Grab your popcorn! YouTube ethical & sustainable engineering

Our SEFI keynote about socially responsible engineering is now on YouTube!

It opens with the launch of our handbook on teaching ethics in engineering. Next, we discuss a strategy for making the necessary changes in engineering education to address turbulent times.

Below, I share fun pics of SEFI, as posting this is a chance to relive the excitement! From the launch:

A significant — unexpected — highlight of the SEFI conference was receiving the award for the BEST RESEARCH PAPER of the entire conference! I accepted the ward on behalf of my PhD student, soon-to-be Dr Sandra Cruz!

Here I’m being awarded by Professor John Mitchell and congratulated by my co-editors of the European Journal of Engineering Education.

The official photographer captured the conference vibe:

And the SEFI Director General, architect Klara Ferdova, captured and shared other behind-the-scenes moments, like Gillian Saunders-Smit and me at the Moonmin Museum:

And here are Klara’s photos of the keynote! An architect’s eye for structure and composition, Klara has!

And finally, here’s the official SEFI photo, showing the whole happy family!

If you’re interested in teaching engineering well, please join us for next year’s SEFI conference in Prague!

Our new Architectural Engineeing curriculum at NewGiza University

NewGiza University (NGU), located on the outskirts of Cairo, just released a video of me discussing the Architectural Engineering curriculum that I co-designed with Professor Emanuela Tilley, starting back in 2020: https://www.instagram.com/reel/DMVKR4HvVQ0/?igsh=MWo1dDE3cTB4Y2cxeQ== (opens in Instagram):

Because of the pandemic, I did not have a chance to visit NGU before we started designing the curriculum. In fact, I didn’t get to visit until this past February, 2025, when I travelled over with two staff from UCL to provide feedback on the quality of the program’s delivery.

It was a whirlwind tour, considering that I arrived a day later than expected due to a British Airline delay.

In my two working days there, I got to observe the program the public relations folks at NGU captured the footage on this video.

Designing this curriculum, via a contract between Technological University Dublin (TU Dublin) and University College London Consultants (UCLC) which pays for hours out of my timetable each semester, has been a real joy. It has required me to stretch, been , and develop new communication skills to explain complex concepts to people from a culture and language much different from my own.

Visiting the program and meeting the people who are delivering the content and the amazingly dedicated studentswho are forging the way by implementing a brand new curriculum has definitely been a highlight of 2025.

Many tanks to Dean Aly and the programme staff for welcoming us and helping us feel at home!

We three visitors also got a chance to tour the brand new Egyptian museum, lead by NGU’s architectural history, teacher. The experience was truly eye-opening and full of intrigue.

I look forward to a chance to visit NGU and Egypt again soon!

I have to say, none of this would’ve been possible without the Marie Curie fellowship I got to spend 2018 and 2019 working at UCL. The bonds I made with the folks at UCL in the Centre for Engineering Education have made such a difference in my and personal and professional life.

Being part of UCL has been so incredibly good for me, and good also for my employer, TU Dublin.

I am so honored to have had the chance to build an architecture program in Egypt and work with the people there who seek to build a stronger community of architects in Egypt. Thank you so much John Mitchell and Emanuela Tilley, for including me in this incredible project!

Reflections on the 2025 SEFI Ethics Spring Symposium: A Gathering of Global Engineering Ethics Educators

I’m honoured to have hosted a very successful 2025 SEFI Ethics Spring Symposium. 

From March 24–26, my colleagues and I gathered at the Royal Marine Hotel in the charming seaside town of Dún Laoghaire, Ireland, for our small and cosy annual symposium. Mother nature blessed us with glorious weather, tasty and healthy food, gorgeous natural and architectural surroundings, an enchanting historic hotel, and new and renewed friendships.

Diana Martin, Mircea Tobosaru, and I organised the programme and all the details, demonstrating that collaboration is key to flourishing!

With 35 delegates from across the globe, this wasn’t just another academic conference—it was a meeting of minds and a celebration of our shared commitment to engineering ethics education.

Soaking in the surroundings, past and present, with a tour by Roland Tormey.

The symposium’s main goal? Strengthening our collective capacity to teach ethics to future engineers. A key focus was the Routledge International Handbook of Engineering Ethics Education (RIHEEE)—a major collaborative effort by the SEFI Ethics special interest group. We reflected on what is presented in the book and considered how to extend its themes, translate into impactful teaching practices, and generate discussion more broadly in the places we live and work. 

Opening the Symposium and introducing the handbook.

A Program Packed with Thought-Provoking Conversations

Over three days, we immersed ourselves in a mix of keynotes, workshops, and panels, tackling big questions from multiple angles:

Keynotes that Challenged and Inspired

  • Mary Nolan explored the role of care ethics in engineering, pushing us to think beyond traditional engineering thinking.
  • Paula Tomi examined the nature of truth, a concept that sits at the heart of both engineering and ethics.
  • Tom Børsen introduced us to techno-anthropology, showing how it intersects with engineering ethics education.

Workshops that Sparked Debate and Collaboration

  • Care Ethics—How do we broaden engineers’ notion of responsibility?
  • AI Experimental Philosophy—How can philosophy guide us in using and developing artificial intelligence?
  • The Archimedean Oath—Should engineers take an ethical oath, much like doctors do?
  • Quantitative Methods & Ethics—How can we effectively describe and report ethical impact?

