Trevor Hickey

Trevor Hickey



  • Graduated B.Tech.Ed. (2000) : 1.1 Hons (First in Class)
  • Secondary teacher: Crescent College Comprehensive, Dooradoyle, Limerick (2000-2004)
    • Leaving Cert: Design & Communication Graphics and Construction Studies, 
    • Junior Cert: Technical Graphics & Materials Technology Wood (i.e. woodwork)
    • Registered Teacher No.189329 (Teaching Council of Ireland)
  • Lecturer (above the bar), University of Limerick (2004 - to-date).
  • Leaving Certificate Examiner (Construction Studies) State Examinations Commission (2001 - 2010). Advisor to SEC 2011-2014.
  • Other education:
    • Prof. Dip. (Level 9 ) Entrepreneurial Education, UCD (2015)
    • Certified Passive House Designer, Passivhaus Institut, Darmstadt, Germany (2013)
 Passivhaus standard (thermal bridge free) window head detail. (Developed by me for my textbook.)

Passivhaus standard (thermal bridge free) window head detail. (Developed by me for my textbook.)

       Thermal Analysis of same window head detail (Therm software).



Thermal Analysis of same window head detail (Therm software).


Currently I teach the following 3rd Year, 6 credit modules:

  • WT4005 Architectural Technology: Heritage & Design 
  • WT4006 Architectural Technology: Services & Control Technologies
  • WT4106 Architectural Technology: Materials Technology & Design
  • WT4205 Architectural Technology: The Built Environment

I also teach the following 4th Year, 3 credit modules:

  • WT4937 Safety in Technology Classrooms: Legislation & Practice 1
  • WT4968 Safety in Technology Classrooms: Legislation & Practice 2

A sample of WT4006 lecture slides.

A sample of WT4205 lecture slides.


As part of the process of accreditation by the Teaching Council of Ireland, the degree programme was completely rewritten; I wrote the following four modules. These are due for first delivery in AY2016/17:

  • WT4036 Architectural Technology 1: Designing Homes in Context.
    • The purpose of this module is to develop students’ knowledge and appreciation of the context in which homes are designed and constructed. This will involve an engagement with the many ethical issues that arise in this area with the purpose of providing students with the opportunity to explore the interaction of their personal beliefs and their professional responsibilities as teachers of Construction Studies. 

    • The rationale for the module includes the growth of the students’ perception of the wider context of a building’s life cycle. The principle of sustainable design will inform every element of the student experience in this module. The study of the global issues will engage students in consideration of the impact of human kind on the planet and the implications this has for how housing is provided in the future. When the student’s knowledge and appreciation of the global and national context has been deepened, the design of homes in the Irish context will be examined. 

    • The student should become a strong advocate of universal design and be able to apply the principles of universal design as appropriate. The design of homes in the rural and urban setting in the Irish context will also be evaluated. The ability to design homes that respond to their setting will be emphasised. The value of the built heritage will also be appraised in this module as part of the wider context in which new buildings are designed and constructed. It is imperative that a strong appreciation of the importance of our built heritage is developed in the student. 

    • Where appropriate, the relevant national and international standards and regulations will be examined, leading to a clear understanding of best practice. 

  • WT4036 Architectural Technology 2: Designing Homes for Comfort & Low Energy Consumption
    • The purpose of this module is to engage the student in an examination of each of the elements necessary to ensure a healthy indoor living environment. It will provide the student with the opportunity to develop the ability to design a home to near zero energy standards consistent with national and international standards and best practice.
    • The rationale for the module includes the development of the students understanding of the requirement to design near zero energy buildings and the methods and standards involved in achieving this. It is essential that the student develops the ability and confidence to evaluate a building design in terms of the quality of indoor environment it provides and the energy required throughout its life cycle. To do this the student must have a complete understanding of solar principles as they apply to the design of energy efficient buildings.
    • The student should be able to design and model a home (manually/ physically and electronically) and engage with appropriate mathematical tools and methods to evaluate the design. An opportunity to develop a deeper appreciation of the contribution of the subject at second level toward the development of a culture of safety in the construction industry will also be provided. 

Student model of Passivhaus standard dwelling (WT4006).

  • WT4036 Architectural Technology 3: Envelope Design Concepts
    • The purpose of this module is to develop the students ability to design and evaluate building envelopes. This work is done in the context of relevant national and international standards and best practice. A thorough understanding of the performance criteria of the building envelope is central to the process of building design. This involves the exploration and resolution of a variety of elements including aesthetics, sustainability, structural stability, durability, wind resistance, moisture resistance, airtightness, thermal resistance, fire resistance and acoustic resistance. 
    • The design of the building envelope is informed by a detailed understanding of the hygrothermal performance of various structural buildups. This is facilitated through software modelling and analysis of proposed designs that includes location specific testing (i.e. using local climate data). The student will demonstrate an appreciation of the importance of empirical evidence when evaluating building envelope designs.
  • WT4048 Health & Safety in Technology Education

    • The purpose of this module is to prepare the student to manage health and safety in the technology classroom in accordance with relevant legislation, standards and guidelines. The teacher has numerous responsibilities under the Safety, Health and Welfare Act 2005. It is essential that the student can recognise these and apply them in the technology classroom at second level. Students should be confident in their ability to devise and implement a safety management system for their classroom in accordance with current guidelines and standards. Students should be able to identify the hazards and evaluate the associated risks that arise in the technology classroom and develop a comprehensive safety statement for this context. The student should have a strong appreciation for the importance of their role in relation to protection of pupils in their care.



Furniture Design & Craft

WT4106 is affectionately known as the 'Chair module'... it has always been a favourite module of the both mine and the students. Over the years my students have made over 800 chairs - this is a very small selection. The photos are of variable quality (taken in a poorly lit corner of the  workshop)....



Hickey, T. (2014) Construction Technology: Designing Sustainable Homes, Dublin: Gill & Macmillan.

Hickey, T. (2006) Construction Studies Today, Dublin: Gill & Macmillan.

I developed a package of resources (posters, signage, lesson plans) for the Health & Safety Authority for use in technology classrooms nationally.

I've also published a few research papers relating to Health & Safety and Passivhaus education. More recently, I have been working with the PLUS Education research group; we have two papers pending.




 Heritage: Illustration of the 'sponge principle'  traditional   masonry walling.

Heritage: Illustration of the 'sponge principle' traditional masonry walling.



I have gained a good insight into the experiences of an architecture student through my brother, Edwyn Hickey... he is a recent Architecture graduate (D.I.T. 2013). He won the Maurice Craig Award (2014). His work is currently being exhibited in Dublin Castle as part of ID15 Fresh Talent and has led to an invitation to participate in the Venice Biennale. I was his first drawing/ design teacher (Junior Cert Graphics & MTW) so I claim all the credit for his success! :-)