Roland Tormey

roland.tormey@epfl.ch +41 21 693 23 63

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EPFL AVP-E CAPE
RLC D1 740 (Rolex Learning Center)
Station 20
1015 Lausanne

+41 21 693 23 63
Office: RLC D1 740
EPFL › VPA › VPA-AVP-E › AVP-E › AVP-E-CAPE

Website: https://cape.epfl.ch

EPFL AVP-E CAPE
RLC D1 740 (Rolex Learning Center)
Station 20
1015 Lausanne

+41 21 693 23 63
Office: RLC D1 740
EPFL › CDH › CDH-SHS › SHS-ENS

EPFL AVP-E CAPE
RLC D1 740 (Rolex Learning Center)
Station 20
1015 Lausanne

+41 21 693 23 63
Office: RLC D1 740
EPFL › CDH › CDH-DIR › CF-CDH

EPFL AVP-E CAPE
RLC D1 740 (Rolex Learning Center)
Station 20
1015 Lausanne

+41 21 693 23 63
Office: RLC D1 740
EPFL › VPA › VPA-AVP-E › AVP-E › AVP-E-CDS

Website: https://epflch.sharepoint.com/sites/CDS

Biography Publications Teaching

I am a sociologist and educational scientist, researching and teaching on engineering education and I manage the Teaching Support Centre at EPFL.

My research focuses on diversity and equity issues in learning, and on the role of emotion and relationships in learning.
In recent years this research has addressed a number of domains including:

Engineering Ethics Education and Sustainability Education
Transition from High School to University STEM Education
Learning Professional/Transversal Skills in Engineering
Learning to Teach in STEM Higher Education

My recent books include:

co-authoring Facilitating Experiential Learning in Higher Education: Teaching and Supervising in Labs, Fieldwork, Studios, and Projects (2021)
co-editing The Routledge International Handbook of Engineering Ethics Education (2025).

Prior to 2011, I worked in teacher education, where I researched on the role of emotional competences in learning to teach, and on the ways teachers and curricula can adequately respond to diversity and inequalities. I played a central role in the development of Ireland's Intercultural Education Guidelines for Primary (2005) and Secondary (2006) schools, and in the development of the high school syllabus for Social and Political Sciences (Politics and Society [2016]).

My profile (text) is accessible here.
An extended interview (audio) about my work on engineering ethics education is available here.
An extended interview (audio) about emotion in education, teacher education and engineering education is here.
A shorter interview (audio) on emotion in learning is here.

Education

Doctorate

| Sociology

1992 – 1999 Trinity College Dublin
Directed by James Wickham

Post Graduate Certificate

| Environmental and Development Education

1999 – 2000 London South Bank University

Bachelor of Social Science

| Sociology, Social Administration

1989 – 1992 University College Dublin

Bachelor of Science

| Mathematics, Statistics

2015 – 2024 The Open University

MAIN PUBLICATIONS

"I felt there was no team to be included in": Navigating social emotions and masculinities in engineering team projects

V. Krivoshchekov; N. Kotluk; Y. Favre; M. Fiori; E. Werlen et al.

Journal of Engineering Education. 2025. DOI : 10.1002/jee.70026.

Roland Tormey

Education

Doctorate

Post Graduate Certificate

Bachelor of Social Science

Bachelor of Science

MAIN PUBLICATIONS

"I felt there was no team to be included in": Navigating social emotions and masculinities in engineering team projects

Emotions in Engineering Ethics Education: Systematic Review and Ways Forward

"Jupyter-Notebook-as-Script": Investigating the Nature and Impact of Implicit Collaboration Scripts in Computational Notebooks

Exploring the emotional dimension in engineering ethics case studies: the latent emotions and associated features

Teaching ethical decision making to students as 21st-century professionals

Jupyter Analytics: A Toolkit for Collecting, Analyzing, and Visualizing Distributed Student Activity in Jupyter Notebooks

The emotional journey of computer science students in team projects: the turbulences and the interplay between the academic emotions

Teaching ethics using case studies

Interdisciplinary contributions to engineering ethics education

Mapping engineering ethics education

Reason and emotion in engineering ethics education

The impact of varying levels of compassion in ethics education case studies on students' moral reasoning

Learning Analytics Beyond Traditional Classrooms: Addressing the Tensions of Cognitive and Meta-Cognitive Goals in Exercise Sessions

Developing transversal skills in a project-based course

Emotions in engineering education: A configurative meta-synthesis systematic review

The impact of different methods of increasing the intensity of compassion in engineering ethics cases

“But of course i’m going to look happy” or “He needed to know I was angry”? Comparing use of emotional labour in teamwork in engineering and hospitality students

Exploring Engineering Students' Perception of Sustainability and Ethics in Their Curriculum Across Disciplines

EQUITY AND EXAMINATION TIME PRESSURE IN FIRST YEAR MATHEMATICS FOR ENGINEERS

SEFI SIG Workshop: Eager to further develop the field of engineering ethics education?

