The CEE blog editors were very fortunate to benefit from the University of Sheffield 70 hour Internship scheme, through which we worked with the talented and prolific Marsya Ali. Marsya interviewed engineering educators from across the Faculty of Engineering to find out about their work and ideas, then wrote a series of blogs based upon these that will be published here during the coming months. Here, Marsya shares her reflections about being a blog writing intern.
I never thought I’d be writing about engineering, let alone interviewing award-winning and senior
lecturers on revision websites, immersive technology, the use of generative AI in education and more. Coming from an Arts and Humanities background, it felt like stepping into unfamiliar territory. But that’s what made my internship with the Centre for Engineering Education (CEE) at the University of Sheffield so exciting.
I’m Marsya Ali, a third-year English Language and Linguistics student from Malaysia. As part of the
From my first interviews to the final edits, this internship pushed me to think differently about communication, creativity and the stories behind teaching in engineering. Here’s what the experience taught me.
Why I Chose This Internship
When I first came across the Blog Content Creator role, I was immediately drawn to it for one simple reason: I love writing. Pair that with a growing interest in education, and it felt like the perfect opportunity to put my skills to use in a meaningful context.
I’ll admit I didn’t know much about engineering at the start. Coming from the School of English, the notion of writing about academic work in a different discipline felt daunting. But I was curious and more than willing to learn.
That curiosity paid off. I quickly realised that good teaching stories transcend subject boundaries and there’s a lot to be inspired by in the way engineering educators adapt and innovate in a constantly evolving world.
Another big plus was the flexibility of the internship. Being able to manage my own time, work independently, and fit tasks around my final-year schedule made it easier to stay consistent and engaged. All in all, it felt like the right fit, and it turned out to be even more rewarding than I expected.
What I Did: The Core Experience
Over the course of the internship, I interviewed 13 educators from across the Faculty of Engineering and beyond—something that still feels like a big deal when I say it out loud. Each conversation offered a window into their teaching practice, whether it was Graduate Teaching Assistant development, Engineering And Teaching Shorts, or creative approaches to assessment and feedback. My job was to take those insights and shape them into engaging, accessible blog posts for the CEE audience.
A typical blog post involved a few key stages: researching the educators’ work, reaching out to them, setting up and conducting interviews, reviewing transcripts, then drafting, editing, and revising the content. Each post had to strike a balance between informative and conversational, rooted in pedagogy but clear to a broad readership.
One thing I appreciated was how much trust I was given. I had ownership over my work and the freedom to experiment with structure, headlines, and tone, all while learning how to represent others’ voices with care and clarity.
What Surprised Me, Challenged Me, and Made It Worthwhile
One of the things I truly enjoyed was how much I learned. Not just about engineering education, but
about how varied and human it can be. I’d expected it to feel technical and maybe even a bit distant, but instead, I found stories about mentorship, creativity, and student support. It was also genuinely inspiring to see how passionate these educators are about their work. Every conversation left me with something new to think about.
Of course, it wasn’t always smooth sailing. One of the biggest challenges was coming up with the right questions for each interview. I often worried: what if I didn’t ask anything useful? What if I got nervous simply because the topic was unfamiliar? I was stepping into a whole new space, and that came with a learning curve—not just in understanding the subject matter, but in learning how to guide thoughtful, relevant conversations.
There were also the more practical challenges: keeping track of emails, scheduling, interview notes, and multiple drafts in progress. But Google Workspace quickly became my best friend. Especially Google Sheets, which helped me stay (mostly) on top of everything.
What really kept me going, though, were the moments of encouragement, such as hearing that some educators had passed on positive feedback about the interviews, or being told my writing was “very engaging” by my supervisors. Those small affirmations did more than boost my confidence. They also reminded me that I belonged in the room, even if the topic was unfamiliar.
Skills I’ve Gained and Where They’re Taking Me
Along the way, I developed several of the Sheffield Graduate Attributes: Digital Capability, by using tools like Google Workspace to manage interviews and drafts; Research and Critical Thinking, through tailoring questions and shaping content; and Applying Knowledge, as I applied my writing and linguistics background in a completely new field. I also grew in Interpersonal Skills, Personal Development, and Purpose—learning to navigate professional conversations, push past nerves, and find value in sharing others’ stories.
This experience has opened my eyes to roles that blend storytelling, communication, and digital work, whether in education, internal communications, or content strategy. I’m now more confident applying for opportunities beyond my degree, in spaces where care, clarity, and curiosity matter.
Final Thoughts: Just Go For It
If there’s one thing I’d say to anyone considering this internship or any work experience outside their field, it’s this: just apply. Don’t count yourself out because your background is different. I came from the Faculty of Arts and Humanities, and it turns out a lot of skills are more transferable than you think.
For the CEE specifically, show a real interest in education. Be curious about how people teach and learn, not just about writing content. If you care about making ideas clear and accessible, you’re already halfway there.
More generally: stay organised, ask questions, and don’t be afraid to learn as you go. You don’t need to be an expert to make an impact. Just start with curiosity and a willingness to learn.
Thanks for reading. I hope you enjoy the blog posts I’ve created during my time here!
We’ll be posting Marysa Ali’s blog posts over the next few months - including posts about:
- Designing for Impact: Professor Rachel Horn on Embedding Real-World Thinking into Engineering Education
- Teaching with a Twist: Star Wars, Science, and Student Confidence
- Engineering and Teaching Shorts: Keeping CPD Bite-Sized and Impactful
- From Lab Support to Lasting Impact: Rethinking GTA Development
- Listening, Learning, Leading: How Matt Carré Champions the Student Voice in Engineering
- Teaching with a Twist: Star Wars, Science, and Student Confidence
- The Assignment They Didn't See Coming: How Andy Nichols Reframes Revision