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Centre for Engineering Education

Learn by doing. A blog dedicated to practical Engineering Education and related topics. Published by a team at Engineering at Sheffield with a spiritual home in Multidisciplinary Engineering Education, based in the Diamond at the University of Sheffield, UK. In the Faculty of Engineering we teach engineering and host the Centre for Engineering Education.

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Taking the leap into Scholarly Activity

on May 13, 2025

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Education Through the Eyes of Our Learners: Reflections from the Sheffield Education Conference 2025

on April 25, 2025

AI in Education Conference Elevate Engineering Student voice

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From Sheffield to India: Expanding Makerspace Partnerships and Engineering Education

on March 13, 2025

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Let's Talk Labs: Making Practical Learning Work for Everyone

on February 20, 2025

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Introducing the ‘Collaborate with Us’ Tool: Connecting Experts in Engineering Education

on January 21, 2025

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Introducing the New Centre for Engineering Education Outputs Page

on December 13, 2024

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Augmented reality, and other realities in engineering education

on December 02, 2024

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ISAM 2024: A Global Celebration of Makerspaces at the University of Sheffield

on October 25, 2024

Collaborative Learning Creativity in Engineering Engineering Education Hands-on Learning Higher Education ISAM Makerspaces STEM Outreach Student Innovation UNIMAKER University of Sheffield

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Education Through the Eyes of Our Learners: Reflections from the Sheffield Education Conference 2025

This year’s Sheffield Education Conference , themed “Education Through the Eyes of Our Learners”, gave us more than food for thought — it gave us space. Space to reflect, to listen, and perhaps most importantly, to sit with uncertainty. It’s rare to have a day dedicated not to solving problems, but to better understanding the students who live with the systems we design. Here, Matteo Di Benedetti shares some of the emerging ideas. Seeing AI Clearly (Or at Least, Less Blurrily) If there was one theme that quietly threaded its way through multiple conversations, it was AI, not as a tool we might choose to engage with, but as a reality already embedded in our students’ daily lives. I attended two student panels, one focused entirely on AI, and another as part of the closing plenary. Neither panel offered neat answers, but both posed thoughtful and sometimes challenging questions. Students spoke openly about their use of AI, not to shortcut learning, but to support it: checking ...

Group design and build - Biomedical Engineers make it happen

Group work skills are an essential element of engineering education, and one of the key differentiators between engineering and science degrees. No doubt, a good science degree program will include learning these skills, after all they enhance employability, but for engineers working in teams to solve problems is core. Learning and practicing group work skills an essential part of engineering education. Networking with students, industry representatives and staff For third year MEng Biomedical Engineering students, the pitch presentation is the culmination of a year of hard work who have worked on a g roup design and build module. The module is designed to give the students an opportunity to practice and perfect team working skills and it brings together students from all four of the Biomedical Engineering specialisms into teams. Each team was assigned the task of building a PCR machine within a budget of £250 and a time constraint of two semesters. The project is a great example of ...

Ten Tips for Blended Practicals

Practical Engineering Education activities, that usually involve interaction with equipment, presented a significant challenge to adapt for remote delivery during the suspension of face to face teaching. The department of Multidisciplinary Engineering Education (MEE) have led the discussion about Remote Practicals in the Learning and Teaching community, publishing papers and being invited to present at numerous, high profile webinars. With restrictions on higher education being partially lifted, many institutions worldwide intend to offer blended learning , prioritising in-person activities that are troublesome to deliver online, such as practicals. Social distancing measures are reducing capacity and placing increased pressure on space, creating a need to optimise limited time students have in the lab and strategies to determine which activities can best utilise this limited resource. Time is constrained and solutions are needed to meet these demands. I’m delighted to present this p...

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