Panel Discussions: Making Ethics Education More Practical

Our panelists had a specific challenge: dive into a self-selected sections of RIHEEE and critically assess its themes. We asked: What patterns do you see across the set of chapters in your section? What’s missing? How can can educators make use of the content? How can we help them do that? Can we translate theoretical insights into tangible strategies that can be applied in classrooms and institutions worldwide yet still reflect local culture and values?

There were so many very special aspects, including exploring care ethics in depth and applying care ethics, and the walking tour was truly spectacular.

A Literary and Cultural Interlude

Roland Tormey’s literary walking tour of Dún Laoghaire was a highlight for us all. We took a step back and immersed ourselves in the cultural richness of our surroundings. For many of us, this blend of intellectual and cultural exploration reinforced the broader ethical dimensions of engineering—how our work is always connected to society, history, and place.

Sunshine and good vibes galore!

Global Voices, Local Impact

The symposium truly reflected the international nature of engineering ethics education. We had voices from across Europe, North America, Africa, and Asia, with universities ranging from UCL and the University of Michigan to EPFL. At the same time, there was strong local representation, with a third of the attendees based in Ireland—TU Dublin, DCU, ATU, and Engineers Ireland all playing an active role. A special shoutout to my TU Dublin colleagues—Sandra Cruz Moreno, Marek Rebow, Rachel Harding, Mike Murphy, and recent PhD grads Diana Adela Martin and Darren Carthy—whose contributions helped everyone feel welcome.

What’s Next?

The energy and ideas sparked at the symposium will propel us forward onto new collaborations, where we apply what we discussed—via research and teaching and leadership and service—and continue building momentum and sharing what we’re learning with our colleagues back home, and indeed worldwide.

For those who couldn’t join us in person, the Routledge International Handbook of Engineering Ethics Education is freely available in an open-access digital format. Whether you’re new to the field or a long-time educator, it’s a must-read:
🔗 RIHEEE Handbook

TU Dublin also just posted a webpage about the Symposium: https://bit.ly/3QQ74zd

For posterity’s sake, I am adding the symposium schedule as it was conducted:

Monday, March 24

09:00-09:30 Welcome and Icebreaker by host Shannon Chance

09:30-10:30 Handbook panel 1 (Foundations) moderated by Roland Tormey with panellists Mircea Tobosaru, Samia Mahé, and Mihaly Héder

10:30-10:50 Coffee break

10:50-11:30 Keynote on Care Ethics by Mary Nolan 

11:30-13:00 Workshop on Care Ethics by Robert Irish, Ana Tebeanu, Sofia Duran, Vivek Ramachandran, Roland Tormey, & Alison Gwynne-Evans

13:00-15:30 Picnic Lunch & Walking tour of Dun Laoghaire led by Roland Tormey

15:30-16:00 Coffee break with snacks

16:00-17:00 Handbook panel 4 (Teaching Methods) moderated by Diana Martin with panellists Valentina Rossi, Aaron Johnson, Magnus Kahrs, and Rachel Harding

17:00-17:30 Wrap-up with synthesising activity

19:00 Dinner outing with colleagues departs from the hotel lobby

Tuesday, March 25

09:00-10:00 Handbook panel 6 (Accreditation) moderated by Shannon Chance with panellists Leah Ridgway, Louise O’Gorman, Alison Gwynne-Evans, and Marek Rebow

10:00-10:40 Keynote on Truth by Paula Tomi 

10:40-11:00 Coffee break

11:00-12:15 Workshop on AI experimental philosophy by Krzysztof Sołoducha

12:15-13:00 Ethics SIG session led by Diana Martin and Mircea Tobosaru

13:00-14:00 Lunch 

14:00-15:00 Handbook panel 3 (Specific Disciplines) moderated by Tom Børson with panellists Jacob Baneham, Miguel Romá, Mike Murphy, and Rhythima Shinde 

15:00-15:20 Coffee break with snacks

15:20-16:40 Workshop on the Archimedean Oath by Valentina Rossi 

19:00 Dinner outing with colleagues departs from  the hotel lobby

Wednesday, March 26 

09:00-10:00 Handbook panel 2 (Interdisciplinary Perspectives) moderated by Roland Tormey with panelists Sandra Cruz Moreno, Ronny Kjelsberg, Gaston Meskens, and Katherine Looby, with input from Riadh Habash

10:00-11:15 Workshop on Quantitative Methods & Ethics by Matheus de Andrade and Idalis Villanueva Alarcón

11:15-11:30 Coffee break

11:30-12:15 Keynote by Tom Børsen on “Techno-Anthropology and Engineering Ethics Education” 

12:15-13:15 Ethics SIG session led by Diana Martin and Mircea Tobosaru

13:15-15:00 Lunch and physical activity

15:00-16:00 Handbook panel 5 (Assessment) moderated by Tom Børsen with panellists Takehara Shinya, Celina Leão, Ana Voichita Tebeanu, and Mary Nolan 

16:00-16:20 Coffee break with snacks

16:20-17:30 Ethics SIG synthesis session led by Diana Martin and Mircea Tobosaru

19:00 Dinner outing with colleagues departs from the hotel lobby

Ethics and sustainability for architects and engineers 

Last week, I presented the Routledge Handbook of Engineering Ethics Education at a World Engineering Day for Sustainable Development conference in Krakow.

