XClose

UCL Centre for Engineering Education

Home
Menu

Our researchers

Meet our research fellows, visiting research fellows past and present, and find links to PhD students associated with the Centre.

Senior Research Fellow

Dr Inês Direito

Ines Direito
Inês Direito is a Senior Research Fellow at UCL 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). Before joining the Centre for Engineering Education, Inês was a postdoc researcher in a Horizon 2020 project at UCL Institute of Education, and a researcher and policy analyst at Engineering Professors’ Council. She was the lead researcher in the ‘Postgraduate Experience Project’ 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. 

She is the 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 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), 164–192. https://doi.org/10.1080/03043797.2021.1990863 [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. https://doi.org/10.1177%2F0033294120979933

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), 93–116. 
https://doi.org/10.1080/22054952.2021.1942767  [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), 503–527  https://doi.org/10.1080/03043797.2021.1903835[OPEN ACCESS] 

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), 161–185. 
https://doi.org/10.1080/03043797.2019.1688256 [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), 15–18 https://doi.org/10.1002/jee.20376 

Kang, J., Keinonen, T., Simon, S., Rannikmäe, 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, 1317–1338. https://doi.org/10.1007/s10763-018-9930-y 

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 – 107. [OPEN ACCESS]
http://genderandset.open.ac.uk/index.php/genderandset/article/view/640   

Conference papers

Lönngren, J., Bellocchi, A., Bøgelund, 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 

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. Heiß, H. Järvinen, A. Mayer, & A. Schulz (Eds.) 49th SEFI Annual Conference (pp. 200–209). Berlin, Germany: SEFI. ISBN: 978-2-87352-023-6. Retrieved from: https://www.sefi.be/wp-content/uploads/2021/12/SEFI-Annual-Conference-20...

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’ strategic frameworks, resources, and initiatives. In H. Heiß, H. Järvinen, A. Mayer, & A. Schulz (Eds.) 49th SEFI Annual Conference (pp. 189–199). Berlin, Germany: SEFI. ISBN: 978-2-87352-023-6. Retrieved from: https://www.sefi.be/wp-content/uploads/2021/12/SEFI-Annual-Conference-20...
    
Susanne Ihsen Award on diversity and inclusiveness
https://www.sefi.be/2021/09/28/sefi-2021-annual-conference-best-paper-aw...

Chance, S., Direito, I., & Mitchell, J. (2020). Understandings of ‘Global responsibility’ expressed by civil engineers working in London. In J. van der Veen, N. van Hattum-Janssen, H. Järvinen, T. de Laet, & I. ten Dam (Eds.) 48th SEFI Annual Conference: Engaging Engineering Education (pp. 137–147). Twente, Netherlands: SEFI. ISBN: 978-2-87352-020-5. Retrieved from https://www.sefi.be/wp-content/uploads/2020/11/Proceedings-2020-web.pdf 

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. 

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. Järvinen, T. de Laet, & I. ten Dam (Eds.) 48th SEFI Annual Conference: Engaging Engineering Education (pp. 1423–1426). Twente, Netherlands: SEFI. ISBN: 978-2-87352-020-5. Retrieved from https://www.sefi.be/wp-content/uploads/2020/11/Proceedings-2020-web.pdf 

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. Järvinen, T. de Laet, & I. ten Dam (Eds.) 48th SEFI Annual Conference: Engaging Engineering Education (pp. 1427–1428). Twente, Netherlands: SEFI. ISBN: 978-2-87352-020-5. Retrieved from https://www.sefi.be/wp-content/uploads/2020/11/Proceedings-2020-web.pdf 

Direito, I., Williams, B., & Chance, S. (2020). Exploring the impact of Brexit on UK’s engineering education sector from the perspective of European students and staff. In J. van der Veen, N. van Hattum-Janssen, H. Järvinen, T. de Laet, & I. ten Dam (Eds.) 48th SEFI Annual Conference: Engaging Engineering Education (pp. 169–178). Twente, Netherlands: SEFI. ISBN: 978-2-87352-020-5. Retrieved from https://www.sefi.be/wp-content/uploads/2020/11/Proceedings-2020-web.pdf 

