retrieved from:

Direito, I., Chance, S., Clemmensen, L., Craps, S., Economides, S., Isaac, S., Jolly, A., Truscott, F., & Wint, N. (2021). Diversity, equity, and inclusion in engineering education: an exploration of European higher education institutions鈥� strategic frameworks, resources, and initiatives. In H. Hei脽, H. J盲rvinen, A. Mayer, & A. Schulz (Eds.) 49th SEFI Annual Conference (pp. 189鈥�199). Berlin, Germany: SEFI. ISBN: 978-2-87352-023-6. Retrieved from:
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Susanne Ihsen Award on diversity and inclusiveness

Chance, S., Direito, I., & Mitchell, J. (2020). Understandings of 鈥楪lobal responsibility鈥� expressed by civil engineers working in London. In J. van der Veen, N. van Hattum-Janssen, H. J盲rvinen, T. de Laet, & I. ten Dam (Eds.) 48th SEFI Annual Conference: Engaging Engineering Education (pp. 137鈥�147). Twente, Netherlands: SEFI. ISBN: 978-2-87352-020-5. Retrieved from

Chance, S. M., Direito, I., & Mitchell, J. (2020). To what degree do graduate civil engineers working in London enact Global Responsibility and support UN Sustainable Development Goals? Proceedings of Engineering Education for Sustainable Development (EESD2020) Cork, Ireland.听

Direito, I., Chance, S., Malik, M. (2020). An introduction to systematic literature reviews in engineering education. In J. van der Veen, N. van Hattum-Janssen, H. J盲rvinen, T. de Laet, & I. ten Dam (Eds.) 48th SEFI Annual Conference: Engaging Engineering Education (pp. 1423鈥�1426). Twente, Netherlands: SEFI. ISBN: 978-2-87352-020-5. Retrieved from

Direito, I., de Laet, T., & Williams, B. (2020). Diversity and inclusion research in engineering education: What has changed in the last 10 years? In J. van der Veen, N. van Hattum-Janssen, H. J盲rvinen, T. de Laet, & I. ten Dam (Eds.) 48th SEFI Annual Conference: Engaging Engineering Education (pp. 1427鈥�1428). Twente, Netherlands: SEFI. ISBN: 978-2-87352-020-5. Retrieved from

Direito, I., Williams, B., & Chance, S. (2020). Exploring the impact of Brexit on UK鈥檚 engineering education sector from the perspective of European students and staff. In J. van der Veen, N. van Hattum-Janssen, H. J盲rvinen, T. de Laet, & I. ten Dam (Eds.) 48th SEFI Annual Conference: Engaging Engineering Education (pp. 169鈥�178). Twente, Netherlands: SEFI. ISBN: 978-2-87352-020-5. Retrieved from

L枚nngren, J., Adawi, T., Berge, M., Huff, J., Murzi, H., Direito, I., Tormey, R., Sultan, U. (2020). Emotions in Engineering Education: Towards a research agenda. Proceedings of Frontiers in Education Conference, FIE 2020, Uppsala, Sweden, 21-24 October. 听

Truscott, F., Dias, E., Akinmolayan-Tayo, F., Roach, K., Direito, I., & Mitchell, J. (2020). What are good team work skills and how do students learn them? In J. van der Veen, N. van Hattum-Janssen, H. J盲rvinen, T. de Laet, & I. ten Dam (Eds.) 48th SEFI Annual Conference: Engaging Engineering Education (pp. 1382鈥�1387). Twente, Netherlands: SEFI. ISBN: 978-2-87352-020-5. Retrieved from

Mora, C., Chance, S., Direito, I., Morera, M., Hernandez-Zamora, L., & Williams, B. (2020). INGENIA, a novel program听impacting sustainable development goals locally through students鈥� actions. In Guerra, A., Chen, J., Winther, M., & Kolmos, A. (Eds.) (2020). Educate for the future: PBL, Sustainability and Digitalisation 2020. (1. ed.) (pp. 76鈥�86). Aalborg Universitetsforlag. International Research Symposium on PBL. Retrieved from:

