STEM Teaching Mastery: Evidence-Based Strategies

Roland Tormey, born in Dublin in 1971, is head of the Teaching Support Centre at EPFL's College of Humanities and a pioneering researcher in learning sciences. After earning his Ph.D. in sociology from Trinity College Dublin in 2000 and a postgraduate certificate in development and environmental education from London South Bank University, he spent two decades in teacher education, including serving as Department Head at the University of Limerick. Since joining EPFL in 2011, he has focused on evidence-informed approaches to STEM education, metacognition development, and engineering ethics. His research examines diversity and equality in learning, emotional aspects of science education, and engineering ethics education. He co-authored "Facilitating Experiential Learning in Higher Education" (2021) and co-edited "The Routledge International Handbook of Engineering Ethics Education" (2025). Currently pursuing a B.Sc. in Mathematics and Statistics from The Open University, he serves on the board of directors of the European Society for Engineering Education and co-chairs its Engineering Ethics Special Interest Group. His recent work with Cécile Hardebolle includes a book and MOOC for science and engineering students titled "Apprendre à étudier; guide à l'usage des étudiants en science et en ingénierie."

Cécile Hardebolle is a Teaching Advisor at École polytechnique fédérale de Lausanne (EPFL), where she combines her engineering background and Ph.D. in Computer Science to transform educational practices. After teaching in various engineering schools, she now specializes in innovative teaching methodologies, particularly flipped classroom models and project-based learning approaches. Working closely with EPFL faculty, she develops teaching innovation projects and provides comprehensive training and support for teachers and teaching assistants. In collaboration with Roland Tormey, she has created several groundbreaking learning resources, including a book on study skills for science and engineering students, a MOOC, and the LearningCompanion tool. This innovative self-assessment platform helps students evaluate their learning habits, problem-solving strategies, and project management skills while providing personalized recommendations for improvement. Her work focuses on helping students develop effective learning strategies and supporting faculty in implementing innovative teaching methods.

Ingrid Le Duc is a Teaching Advisor at EPFL, specializing in evaluating and improving teaching effectiveness in STEM and Social Sciences. After earning her BSc in Psychology from the Universidad Nacional Autónoma de México in 1995 and Ph.D. in Social Psychology from the London School of Economics in 2001, she has dedicated over a decade to advancing teaching and learning methodologies. Her expertise focuses on three main areas: developing qualitative and quantitative approaches to evaluate teaching effectiveness, implementing inclusive pedagogies, and fostering ethical thinking among students. At EPFL, she works closely with teachers and program directors to identify and implement effective teaching practices, using evidence-based methods to enhance learning outcomes. Her work particularly emphasizes creating inclusive learning environments and integrating ethical considerations into STEM education.

Siara Isaac is a scientist and teaching advisor at EPFL's Centre for Learning Sciences, where she focuses on educational research and development. After earning her B.Sc. and M.Sc. in Chemistry from McGill University, she completed her Ph.D. in Educational Research from Lancaster University, studying epistemic practices in engineering education. Her research examines engineering students' epistemological development, transversal skills development, and pedagogical skill development for doctoral teaching assistants