Dr. Ashani Ranathunga

Profile

I joined the University of Leeds in March 2022 as a Lecturer in the School of Civil Engineering and currently hold the role of Programme Lead for the BEng and MEng Civil Engineering, Civil and Structural Engineering, and Civil and Environmental Engineering undergraduate programmes. I am also the School Academic Lead for Inclusive Pedagogies (SALIP) and a Curriculum Redefined Lecturer, which aims to reshape the educational experience of students so that every learner, regardless of background, is equipped to thrive and make a positive impact in the world.

Prior to joining Leeds, I served as a Lecturer in the Department of Civil Engineering at the University of Moratuwa, Sri Lanka, for more than four years. I graduated summa cum laude in Civil and Environmental Engineering from the University of Ruhuna, Sri Lanka, and completed my PhD at Monash University, Australia. My doctoral thesis, "Investigation of long-term safe Storage of Carbon Dioxide in Deep Coal Seams with Enhanced Methane Recovery," received the Best PhD Thesis Award from the Department of Civil Engineering at Monash University, alongside the Postgraduate Publication Award.

I have been recognised internationally for both my disciplinary research and my contribution to engineering education. In 2023 I was named one of the Top 100 Asian Scientists by Asian Scientist Magazine. In 2022 I received the OWSD–Elsevier Foundation Award for Early Career Women Scientists in the Asia-Pacific region. In 2020 I received the Bright Spark Lecturer Award from the International Society of Soil Mechanics and Geotechnical Engineering (ISSMGE), and delivered the keynote Bright Spark Lecture at the 20th International Conference on Soil Mechanics and Geotechnical Engineering in Sydney in 2022.

Responsibilities

• Programme Lead for Civil, Civil & Environmental, and Civil & Structural Engineering
• School Academic Lead for Inclusive Pedagogies (SALIP)
• Curriculum Redefined Lecturer

Research interests

My research sits at the intersection of engineering education and sustainable geotechnical engineering, with both strands deliberately aligned to the United Nations Sustainable Development Goals. As an academic on the Teaching & Scholarship pathway, my primary research focus is on the Scholarship of Teaching and Learning (SoTL) in civil engineering, complemented by ongoing disciplinary research in geo-environmental engineering.

Engineering education research (SDG 4)

• Inclusive Teaching & Learning: I develop and implement inclusive teaching strategies that accommodate diverse learning needs, promoting equity and accessibility in education. My work includes creating resources and frameworks that support inclusive pedagogies and enhance student engagement.
• Education for Sustainable Development (ESD): I am committed to embedding sustainability principles into civil engineering curricula, fostering a generation of engineers who are equipped to tackle environmental and societal challenges.
• Transformative Learning for Civil Engineering: My research emphasises transformative learning approaches that empower students to think critically and creatively about engineering problems, preparing them for real-world challenges.
• Lifelong Learning: I advocate for lifelong learning, ensuring that educational practices evolve to meet the needs of students at all stages of their careers. This includes developing continuous professional development programs and integrating new learning technologies.

Sustainable geo-engineering (SDGs 7, 12 & 13)

• Enhanced Coal Bed Methane Recovery: My research focuses on the innovative use of CO₂ to enhance coal bed methane recovery. This technique not only improves the efficiency of methane extraction but also contributes to carbon sequestration, thereby reducing greenhouse gas emissions. By injecting CO₂ into coal seams, we can displace methane and store CO₂, providing a dual benefit of energy production and climate change mitigation.
• Waste Valorisation for Geotechnical Engineering Applications: I investigate methods to repurpose industrial and agricultural waste for geotechnical applications, contributing to sustainable construction practices and reducing waste. This research focuses on developing new materials and techniques that enhance the performance and sustainability of geotechnical engineering projects.
• Geo-sequestration of Carbon Dioxide: My research includes developing and optimizing techniques for the geo-sequestration of CO₂, helping to mitigate climate change. This involves studying the long-term stability and effectiveness of CO₂ storage in geological formations.

Qualifications

• Postgraduate Certificate in Academic Practice (PGCAP), University of Leeds, UK
• PhD in Geotechnical Engineering, Monash University, Australia
• BSc (Hons) in Civil and Environmental Engineering, University of Ruhuna, Sri Lanka (MEng equivalent)

Professional memberships

• Fellow in Higher Education Academy (FHEA)
• Member, International Society of Soil Mechanics and Geotechnical Engineering (ISSMGE)
• Member, British Geotechnical Association (BGA)
• Full Member, Women's Engineering Society (WES)
• Member, Organisation for Women in Science for the Developing World (OWSD)
• Graduate Member, Institute of Civil Engineers, UK (ICE)
• Associate Member, Institute of Engineers, Sri Lanka (IESL)

Student education

As Programme Lead for the Civil Engineering, Civil and Structural Engineering, and Civil and Environmental Engineering undergraduate degrees, I have strategic oversight of the student experience across three of the School's flagship programmes from admissions and curriculum coherence through to accreditation and graduate outcomes. Over the past decade, I have taught at undergraduate and postgraduate levels, primarily in geotechnical engineering, and have led modules and integrated design projects as well as coordinating postgraduate degree programmes.
My classroom practice is grounded in evidence-based, inclusive pedagogies. I use an adaptive teaching style that draws on experiential learning, inquiry-based learning, and structured peer learning, scaffolded by digital tools. This approach is informed by my pedagogic research and has been positively received by students from a wide range of educational and cultural backgrounds. Through my role as SALIP and as a Curriculum Redefined Lecturer, I work to translate these practices into school-wide and faculty-wide change, so that inclusive, sustainability-literate, and digitally enhanced education becomes the default rather than the exception.

Research groups and institutes

• Materials and Structures