Study Success And Failure Of STEM Students And The Connection To Their Learning Habits

A multimodal measurement of the impact of deepfakes on the ethical reasoning and affective reactions of students

Emotional labor experienced in team-projects: A comparison of engineering and hospitality students

Compassion and Engineering Students’ Moral Reasoning: The Emotional Experience of Engineering Ethics Cases

Emotions in Engineering Education

Educating Engineering Students to Address Bias and Discrimination Within Their Project Teams

The development, validation and use of an interprofessional project management questionnaire in engineering education

Immersive professional activities as learning: Irish teachers learning from overseas volunteering in India

Are engineering teachers ready to leverage the power of play to teach transversal skills?

A Canvas for the Ethical Design of Learning Experiences with Digital Tools

A Game-Based Approach to Develop Engineering Students’ Awareness About Artificial Intelligence Ethical Challenges

Gender, prior knowledge, and the impact of a flipped linear algebra course for engineers over multiple years

Teaching under lockdown: the change in the social practice of teaching

Which professional skills do students learn in engineering team-based projects?

Theorizing the Emotional Quality of Teaching and Learning Relationships in STEM Faculty Development

Emotions in Engineering Education: Preliminary Results from a Scoping Review

Facilitating Experiential Learning in Higher Education Teaching and Supervising in Labs, Fieldwork, Studios, and Projects

Rethinking student-teacher relationships in higher education: a multidimensional approach

Teaching Transversal Skills in the Engineering Curriculum: the Need to Raise the Temperature

Emotions in engineering education: Towards a research agenda

Developing interdisciplinary and intercultural skills in engineers through short-term field experiences

Designing for impact: a conceptual framework for learning analytics as self-assessment tools

Impact on the practice of students and teachers of a learning analytics dashboard

Developing teacher agency through dialogue

The Teaching Toolkit: design of a one-day pedagogical workshop for engineering graduate teaching assistants

Flipped classroom in Linear Algebra

Short-term field study programmes for developing interdisciplinary skills in engineering education

Impact of a learning analytics dashboard on the practice of students and teachers

The Impact of Gender on Engineering Students' Group Work Experiences

How do science and engineering students approach revisions? A self-regulated learning tool for supporting the transition from secondary to higher education

Does gender-sensitive teacher training have a place in Engineering Education? Assessing pedagogical training as a step towards gender-inclusive curricula

Chapter 13: Training and Development Needs for a 21st Century Academic

How do students perceive academic success in secondary schools and in higher education?

Fostering 21st Century Skills through Interdisciplinary Learning Experiences

Does gender-sensitive teacher training have a place in Engineering Education?

Computational Thinking and Thinking Computationally

Creating a Smart Learning Space: Learning with and learning from student-generated data about learning

Apprendre à étudier - Guide à l'usage des étudiants en sciences et en ingénierie

Curriculum co-design using participatory rapid prototyping tools

Increasing the Perspectives of Engineering Undergraduates on Societal Issues through an Interdisciplinary Program

Ready to face the world?Lessons learnt from applying a Multi-Professional Shared Learning Test tofirst year Engineering and Science students at the Federal Institute of Technology in Lausanne, Switzerland.

Supporting Teacher Decision-Making Through Appropriate Feedback

Undergraduate group projects: Challenges and learning experiences

Conscientious Behaviour, Flexibility and Learning in Massive Open On-Line Courses

The Formal and Hidden Curricula of Ethics in Engineering Education

The centre cannot hold: untangling two different trajectories of the 'approaches to learning'framework

Approaches to learning, metacognition and personality; an exploratory and confirmatory factor analysis

Critical Thinking and Development Education: How do we develop meta-cognitive capacities?

Sleepers’ lag - study on motion and attention

A question of knowledge

Teacher educators’ perspectives on the implementation of beginning teacher standards for physical education in Ireland: developing and regulating the profession?

Student motion and it's potential as a classroom performance metric

Does emotional intelligence predict student teachers' performance?