Lönngren, 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.  https://doi.org/10.1109/FIE44824.2020.9273951 

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. Järvinen, T. de Laet, & I. ten Dam (Eds.) 48th SEFI Annual Conference: Engaging Engineering Education (pp. 1382–1387). Twente, Netherlands: SEFI. ISBN: 978-2-87352-020-5. Retrieved from https://www.sefi.be/wp-content/uploads/2020/11/Proceedings-2020-web.pdf 

Mora, C., Chance, S., Direito, I., Morera, M., Hernandez-Zamora, L., & Williams, B. (2020). INGENIA, a novel progra impacting sustainable development goals locally through students’ actions. In Guerra, A., Chen, J., Winther, M., & Kolmos, A. (Eds.) (2020). Educate for the future: PBL, Sustainability and Digitalisation 2020. (1. ed.) (pp. 76–86). Aalborg Universitetsforlag. International Research Symposium on PBL. Retrieved from: https://vbn.aau.dk/ws/portalfiles/portal/357965178/AAU_8th_PBL_2020_inte...

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. Järvinen, & A. Kálmán (Eds.), 47th SEFI Annual Conference: Varietas delectate… Complexity is the new normality (pp. 186–195). Brussels, Belgium: SEFI. ISBN: 978-2-87352-018-2. Retrieved from: https://www.sefi.be/wp-content/uploads/2019/10/SEFI2019_Proceedings.pdf

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. 198–207). Cape Town, South Africa, 10-12 July. ISBN: 978-0-7992-2600-3. Retrieved from: https://www.sasee.org.za/wp-content/uploads/REES-2019-proceedings.pdf 

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. https://doi.org/10.18260/1-2--32891 

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. 253–261). Cape Town, South Africa, 10-12 July. ISBN: 978-0-7992-2600-3. Retrieved from: https://www.sasee.org.za/wp-content/uploads/REES-2019-proceedings.pdf 

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. Järvinen, & A. Kálmán (Eds.), 47th SEFI Annual Conference: Varietas delectate… Complexity is the new normality (pp. 2074–2077). Brussels, Belgium: SEFI. ISBN: 978-2-87352-018-2 Retrieved from: https://www.sefi.be/wp-content/uploads/2019/10/SEFI2019_Proceedings.pdf

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. 215–221). Coventry, UK, 16-17 December. ISBN 978-0-9934245-7-1. Retrieved from: https://warwick.ac.uk/fac/sci/wmg/mediacentre/wmgevents/eern/proceedings...

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. 116–123). Brussels, Belgium: SEFI. ISBN: 978-2-87352-016-8. Retrieved from https://www.sefi.be/wp-content/uploads/2018/10/SEFI-Proceedings-2-Octobe...

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

Direito, I., & Mitchell, J. (2018). Grit in engineering education – 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. 740–747). Brussels, Belgium: SEFI. ISBN: 978-2-87352-016-8. Retrieved from https://www.sefi.be/wp-content/uploads/2018/10/SEFI-Proceedings-2-Octobe...

Direito, I., Tilley, E., & Mitchell, J. E. (2018). Gender differences in first-year students’ 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 

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 Entrepreneuship for Engineering Education Excellence (pp. 166–173). Brussels, Belgium: SEFI. ISBN: 978-2-87352-016-8. Retrieved from https://www.sefi.be/wp-content/uploads/2018/10/SEFI-Proceedings-2-Octobe...

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 UCL Education Conference 2018, April 
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. 190–197). Brussels, Belgium: SEFI. ISBN: 978-2-87352-016-8. Retrieved from https://www.sefi.be/wp-content/uploads/2018/10/SEFI-Proceedings-2-Octobe...

