- Engineering Education
- Design and Technology Education
- CDIO and Engineering Education
- MIND Strengths
- Dyslexia and Education
- Adaptive Comparative Judgement
B. Tech. (Ed.) University of Limerick, 2012 – 2016
Peer Reviewed Journal Articles
Buckley, J., O’Connor, A., Seery, N., Hyland, T., & Canty, D. (2018). Implicit theories of intelligence in STEM education: Perspectives through the lens of technology education students. International Journal of Technology and Design Education. http://doi.org/10.1007/s10798-017-9438-8
Peer Reviewed Conference Papers
Hyland, T., Buckley, J., Seery, N., Power, J., & Gordon, S. (2018). Investigating the relationships between spatial ability, interest, and task experience on knowledge retention in engineering education. In N. Seery, J. Buckley, D. Canty, & J. Phelan (Eds.), PATT2018: Research and Practice in Technology Education: Perspectives on Human Capacity and Development. Westmeath, Ireland: Athlone Institute of Technology.
Hyland, T., Buckley, J., Seery, N., Gordon, S., & Canty, D. (2018). Assessing design activity in engineering education: A proposed synthesis of adaptive comparative judgement and the CDIO framework. Proceedings of ASEE Engineering Design Graphics Division 72nd Mid-Year Conference. Montego Bay, Jamaica: ASEE.
Seery, N., Buckley, J., Hyland, T., & Canty, D. (2016). MIND Strengths: The Unique Cognitive Architecture of Engineering and Technology Students. In P. Tiernan (Ed.), Proceedings of 33rd International Manufacturing Conference. Limerick, Ireland: University of Limerick.