Presenting at WED in Krakow

Today, I get to share it via a presentation to the All-Ireland Architectural Research Group (AIARG). 

Leaving Dublin on the train this morning from Heuston Station headed to the AIARG conference

Below is a synopsis of what I’ll say in my 15-minute presentation to the architecture educators today.

Presenting the handbook at the Association for Practical and Applied Ethics (APPE) in February

This handbook is a product of the global engineering education research community and the ethics special interest group within the European Society for Engineering Education, known as SEFI. 

The engineering education research community considers architecture to be a field of engineering and welcomes participation of architects. They are highly engaged in pedagogical research and in implementing innovation active learning methods. That said, engineering education has historically been more compartmentalized and positivist than architecture education.

I identify first and foremost as an architect and teacher of architecture students and I have been welcomed warmly by this community since I moved to Ireland in 2012. I welcome you to join us!

Today, I’m here to tell you about a new handbook our ethics group has developed that can serve as a resource for you. I hope it will inspire you to draw some new ideas into the education you deliver. 

The handbook cover

The book was a community effort, with six editors and 99 other authors from all around the world. This map shows where our authors have lived and worked.

We’re working hard to hear and learn from voices outside the areas most active in engineering education research—here you can see the concentrations of activity in engineering ethics education. 

Map I made to show where our authors came from

We six editors paid for open access so anyone in the world can download the book for free. The QR code below will bring you to the download page, or just click https://www.taylorfrancis.com/books/oa-edit/10.4324/9781003464259/routledge-international-handbook-engineering-ethics-education-shannon-chance-tom-b%C3%B8rsen-diana-adela-martin-roland-tormey-thomas-taro-lennerfors-gunter-bombaerts

My title slide for today’s AIARG presentation

So what’s in the book of relevance to an architecture educator? What can you learn? What opportunities do you see for applying or adding to the content? Would you want to create a parallel text for architects? Would you want to join this community of education researchers? 

This comprehensive compendium of the state-of-the-art of literature on engineering ethics education is divided into six sections. Most of these have something of interest to architects.

At the Krakow sustainable development conference

The first section discusses foundations such as ethical theories and the role of professional organization and their codes in helping define and uphold ethics. How we do this as individuals and communities is discussed. Environment and AI are also covered here in the first section. 

Section two delves into interdisciplinary perspective that inform ethics and how we think about ethics in engineering and built environment. We discuss philosophy, sociology, decolonization, and critical theory, psychology and moral development, engineering design, law, and the like. 

Section three touches on five overarching fields of engineering, with the first chapter on civil engineering holding the most relevance for architects. The areas of focus vary quite widely across the disciplines. Even as an architect, I found reading the entire set fascinating.

Section four on teaching methods can be extremely helpful for any educator wanting to integrate ethics into the modules they teach. We look at case studies, problem- and challenge-based learning, value-sensitive design, humanitarian engineering, arts-based, reflective and dialogical approaches. These aren’t mutually exclusive and as an architecture teacher, I combine these methods daily.

Still from video of me discussing the handbook at the end of February at NewGiza University

Assessment is perhaps the most challenging topic in the book. What are we seeking to assess in students with regard to ethics? How can we gauge students’ ethical competencies? What is the role of values, of culture? 

The final section, on accreditation, is not as confined to engineering as you might expect. It critiques the increasingly globalized approach to education promoted by engineering accreditation bodies and global accords seeking to align engineering practices globally. The section questions whose voices get heard, whose have been ignored, and what we might be overlooking. We look at the history of ethics accreditation, how various cultures define what students should be able to demonstrate (social justice appeared in only Columbia’s documents of 12 countries studied). We end the book with a fascinating critical feminist standpoint analysis and a critique of how to personalize entities education to fit the local context. 

Just arrived at AIARG!

Our engineering ethics education community welcomes you to get involved with us in applying and extending the contents of this book. 

On behalf of TU Dublin, on March 24-26, I’m hosting an Ethics Spring Symposium about the book in Dun Loaghaire. You’re welcome to join us for a day or more. Just ask me for more info. 

Colleagues including TU Dublin’s Emma Geoghegan and Noel Brady kicking off AIARG by presenting the Building Change project.

Explore the New Handbook for Engineering Ethics Teaching

The Routledge International Handbook of Engineering Ethics Education, chock full of helpful research on teaching engineering students about ethics, will be published on December 4, 2024! 

Over the past two years, I have edited this book in collaboration with five outstanding ethics scholars. Seeing it through to completion is one of the proudest achievements of my professional life.

The project involved 105 authors from around the globe. I led it alongside Tom Børsen, who immediately embraced the idea of a handbook.

The digital version of the book is already available at: https://www.taylorfrancis.com/books/oa-edit/10.4324/9781003464259

We paid the publication fee so that you can read it for free! We wanted to give everyone with a digital device an equal chance, regardless of where they live.

