Irene Renaud-Assemat

Senior Lecturer

Irene obtained a MSc in Mechanical Engineering at the National Institute of Applied Sciences in Lyon, France. Then, she did a PhD in Computational Fluid Dynamics at the National Polytechnic Institute of Toulouse, France. The PhD work, funded by Total S.A (oil and gas company), focused on the development of a boundary-fitted method for computing turbulent incompressible two-phase flows with a Lagrangian approach. Between 2011 and 2014, she worked as a Teacher in Industrial Sciences for Engineers in secondary schools and Higher School Preparatory Classes in France. From very early on, her focus was into STEM education.
In 2014, she joined the University of Bristol (UK) as a Lecturer in Thermofluids in the department of Mechanical Engineering. She lectured in Fluid Mechanics related units and was the Unit Director in Computer based Modelling. She supervised undergraduate research projects. In 2019, she became Senior Tutor, an important departmental role, providing academic and pastoral support to undergraduate students.

Irene was an active member of the Engineering Education Research Group at the University of Bristol. Her scholarly interests include problem-based learning, development of writing and communication skills for engineering students and flipped classroom curriculum delivery models in a computing course. She presented her work at several engineering education conferences and co-authored publications. She is a Fellow of the Higher Education Academy in the UK. This is testament to her continued engagement with the profession and sustained commitment to further improve her practice. Irene also played an important role in the engineering outreach team, designing and delivering activities to students of all school ages and backgrounds, to empower them into considering engineering and STEM higher education.

Since October 2020, Irene is a Senior Lecturer (Education focused role) at UNSW – School of Mechanical and Manufacturing Engineering. 

publications

Journal articles
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Selwyn R; Renaud-Assemat I, 2020, 'Developing technical report writing skills in first and second year engineering students: a case study using self-reflection', Higher Education Pedagogies, vol. 5, pp. 19 - 29, http://dx.doi.org/10.1080/23752696.2019.1710550
2020
Gonzalez-Buelga A; Renaud-Assemat I; Selwyn B; Ross J; Lazar I, 2020, 'Development and delivery of a work experience week programme for mechanical engineering', International Journal of Mechanical Engineering Education, pp. 030641902098104 - 030641902098104, http://dx.doi.org/10.1177/0306419020981043
2020
Conference Presentations
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Renaud-Assemat I; Selwyn R, 2020, 'Designing a flipped learning model in a computing course to facilitate students’ self-regulation', presented at Horizons in STEM Higher Education Conference: Making Connections, Innovating and Sharing Pedagogy, The Open University, UK (online), 01 July 2020
2020
Selwyn R; Renaud-Assemat I, 2018, 'Interventions to improve student engagement and learning in practical laboratory activities', presented at HEA STEM Conference 2018: Creativity in Teaching, Learning and Student Engagement. Higher Education Academy, Newcastle upon Tyne, United Kingdom, 31 January 2018
2018
Conference Papers
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Selwyn R; Renaud-Assemat I; Lazar I; Ross J, 2018, 'Improving student writing skills using a scaffolded approach', in Selwyn, B., Renaud-Assemat, I., Lazar, I., & Ross, J. (2018). Improving student writing skills using a scaffolded approach. In Proceedings of the 7th International Symposium for Engineering Education (ISEE 2018) University College London, University College London, UCL, London, presented at Proceedings of the 7th International Symposium for Engineering Education (ISEE 2018), UCL, London, 17 July 2018, https://research-information.bris.ac.uk/ws/portalfiles/portal/162695621/Selwyn_Improving_student_writing_skills_using_a_scaffolded_approach.pdf
2018