Campbell, A., Direito, I., & Mokhithi, M. (2019). Developing growth mindsets in engineering students: work-in-progress on a systematic literature review. In B. Nagy, M. Murphy, H. J盲rvinen, & A. K谩lm谩n (Eds.), 47th SEFI Annual Conference: Varietas delectate鈥� Complexity is the new normality (pp. 186鈥�195). Brussels, Belgium: SEFI. ISBN: 978-2-87352-018-2. Retrieved from:

Chance, S., Direito, I., Lawlor, R., Cresswell-Maynard, K., Pritchard, J., Tyler, N., & Mitchell, J. (2019). Background and design of a qualitative study on globally responsible decision-making in civil engineering. In B. Kloot (Ed.), 8th Research in Engineering Education Symposium: Making connections, REES 2019 (pp. 198鈥�207). Cape Town, South Africa, 10-12 July. ISBN: 978-0-7992-2600-3. Retrieved from:

Chance, S., Mimirinis, M., Direito, I., Mitchell, J., & Tilley, E. (2019). How Architecture and Engineering Students Conceptualize Design Creation: Report of a Pilot Study. Paper presented at the 126th ASEE Annual Conference and Exhibition, Tampa, Florida, US, June 15-19.

Direito, I., Chance, S., Tilley, E. & Mitchell, J. (2019). Assessing the grit and mindset of incoming engineering students with an emphasis on gender. In B. Kloot (Ed.), 8th Research in Engineering Education Symposium: Making connections, REES 2019 (pp. 253鈥�261). Cape Town, South Africa, 10-12 July. ISBN: 978-0-7992-2600-3. Retrieved from:

Mimirinis, M., Chance, S., & Direito, I. (2019). Understanding qualitatively different experiences of learning in Engineering: Variation as a learning tool. In B. Nagy, M. Murphy, H. J盲rvinen, & A. K谩lm谩n (Eds.), 47th SEFI Annual Conference: Varietas delectate鈥� Complexity is the new normality (pp. 2074鈥�2077). Brussels, Belgium: SEFI. ISBN: 978-2-87352-018-2 Retrieved from:

Williams, B., Chance, S. M., & Direito, I. (2019). No one really minded a female barmaid, but I don't know they'd "not mind" a female engineer: One student's journey. Proceedings of the 7th Annual Conference of the UK & Ireland Engineering Education Research Network (pp. 215鈥�221). Coventry, UK, 16-17 December. ISBN 978-0-9934245-7-1. Retrieved from:

Chance, S., & Direito, I. (2018). Identification and preliminary review of doctoral theses in engineering education that have used phenomenological methods. In R. Clark, P. Hussman, H-M. Jarvinen, M. Murphy, & M. Vigild (Eds.), 46th SEFI Annual Conference: Creativity, Innovation and Entrepreneurship for Engineering Education Excellence (pp. 116鈥�123). Brussels, Belgium: SEFI. ISBN: 978-2-87352-016-8. Retrieved from

Direito, I., & Fowler, S. (2018). Portuguese academic staff and students in UK鈥檚 engineering higher education. 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE). Aveiro, Portugal: IEEE. doi: 10.1109/CISPEE.2018.8593453听

Direito, I., & Mitchell, J. (2018). Grit in engineering education 鈥� a systematic review. In R. Clark, P. Hussman, H-M. Jarvinen, M. Murphy, & M. Vigild (Eds.), 46th SEFI Annual Conference: Creativity, Innovation and Entrepreneurship for Engineering Education Excellence (pp. 740鈥�747). Brussels, Belgium: SEFI. ISBN: 978-2-87352-016-8. Retrieved from

Direito, I., Tilley, E., & Mitchell, J. E. (2018). Gender differences in first-year students鈥� expectations towards a new engineering multidisciplinary curriculum. 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE). Aveiro, Portugal: IEEE. doi: 10.1109/CISPEE.2018.8593409听

Direito, I., Tilley, E., Mitchell, J., Marie, J., & Davies, J. (2018). Comparing the student experience during a major educational curriculum reform in engineering: findings of a mixed-method study. In R. Clark, P. Hussman, H-M. Jarvinen, M. Murphy, & M. Vigild (Eds.), 46th SEFI Annual Conference: Creativity, Innovation and Entrepreneurship for Engineering Education Excellence (pp. 166鈥�173). Brussels, Belgium: SEFI. ISBN: 978-2-87352-016-8. Retrieved from