Of course, you are also welcome to order a hard-back print copy of the book from the link above. A discount is currently available. Moreover, a paperback version will be available in 18 months.

The book has six sections:

SECTION 1: Foundations of engineering ethics education (7 chapters)

SECTION 2: Interdisciplinary contributions to engineering ethics education (6 chapters)

SECTION 3: Ethical issues in different engineering disciplines (5 chapters)

SECTION 4: Teaching methods in engineering ethics education (7 chapters)

SECTION 5: Assessment in engineering ethics education (6 chapters)

SECTION 6: Accreditation and engineering ethics education (5 chapters)

The editorial team is pictured below (left to right): Gunter Bombaert, Roland Tormey, Shannon Chance, Tom Børsen, Diana Adela Martin, and Thomas Taro Lennerfors. It’s been a dream team!

This handbook was a project of the Ethics Special Interest Group (SIG) of the European Society for Engineering Education (SEFI). SEFI members made it possible by contributing to their transcontinental networks of colleagues.

We editors started by sending out a survey, as far and wide as possible, to find out who was working in the field and might be interested in authoring a chapter. We held online workshops to identify what topics should be included and structured them into chapters. We invited a lead author for each chapter and asked the lead to invite three others to co-write the chapter. We asked that the chapter team have people from different places on it, and we aimed for transcontinental teams where feasible. We also asked the lead to consider specific people who had expressed interest in the topic. Our team ultimately included people of diverse levels and fields of experience and good geographical distribution. The people on many of the teams had not worked together before. Many lead authors served as mentors for early career researchers. We held numerous meetings online with the led authors of each section to cross-check, coordinate, and challenge our own thinking. The editorial team met weekly throughout most of the process, and the final result reflects the strong and knowledgeable engagement of many leaders in the field. Our team conducted a rigorous internal peer review, and the publisher conducted its own peer review twice during the process. Here’s what the reviewers said about our proposal:

“I believe this is a state-of-the-art milestone.”

“The lead authors are the key people in this vibrant community, and they have recruited a veritable ‘Who’s Who’ of international authors for the handbook. This is the right time and the right people. It’s the dream team.”

“This would become the resource in this field.”

The final result is a true masterpiece, and I hope you’ll read at least some of it because the content is quite fascinating!

The Ethics SIG also hosts a Spring School around Easter every year, and this year, the theme of the Spring Symposium is “Growing the Field of Engineering Ethics Education and Research as a Community.” I am the local host for this March 2025 event, and we will spend the three days celebrating, applying, and extending the handbook’s content. Learn more about the Symposium and submit your interest in attending at this link: https://forms.gle/WngZ3DMi97FLtQaZ8

Date:         24-26 March 2025 (9:00-17:30 each day)

Location:     Royal Marine Hotel, Dún Laoghaire, Ireland

Organiser:   Shannon Chance (shannon.chance@tudublin.ie)

Capacity:     50 participants maximum

Whether or not you can join us in Dún Laoghaire, I hope you’ll peruse the content of this outstanding new resource and reach out to the editors and authors if you’d like more information or to get involved in what we do!

I am confident that this handbook will make a significant global contribution to engineering education. I therefore urge all engineering and architecture educators to become more explicitly involved in learning and teaching about ethics.

Elected: SEFI Board of Directors

The European Society for Engineering Education (SEFI) announced the results of recent voting. I’ve been elected to serve on this prestigious organization’s Board of Directors for three years! Many thanks to Mike Murphy, former SEFI President and TU Dublin Dean, for prompting me to run, and to Una Beagon (TU Dublin), Inês Direito (UCL), and Tom Børsen (Aalborg University) for formally endorsing my candidacy. This post gives you a peek into my:

Colleagues on the Board

I met several other candidates at an August orientation meeting organized by the SEFI Director General, Klara Ferdova, including incoming Board members Stefan Krusche (who created a really inspiring candidate video!) and Annoesjka Cabo.

Darren Carthy, from Engineers Ireland, who earned his PhD at TU Dublin and has been part of TU Dublin’s CREATE research group with me, was also elected.

Helena Kovacs, an author of a chapter in the handbook I recently edited, was too.

I’ll serve under the leadership of the effervescent Nagy Balázs (President) and the energetic and accomplished Emanuela Tilley and Greet Langie (Vice Presidents). Sitting SEFI Board members who I look forward to collaborating with include Inês Direito and Roland Tormey.

Shannon Chance facilitating a workshop at SEFI 2024

Motivation to Serve

I first joined this community in 2012 at the SEFI conference in Thessaloniki, where I enjoyed a welcome so warm and enthusiastic that I decided to stay in Europe and embrace engineering education research (EER). I left behind a tenured professorship in the United States to join this vibrant community dedicated to enhancing learning and teaching engineering across Europe, and indeed influencing how engineering is taught far beyond Europe’s borders. 

Group photo of participants (mentors and mentees) at the 2024 SEFi Doctoral Symposium, organized by Jonte Bernhard, Kristina Edström, Tinne de Laet, and Shannon Chance.