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 – ongoing Royal Academy of Engineering, UK. “Review of teaching and learning in UK engineering higher education”.
2021 – ongoing Fundación “la Caixa”/Caja Canárias Fundación, Spain. STEMPATHY – Empatía 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. “Youth Mentoring Survey”. 
2019 - ongoing Erasmus+, European Commission. INSYSTED – Integrated System for European Digital Learning. Erasmus+. Project Number: 2019-1-DE01-KA203-005038. 
2019 Royal Academy of Engineering, UK. Research Projects in Engineering Education “Brexit impact on UK’s engineering education sector: Exploring EU students and staff experiences”.

Research Fellow

Dr Lillian Luk

Lillian Luk
Lillian Luk is a Research Fellow at the UCL 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. 
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’ holistic competencies development in Hong Kong. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2022.101168

Chan, C. K. Y., & Luk, L. Y. Y. (2021). Academics’ beliefs towards holistic competency development and assessment: A case study in engineering education. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2021.10110

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. https://doi.org/10.1080/02602938.2021.1962806

Luk, Y. Y. L., & Chan, K. Y. C. (2021). Students’ learning outcomes from engineering internship: A provisional framework. Studies in Continuing Education. https://doi.org/10.1080/0158037X.2021.1917536

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. https://doi.org/10.1080/07294360.2021.1877628

Luk, L. Y. Y., & Chan, K. Y. C. (2020). Adaptation and validation of the Work Experience Questionnaire for investigating engineering students’ internship experience. Journal of Engineering Education. https://doi.org/10.1002/jee.20351

Chan, C. K. Y., & Luk, L. Y. Y. (2020). Development and validation of an instrument measuring undergraduate students’ perceived holistic competencies. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2020.1784392

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. https://doi.org/10.1016/j.ijedudev.2017.08.010

Chan, C. K. Y., Zhao, Y., & Luk, L. Y. Y. (2017). A validated and reliable instrument investigating engineering students’ perceptions of competency in generic skills. Journal of Engineering Education, 106(2), 299-325. https://doi.org/10.1002/jee.20165 

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’ self-exploration. Journal of Studies in International Education, 20(5), 416-436. https://doi.org/10.1177/1028315316662976

Chan, K. Y. C., Luk, L. Y. Y., & Zeng, M. (2014). Teachers’ perceptions of student evaluations of teaching. Educational Research and Evaluation, 20(4), 275-289. https://doi.org/10.1080/13803611.2014.932698

Chan, C. K.Y., & Luk, L. Y. Y. (2013). Faculty perspectives on the “3+ 3+ 4” curriculum reform in Hong Kong: A case study. International Education Studies, 6(4), 56-66. https://doi.org/10.5539/ies.v6n4p56

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. 

Luk, L. Y. Y., Ho, R. M. H., Yeung, C. S. Y., & Chan, K. Y. C. (2014). Engineering undergraduates’ 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’ 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’ perceptions of generic skills. Paper presented at the International Conference of Science Educators and Teachers, Phuket, Thailand. 

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

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

Luk, L.Y.Y., Yang, M., Chau, A.W.L., Webster, B., & Ma, C. (2012). How do students’ 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. 

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.

Visiting Professors

Professor Shannon Chance (Visiting Professor, 2018 - present)

Shannon Chance serves as Visiting Professor at UCL’s Centre for Engineering Education. She worked on the UCL 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’ 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’ 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 UCL Consultants. 

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’s degrees in architecture and a PhD in Higher Education. 

While at UCL, 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 UCL through various projects and activities inside UCL, TU Dublin, and, indeed, across the globe.


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) – 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’s 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.  


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. 

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. 


Stella Fowler (January 2023)

Stella Fowler is Policy and Research Manager at the Engineering Professors’ 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’ experience of research in higher education and an extensive knowledge of sector wide data. She is currently working for the Engineering Professors’ Council (EPC) and leads all aspects of EPC’s 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 UCL’s 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. 

Previous visiting researchers

More info coming soon.

Research students

The Centre supervises several PhD students in the Faculty of Engineering Science and the IOE, UCL'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.