Direito, I., Tilley, E., Mitchell, J. E., Marie, J., & Davies, J. (2018). Comparing the student experience before and after major educational curriculum reform. Presented at 香港六合彩 Education Conference 2018, April听
Fowler, S., Direito, I., Mitchell, J., & Rich, J. (2018). Initial impact of Brexit on European students and academic staff in UK's engineering higher education. In R. Clark, P. Hussman, H-M. Jarvinen, M. Murphy, & M. Vigild (Eds.), 46th SEFI Annual Conference: Creativity, Innovation and Entrepreneurship for Engineering Education Excellence (pp. 190鈥�197). Brussels, Belgium: SEFI. ISBN: 978-2-87352-016-8. Retrieved from

Morgan, M., & Direito, I. (2018). The employment expectations of Masters Engineering students. 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE). Aveiro, Portugal: IEEE. doi: 10.1109/CISPEE.2018.8593487

Research projects

2022 鈥� ongoing Royal Academy of Engineering, UK. 鈥淩eview of teaching and learning in UK engineering higher education鈥�.
2021 鈥� ongoing Fundaci贸n 鈥渓a Caixa鈥�/Caja Canarias Fundaci贸n, Spain. STEMPATHY 鈥� Empat铆a y responsabilidad social para el fomento de las vocaciones STEM. Empathy and social responsibility for the promotion of STEM vocations.
2021 Great London Authority, UK. 鈥淵outh Mentoring Survey鈥�.听
2019 - ongoing Erasmus+, European Commission. INSYSTED 鈥� Integrated System for European Digital Learning. Erasmus+. Project Number: 2019-1-DE01-KA203-005038.听
2019 Royal Academy of Engineering, UK. Research Projects in Engineering Education 鈥淏rexit impact on UK鈥檚 engineering education sector: Exploring EU students and staff experiences鈥�.

Dr Lillian Luk

Lillian Luk is an Honorary Research Fellow at the 香港六合彩 Centre for Engineering Education. Before joining the centre, she was a postdoctoral fellow in the Centre for the Enhancement of Teaching and Learning (CETL), The University of Hong Kong (HKU). She has a multidisciplinary background, with a PhD in Education from HKU, a Masters in Japanese Linguistics from Monash University and a Bachelor of Social Sciences in Psychology from the National University of Singapore. She worked closely with academics on professional development in HKU and has more than 10 years of research experience in higher education. Her research interests lie in the area of transferable skills development and assessment, experiential learning and engineering education.听

Journal publications

Chan, C. K. Y., & Luk, L. Y. Y. (2022). Eight years after the 3-3-4 curriculum reform: Examining disciplinary differences and undergraduates鈥� holistic competencies development in Hong Kong. Studies in Educational Evaluation.

Chan, C. K. Y., & Luk, L. Y. Y. (2021). Academics鈥� beliefs towards holistic competency development and assessment: A case study in engineering education. Studies in Educational Evaluation


Chan, C. K. Y., & Luk, L. Y. Y. (2021). A four-dimensional framework for teacher assessment literacy in holistic competency development. Assessment & Evaluation in Higher Education.

Luk, Y. Y. L., & Chan, K. Y. C. (2021). Students鈥� learning outcomes from engineering internship: A provisional framework. Studies in Continuing Education.

Chan, C. K. Y., & Luk, L. Y. Y. (2021). Going "grade-free"? - Teachers' and students' perceived value and grading preferences for holistic competency assessment. Higher Education Research & Development.

Luk, L. Y. Y., & Chan, K. Y. C. (2020). Adaptation and validation of the Work Experience Questionnaire for investigating engineering students鈥� internship experience. Journal of Engineering Education.

Chan, C. K. Y., & Luk, L. Y. Y. (2020). Development and validation of an instrument measuring undergraduate students鈥� perceived holistic competencies. Assessment & Evaluation in Higher Education.

Chan, C. K. Y., Fong, E. T. Y., Luk, L. Y. Y., & Ho, R. (2017). A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum. International Journal of Educational Development, 57, 1-10.