In my letter of motivation for this role, I highlighted three recent experiences that helped me prepare for the Board:

  • Chairing REEN – as part of the Research in Engineering Education Network’s Governing Board and its Chair for multiple years, I grew new skills and made positive contributions by significantly expanding REEN’s geographic representation, leading capacity-development initiatives (spawning EERN-Africa and organizing a series of capacity-building workshops for the nascent organization), supporting the delivery of REES (our bi-annual Symposium), and co-organizing events like the Big-EER Meet Up at the outset of the pandemic.
  • Cultivating our community’s publication skills by serving SEFI’s European Journal of Engineering Education as Deputy Editor, organizing and delivering workshops and doctoral symposia to the SEFI community to support newcomers to EER, guest editing special issues of IEEE Transactions on Education and the Australasian Journal of Engineeirng Educaiton (AJEE), and mentoring emerging scholars (as an individual and via SEFI and JEE).
  • Engaging with SEFI as a participant and leader – serving on the steering boards of the special interest groups for Ethics, Diversity and Inclusion, and Research Methods, helping organize the SEFI 2024 conference at TU Dublin, attending and presenting at Spring Schools, and – most recently – serving as co-editor of the forthcoming Routledge International Handbook of Engineering Ethics Education.

I sought to join the Board to:

  • Nurture collaboration and facilitate more mentoring and capacity-building programmes for teachers and researchers in engineering education.
  • Help educators infuse ethics and sustainability across engineering curricula.
  • Enhance diversity and inclusion in SEFI – for instance by developing additional channels for bringing people from Eastern European countries into SEFI and supporting SEFI members from low-income countries in participating fully in SEFI activities.

With my collaborative, can-do spirit — and my keen passion for supporting students’ design, epistemological, and identity development — I will use the EER projects I have underway on these topics to inform and enhance my work with the SEFI Board.

Candidacy Video

You can view my candidacy video, which I recorded between conferences in Mexico during summer 2024:

Meaningful moments in Mexico City: Coyoacán, Teotihuacán, Xochimilco canal boats, Barragan, Kahlo, and more!

My colleague Emma Geoghegan and I spent the most magical three days in Mexico City with the family of my PhD student, Sandra Ireri Cruz Moreno.

On Sunday morning, following the ASCA conference, a short night’s sleep, and a tasty “petite dejune” at a French cafe in Querétaro — and with organizational assistance from Sandra — Emma and I boarded a bus headed to north Mexico City.

Sandra and her family met us at the bus station. Sandra’s lovely dad, Jose, brought a second car to the station so our luggage could go directly to their home while we went sightseeing in the other family automobile.

That was both very thoughtful and exceptionally fortunate, because I had bumped into a colleague from the ACSA conference, Ayad from Washington State, at the bus station. I asked Sandra by text if we could invite him along with us for the day. Ayad wanted to see the pyramids and was having trouble arranging transportation. We managed to squeeze six people into the family car!

We arrived at Teotihuacán with two hours explore. The State of Mexico explains, “Teotihuacan is a vast Mexican archaeological complex northeast of Mexico City. Running down the middle of the site, which was once a flourishing pre-Columbian city, is the Avenue of the Dead. It links the Temple of Quetzalcoatl, the Pyramid of the Moon and the Pyramid of the Sun, the latter two with panoramic views from their summits.” (Although we didn’t make it to the Museum of Teotihuacan Culture in time to see the artifacts that “include pottery and bones,” I was able to see these type of artifacts later in my trip.)

As the pyramids closed for the day, our merry little band headed for a nearby cave restaurant, applauding Sandra’s magnificent planning skills. Our meals arrived in clay pots. These and the guacamole were tasty and delicious! The restaurant staff explained the spiritual beliefs surrounding the place and we lit candles in honor of our ancestors.

Dropping Ayad at his hotel, we proceeded to Sandra’s parents’ home in a neighborhood of Coyoacán, where Emma and I spent three nights. It was lots of fun getting to know Sandra’s family and learning about Mexican culture!

Everyone in the family is vivacious and full of joy. They enjoy sharing food and conversation and learning about other people. We had many meals at home with (papa) Jose and (mama) Vice (ve-say). Staying in their home and getting to know them was a rare treat!

On the second day, Sandra and Jose brought us to tour Luis Barragan’s home and studio. We thank our TU Dublin colleagues for insisting that we visit some Barragan projects! His home and studio are stunning and so well connected to the landscape. Immensely peaceful and beautifully furnished. The spaces and threshold conditions are truly breathtaking. This ranks at the top of all houses I’ve visited, an assessment shared by Emma.

The garden across from the Barragan house was also stunning. We visited it before the house tour, after a brief walk around the neighborhood.

Following the house visit, we toured the central city by car, enjoyed lunch at a vegetarian restaurant with Jose and Sandra, drove past the Palacio de Bellas Artes, and visited the Plaza of Three Cultures with ruins of Aztec pyramids and a colonial church built from stones taken (stolen) from it.

After resting and catching up on work a bit at the family home, we went for a meal out in the center of Coyoacán, the “Coyote place,” where Frida Kahlo lived her early and late life. The town has lovely, spacious, bench-filled, and festively illuminated public plazas and we enjoyed tacos and mariachi. Sandra even danced for us! Being surrounded and serenaded by seven musicians and a dancing sociologist was a truly remarkable experience!

At every step, Sandra navigated the way and cheerfully achieved her ambitious plans to make our visit seamless and deeply meaningful. She has a charming way of convincing people to help find a way where needed, and that proved immensely valuable.

For each morning of our stay, breakfast was an elaborate family affair, with all members of the family cooking and chipping in to (1) care for baby Nicholas (who turned 20 months old on our final day here) and (2) feed two curious foreigners with a wide array of Mexican food types.

The meals and the camaraderie were remarkable. Sandra, her husband Carlos, and her parents all have such passion for learning and sharing. Emma and I absorbed many valuable lessons about the diverse language and cultural groups in Mexico, and about pre-Colonial Mexico, Spanish colonialism, and the blending overtime with Mexico’s indigenous peoples. (Querétaro where we’d been for our conference, has many spectacular colonial buildings, for instance, but also benefits from local culture pre-dating the area’s invasion by Spain.)

In the cracks and crevices of our stay, Emma and I managed to keep our work on track, too. I had a meeting with colleagues at University College London and Newgiza University online Tuesday morning. I also managed to submit a couple peer reviews that I’d completed while flying to Mexico.

On our final day in Mexico City, we headed with Carlos, Nicholas, and Sandra to the UNAM university campus (where our colleague Dino from the ACSA conference is Dean of Architecture). Both Sandra and Carlos studied on this campus.

UNAM has 300,000 students—just imagine that! They have a famous library building by an Irish-Mexican architect, Juan O’Gorman. There were many tourists and tour groups visiting the exterior of Gorman’s library building while we were. And although the campus buildings were closed for break, there was plenty to enjoy with the lively facades, architectural forms, mosaics, and well-kept grounds. These were lovely to behold.

The largest faculty at UNAM is philosophy and all the students seem socially motivated. The art on campus reinforces this theme of social activism. And it resonates with Sandra’s dad, a retired sociologist, as well. Incidentally, Sandra’s mum is a retired doctor and their house is above her former clinic. Their home and neighborhood were very interesting to see!

After touring campus, we visited the San Angel neighborhood to see three houses designed by Juan O’Gorman. One was for himself, and the other two (joined by a bridge) for Diego Rivera and Frida Kahlo. The two artists lived in separate houses, joined only by the roof-level bridge, three stories in the air. This pair sits on a lot beside O’Gorman’s own home. The three make a nice assembly. They’re in an upscale neighborhood and fenced off with an aesthetically pleasing row of cacti.

Next, our hosts brought us to a former-courtyard house designed by Luis Baragan that has been turned into a restaurant. The most dramatic feature was the glass floor, providing views into the volcanic terrain below the house. There’s also a large yoga room in the complex that I’d love to give a try!

We wrapped up the day with a visit to Xochimilco Ecological Park next to Coyoacán, near the home of Vice and Jose. In the park, we took a ride in a colorful flat-bottomed boat.

Then we walked around and visited a demonstration garden that uses pre-Spanish technology for growing produce and flowers. Mexico City is on land reclaimed (infilled) from lakes. Xochimilco still has its lake, whereas the other lakes are entirely gone—which has created havoc for the water table and aquifers of the area.

In order to farm on water, ancient inhabitants developed floating gardens atop mat-raft foundations covered with soil. Early examples of this construction type were rectangle-shaped floating gardens separated by canals for transporting goods to market, although this demonstration garden is fixed in place and circular in form. Nearby are thousands of booths of flower sellers who still cultivate the land and water.

Because the park closed, we headed home and had light dinner with the family.

The next morning we enjoyed one final, magnificent breakfast with our hosts. Then Carlos, Sandra, and Nicholas drove us onto our next adventures.

They saw me off from the Mexico South bus terminal and Emma from the international airport where she flew home to join friends and family for a trip to one of Ireland’s Aran islands.

What spectacular and heartfelt memories Emma and I now bring with us — these experiences will enrich our work as architectural educators, researchers, program leads, and curriculum developers. We are grateful to Sandra, Carlos, Vice, Jose, and Nicholas for sharing their lives with us!

Studying architecture in Mexico with Emma and ASCA

I spent last week exploring architectural topics and sites in Mexico, alongside my TU Dublin colleague and Head of Architecture, Emma Geoghegan.

Emma and I met up in Mexico, to attend a three-day conference in Querétaro, a UNECSO world heritage city and one with a population similar in size to our home base of Dublin, Ireland.

The conference was hosted by the Technológico de Monterrey and the US-based Association of Collegiate Schools of Architecture (ACSA). I was a member of ACSA from 1999-2014, when I taught architecture in the States. I have represented ACSA with the National Architectural Accrediting Board (NAAB) and am still invited to serve annually, though the trip to the USA is prohibitively long.

Yet, this summer, I wanted to attend the organization’s conference to reconnect with ACSA, brush up on my architectural vocabulary and earn continuing education credits to support my Virginia-based architecture license, extend my professional network into Latin America, and learn more about the homeland of my PhD student, Sandra Cruz.

I asked Emma to join me for the trip, and she submit a paper to ACSA that was successful and, subsequently, very well received! Based on her submission, she was also invited to serve on an international panel of architectural education leaders (administrators and deans). She presented her ideas to the entire assembly of this ACSA International conference!