Chan, C. K. Y., Zhao, Y., & Luk, L. Y. Y. (2017). A validated and reliable instrument investigating engineering students鈥� perceptions of competency in generic skills. Journal of Engineering Education, 106(2), 299-325.

Yang, M., & Luk, L. Y. Y. (2017). The role of international service learning in leadership development among students in higher education. Journal of Youth Studies, 20(1), 156-171.

Yang, M., Luk, L. Y. Y., Webster, B. J., Chau, A. W. L., & Ma, C. H. K. (2016). The role of international service-learning in facilitating undergraduate students鈥� self-exploration. Journal of Studies in International Education, 20(5), 416-436.

Chan, K. Y. C., Luk, L. Y. Y., & Zeng, M. (2014). Teachers鈥� perceptions of student evaluations of teaching. Educational Research and Evaluation, 20(4), 275-289.

Chan, C. K.Y., & Luk, L. Y. Y. (2013). Faculty perspectives on the 鈥�3+ 3+ 4鈥� curriculum reform in Hong Kong: A case study. International Education Studies, 6(4), 56-66.

Luk, L.Y.Y. (2010). Motivational factors in the continuation of Japanese language study. Monash University Linguistic Papers, 7, 13-33.

Conference papers

Luk, L. Y. Y., & Chan, C. K. Y. (2019). Capturing the uniqueness of student learning outcomes in engineering internship courses. Poster presented at the Lily-Asia: Evidence-based teaching and learning, Hong Kong.

Luk, L. Y. Y., & Chan, C. K. Y. (2018). Capturing the uniqueness of individual student learning through innovative assessment of students' internship experience. Poster presented at the 10th International Conference on Education and New Learning Technologies, Palma de Mallorca, Spain.

Cheng, M. W. T., & Luk, L. Y. Y. (2018). Photovoice approach: Developing student generic competencies through residential experiences in higher education. Paper presented at the 10th International Conference on Education and New Learning Technologies, Palma de Mallorca, Spain.

Luk, L. Y. Y., & Chan, C. K. Y. (2017). Work supervisors as change-makers in the enhancement of students' internship experience. Paper presented at the The European Conference on Education, Brighton, UK.

Luk, L. Y. Y., Cheng, M. W. T., & Chan, C. K. Y. (2017). Sharing good practices in engineering, business and science education. Paper presented at the Influencing Teaching and Learning Practice: Achieving the Ripple Effect, The University of Hong Kong, Hong Kong.

Luk, L. Y. Y. (2016). How are students' generic skills developed through internship experience? Paper presented at the International Conference - Beyond the Formal Curriculum in Universities, The University of Hong Kong, Hong Kong.

Luk, L. Y. Y., & Chan, C. K. Y. (2015). Assessment for learning in engineering internship programmes in Hong Kong: How far are we? Paper presented at the International Conference: Assessment for Learning in Higher Education 2015, Hong Kong.

Ho, R. M. H., Luk, L. Y. Y., & Chan, K. Y. C. (2014). A review of literature on challenges and obstacles to implementation of generic skills. Paper presented at the 8th International Technology, Education and Development Conference, Valencia, Spain.听

Luk, L. Y. Y., Ho, R. M. H., Yeung, C. S. Y., & Chan, K. Y. C. (2014). Engineering undergraduates鈥� perception of transferable skills in Hong Kong. Paper presented at the 8th International Technology, Education and Development Conference, Valencia, Spain.

Luk, L. Y. Y., Zhao, Y., & Chan, K. Y. C. (2014). Discovering the learning and teaching approaches of transferable skills to engage students. Paper presented at the International Conference of Science Educators and Teachers, Phuket. Thailand.

Luk, L. Y. Y., Chan, K. Y. C., & Zhao, Y. (2014). What are science and engineering students鈥� motivations in learning generic skills? Poster presented at the International Conference of Science Educators and Teachers, Phuket, Thailand.

Zhao, Y., Luk, L. Y. Y., & Chan, K. Y. C. (2014). Psychometric properties of a survey on STEM students鈥� perceptions of generic skills. Paper presented at the International Conference of Science Educators and Teachers, Phuket, Thailand.听

Luk, L.Y.Y., & Chan, C.K.Y. 听(2013) , Faculty perception of the 鈥�3+3+4鈥� curriculum reform in Hong Kong: A small-scale study. Paper presented at the 5th International Conference on Education and New Learning Technologies. 听1 鈥� 3 July, Barcelona, Spain.