Emma’s work and her engaging delivery were a hit in both sessions. Her paper presentation garnered a packed, standing-room only, no-more-space-to-enter-the-room crowd. This was likely due to the popularity of both her engaging panel discussion and her paper topic (educational transformation for resilience and long-term sustainability, with a focus on housing and environment).

But before all the sessions got rolling, on Thursday morning, Emma and I started our conference experience with an Open House tour. Architects and developers from Querétaro taught us about the architectural and urban design history of the city and brought us to visit several contemporary architectural projects. We got to tour a mixed-use housing project, an environmentally sensitive adaptive reuse project, and a courtyard house turned into an art museum that was chock full of artistic treasures that combine painterly style with contemporary themes!

The Open House tour was followed by an opening reception and keynote address in Querétaro’s very famous and protected Teatro de la Republica where (at least part of) the country’s constitution was signed. The keynote by Tatiana Bilbao was thought-provoking, with the architect advocating liberation from named or pre-determined programmatic elements, to produce evocative enclosures for inhabitants to mold and adapt. The open reception was at another architectural heritage site, the Museo Regional de Querétaro.

The second day started with the Deans’ panel on “tradition and radical innovation” that included Emma, followed by paper sessions. I attended the sessions on “Future + Post-Industrial Cities.” These two sessions were held at the university’s modern campus on the outskirts Querétaro. We travelled there and back by bus.

After a relaxing lunch break, we enjoyed afternoon paper sessions in a magnificent former cloister now used as the Mueso de Arte de Querétaro. I attended “Spatial Decoding: Beyond Measurement” and “Experiments for Urban Futures.”

The entire time, Emma and I were meeting lovely and passionate architecture educators from Mexico, the US, and Canada, as well as graduate students from around the world. We also got to know and admire the host for the next iteration of this ASCA International conference that will be held in Brisbane, Liz Brogden.

Liz, Emma, and I were guests of the conference organizers for tapas and drinks Friday night at Hercules, a former textile factory converted into an entertainment venue. We had the pleasure to sit between Michael Monti, the executive director of ACSA, and Luis Francisco Rico-Gutierrez, Dean of Architecture at Iowa State, who brought this conference to his hometown of Querétaro. Luis carefully assembled a conference program with cultural, social, urban, and critical feminist underpinnings.

ACSA Director, Michael Monti, who has a doctorate in philosophy and expertise in Heideggerian phenomenology!

Bravo to these leaders for pulling off such a magnificent event in collaboration with the local organizers, including Roberto Íñiguez Flores, and the DC-based ACSA team!

Programming for the third day ran 9 AM to 10 PM. We attended paper sessions, including Emma’s, at the Centro de las Artes de Querétaro Santa Risa de Viterbo. We started off with “New Imaginaries, Speculations, Machinations” where Emma spoke. Then I attended “Housing, Dwelling and Domesticities.”

After lunch I attended “DESIGNING DISSENT: Feminist Counternarratives in the City.” This critical feminist urbanism panel session was particularly insightful. It was held with one presentation in English and two in Spanish. There were AI-generated English subtitles at the second of these, but for the one without subtitles, I put my Duolingo to work.

I have been studying Spanish using Duolingo for 254 days now, in preparation for this trip. I understand reasonably well, although I can’t yet speak in Spanish. My elementary knowledge of Italian interferes with my ability to start sentences in Spanish, but I persevere. The helpful slide images helped me deduce more complex meanings.

I also attended “Co-creation with AI.” Then, this third and final day wrapped up with an all-conference panel on contemporary issues in Mexican design at the outdoor amphitheater at the cloistered museum. The title was “ILLUMINATING THE OVERLOOKED: Unconventional Practices for Responsible Futures.”

The closing reception was held at the Museo de Arte de Querétaro courtyard. After it, Emma, Liz and I headed for a last supper together that didn’t end until after midnight. We’re learning Spanish ways!

As a side note, I always try to stay central and conserve my budgets when I select hotels regardless of who is paying. This was no exception and I picked a cheap and cheery courtyard hotel in the city’s historic core. It is nestled among the cultural heritage conference venues. Thankfully Emma is the best of sports and appreciated the authenticity as it was, as you’ll recall, cheap and cheery. It is surrounded by nice eateries which we enjoyed.

Thanks a million to everyone who contributed to the organization of this conference — including Luis, Roberto, and ACSA’s Michael, Michelle, Eric, and Danielle — and to the local students, architects, teachers, and residents who came out in force. Their enthusiasm and collective effort made our visit to Querétaro extraordinary special.

Emma and I look forward to seeing all our new ASCA colleagues — Sharon, Dino, Liz, Luis, Mariam, Diana, Ifioma, Faye, Tania, Jori, Erandi, and many others — at the ACSA International meeting in Brisbane in 2026!

Discovering Portland with ASEE

My colleague Diana Martin wanted to attend this year’s American Society for Engineering Education (ASEE) conference in Portland, so I submitted a proposal to organize a panel on our forthcoming Routledge International Handbook of Engineering Ethics Education. The panel got accepted but Diana couldn’t travel—thus I made the trip alone.

Traveling solo forced me out of my shell (I don’t chat much with strangers when traveling).

Another benefit was that, since Diana had insisted on flying via Seattle, I saw the Pacific Northwest scenery for the first time.

I scheduled myself a day upon arrival, before the conference started, to adjust to the time zone (but it took much more than a day). I’d booked a “shoebox” room at a hip hotel in a shabby-but-central neighborhood and I had the great fortune of arriving after all the shoeboxes were occupied.

I got upgraded to a spacious and luxurious room at the Hoxton in Chinatown! Although I wouldn’t recommend the Hoxton’s location for a woman traveling solo due to the night scene on the surrounding streets, I kept my wits about me and used high levels of caution, and I cane through unscathed. I took an Uber after my division’s evening social the last night because the sun was setting, making it too late to risk walking alone.

With the extra day, I got to explore the city a bit before ASEE kicked off.

I bit the bullet and paid $16 to enter the Chinese Garden, after the $25 to visit the modern art. Expensive! But very interesting!

I also wandered the streets in the Pearl District.

I found my way to the city’s hilltop park, with its Holocaust monument and Rose Garden. My calendar alerts pulled me back to reality. Before I could enter the Japanese Garden, I had to scurry to the conference center by bus.

The best part of every ASEE, to me, is the Division Mixer, followed by Taste of the Town, on opening night. It’s the best time to find everyone in one place.

The main reason I made the trip was to meet with the authors of the ethics handbook. The conference organizers provided a very snall room in a satellite building, so the audience really had to work to locate us. But some found the way, as did our authors. About 20 (of our 105 authors) attended this 2024 ASEE conference and 15 served in our panel. It was truly delightful to meet them all—many for my first time!

I know their work though—and I have read, and copy edited, every one of their chapters. Such exceptional work they contributed!

Here’s who presented chapter number (section number and chapter topic included:

Kari Zacharias, 3(1) individual and collective

Jeff Brown, 5(1) professional organizations and codes

Shannon Chance, 6(1) environment

Julianna Gesun, 10(2) psychological foundations

Susan Lord, 16(3) electrical and electronic engineering

Dayoung Kim, 17(3) chemical engineering

Stephanie Lunn, 18(3) software engineering

Madeline Polmear, 19(4) lit review of teaching methods

Aditya Johri, 20(4) case studies

Adetoun Yeaman with Bill Oakes, 23(4) service and humanitarian

Sarah Hitt, 24(4) arts-based

Adetoun Yeaman, 27(5) attitudes and character

Sarah Junaid, 30(5)

Rockwell Clancy, 31(5) behavior and culture

Sarah Junaid with Madeline Polmear, 33(6) contextual mapping

Madeline Polmear, 34(6) licensure

Jillian Seniuk Cicek, with Robyn Mae Paul and Donna Riley, 35(6) feminist critical analysis

I attended sessions of the Ethics and Architectural Engineering divisions. I also took a walking tour with Architecture colleagues to study the bridges of Portland.

Overall, I enjoyed ASEE this year more than I had expected. It was a bit smaller than last year’s conference (when over 5000 people attended) and the smaller size was welcome. I also knew many of the PhD students who attended — far more than shown in the pics (Eugene, Luis, Siqing, Em)…. I either got carried away in the moment and neglected to take photographs, or some selfies I thought I took disappeared. (Or, maybe, my selfie thumb let me down!)

Until next time, the memories will have to do.

Here’s to a successful meet up! Maybe I’ll see you, too, next year at ASEE in Montreal?

Engineering together in Kos island, Greece

The global EDUCON conference, organized by IEEE (the institution for electrical and electronics engineers) is underway on Kos island, just off the coast of Bodrum, Turkey.

I’m here this week with my colleagues Inês Direito (University of Aveiro and UCL), John Mitchell and Diana Martin (UCL). Across the four of us, we’re facilitating 5 of the 16 workshops scheduled for this conference.

We’ve been having a great time connecting with colleagues from the University of Monterey (Mexico), EPFL (Switzerland), India, Singapore, across Europe and the Americas.

Dr Rucha Joshi, who I met in Hubli in January, and her fabulous momma! Just look at our dazzling smiles!

I had great fun interacting with participants at my grants and fellowships workshop, the systematic literature review session I delivered with Inês, the ethics handbook session I delivered with Diana, and supporting the publications and research design workshops spearheaded by John.

I’ve never attended EDUCON before and there’s a more technical bent to it than the more education research focused conferences I typically attend, so I met many new people in addition to reconnecting with friends I mead recently at REES (in India) and SEFI (locations across Europe).

I’m headed home shortly, for end-of-academic-year wrap up and catching up on loads of tasks that have piled up while I was networking and collaboratively generating new knowledge. I’m full of inspiration and optimism!

I even met colleagues organizing the LACCEI conference I’ll attend in Costa Rica this summer, and coordinated to provide a couple extra workshops there, in addition to the papers my PhD student Sandra Cruz and I are delivering.

The grants and fellowships workshop was a ball—we all had good laughs.
Bumping into Dr Jorge Torres Gomez (from Cuba and TU Berlin) during post-conference walk on the beach — a chance to further our discussion about bibliometrics forecasting and survey design.
Farewell for now, Greece!