Luk, L.Y.Y., Zeng, M., & Chan, C.K.Y. (2013) Teachers鈥� perception towards student evaluation of teaching in Hong Kong. Paper presented at the 5th International Conference on Education and New Learning Technologies. 听1 鈥� 3 July, Barcelona, Spain.

Luk, L.Y.Y., Yang, M., Chau, A.W.L., Webster, B., & Ma, C. (2012). How do students鈥� perceptions of leader-follower relationship influence their service quality and personal growth in overseas volunteering?. Paper presented at the CESHK Annual Conference Feb 2012, Hong Kong.听

Webster, B., Chan, L. S., Ho, L. M. W., & Luk, L. Y. Y. (2011). Introducing a common curriculum for all first year undergraduates. Poster presented at the 14th Pacific RIM FYHE Conference 2011, Fremantle, Australia.

Dr Mark McBride-Wright (October 2022 - October 2025)

Mark is a chartered chemical engineer and specialises in health and safety. He is the founder of EqualEngineers, a social enterprise which connects inclusive employers with diverse talent in engineering and technology through careers events and mentoring programmes. Mark is known for his research in Masculinity in Engineering, and his interests look at the linkage between psychological safety and physical safety, and how this can embody inclusion and belonging.

He is co-founder of InterEngineering, a network which connects, informs and empowers LGBTQ+ engineers and supporters.听

Mark has been awarded the prestigious Rooke Award 2022 from the Academy in recognition for his work in the promotion of engineering to the public.听

Stella Fowler (January 2023)

Stella Fowler is Policy and Research Manager at the Engineering Professors鈥� Council (EPC) and joined the CEE as an Honorary Research Fellow in January 2023. Stella brings a wealth of experience in quantitative techniques, especially concern higher education data-sets having previously worked for UCAS, and has been working with us closely on the State-of-the-nation in Engineering Education report for the Royal Academy of Engineering that will be launched in the new year.

Stella has over 25 years鈥� experience of research in higher education and an extensive knowledge of sector wide data. She is currently working for the Engineering Professors鈥� Council (EPC) and leads all aspects of EPC鈥檚 policy and research. Prior to joining the EPC Stella worked at the University of Gloucestershire and at the University of the West of England, where she managed a Jisc-funded Research Data Management (RDM) project in the Health and Life Sciences as part of a national RDM research framework. Stella also boasts a wide range of research experience at UCAS, where she developed extensive privately commissioned university admissions research (mostly quantitative) with universities and public sector organisations, on topics including high achievers and widening participation among young mature students. More recently, Stella has collaborated with 香港六合彩鈥檚 Centre for Engineering Education on Royal Academy of Engineering sponsored projects on the impact of Brexit on engineering staff and students and the state of the nation in engineering education in the UK.听

Dr Roger V. Gonzalez (Visiting Professor, June 2022 - June 2023)

Dr. Gonzalez is Chairman and Professor of the Engineering Education and Leadership Department at The University of Texas at El Paso (UTEP) 鈥� a leader in social mobility by educating the underserved population of the region. While active in musculoskeletal biomechanics, additive manufacturing, and in development of low-cost prosthetic devices (Founder of LIMBS International), he is on the forefront of under-graduate engineering education and was awarded an ASEE Teaching Award and the Minnie Stevens Piper Award for excellence in teaching. As the Inaugural Director of the USA鈥檚 first Bachelors of Science degree in Engineering Innovation and Leadership (E-Lead), the program has adopted some of the most progressive and emerging practices in engineering education not only in pedagogical practices, but particularly in how it serves and enhances the education of underserved students. Over a six-year period, E-Lead partnered with Olin College to refine how the Olin approach to engineering education can be applied to a large, commuter, urban, minority, and low-resourced student body. To date, E-Lead has had six graduating cohorts and is the first ABET accredited degree in Engineering Innovation and Leadership.听听

The Centre supervises several PhD students in the Faculty of Engineering Science and the IOE, 香港六合彩's Faculty for Education and Society. You can find bios for the students on our People page.

Read an interview with current PhD student, Gigi, here.