When Dr Julian Dean was named winner of the University of Sheffield Education Award for Teaching Practice in Engineering and Overall, he described it as “really nice to be recognised.” But for Julian, a Senior Lecturer in Materials Science, the award wasn’t the goal. “I would have done [these things] without the award there,” he says. “It’s nice to know that it’s been seen as good practice.”
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| Teaching Practice (Engineering) and Overall winner for teaching practice |
That practice includes everything from playing a guitar power chord to open lectures, to giving lectures with titles like The Phantom Error. But behind the humour is a clear pedagogical goal: to create experiences that engage students on their own terms, whether that’s through themed worksheets, accessible language, or interactive virtual labs.
Julian’s standout contribution, FlashyScience, exemplifies this approach. Co-developed as a virtual lab platform that enables students to experiment at their own pace, Dr Joanna Bates described it as “revolutionising learning and solidifying understanding in engineering and science.” Combined with his outreach work, visual storytelling, and ever-evolving use of digital tools, it’s no surprise Julian’s approach resonates—not just with students, but with colleagues across the Faculty.
FlashyScience: A lab beyond the classroom
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| The FlashyScience virtual ‘tensile test’ experiment |
At the heart of FlashyScience is accessibility. Giving learners the chance to experiment at their own pace, repeat processes without risk, and explore concepts far beyond GCSE level. From simulating tensile testing to observing radioactive decay across decades, students can interact with complex ideas in a safe, self-guided environment. It’s used by schools and universities alike, including in Sheffield’s undergraduate teaching.
For some students, the platform has helped build confidence, especially those who might otherwise hesitate in physical lab spaces. “This has allowed a completely flat playing field,” Julian says. “Everyone can do it in their own time, at their own pace… and they get a bit more confidence about that.”
Making Lectures Memorable
Julian’s lectures are anything but ordinary. From The Phantom Error to festive worksheets on Santa stuck in a chimney, his sessions weave engineering concepts into familiar pop culture and playful scenarios. “It’s just really silly,” he says, “but the students seem to love it.”
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Every lecture should start with a power chord! |
What started as a way to make sessions more engaging has become part of his teaching identity. During COVID, unsure how to begin recorded lectures, Julian decided to open each one with a guitar power chord—a choice that quickly became a student favourite.
These elements aren’t just for show. They help students stay alert, connect with the content, and enjoy the learning process. “If you enjoy something, you’ll do it,” he explains—a principle that underpins his approach to making technical content memorable and accessible.
Accessible Teaching: Simplified Language, Not Simplified Ideas
Julian often uses simple analogies to make abstract concepts easier to grasp such as comparing atoms in a lattice to people holding hands: break the link, and the surrounding bonds might shift, redistribute, or even fall apart.
This approach is especially useful for international students, who may be processing both scientific content and unfamiliar colloquialisms. By avoiding jargon, Julian ensures ideas remain accessible without being oversimplified, helping all students engage with confidence, regardless of background.
Teaching That Thinks Like a Student
Whether he’s building virtual labs or weaving pop culture into problem sets, Julian’s focus is always the same: thinking about how students learn best. “Not everyone learns in the same way,” he says. A reminder that accessibility and creativity aren’t add-ons, but core to effective teaching.
That mindset is shaping what’s next. Starting this September and in partnership with the IOM3 and Discover Materials, first-year students in Materials Science will design their own outreach resources, from videos to podcasts, aimed at helping schoolteachers explain materials concepts. “They can pick five-year-olds if they really want a challenge,” Julian says. “Or 18-year-olds from college.”
Students will choose everyday objects that interest them, from hockey sticks to climbing shoes, and link those to real-world materials science and school-level syllabuses. It’s part of a new collaboration with the Institute of Materials, Minerals & Mining (IOM3).
It’s the same philosophy that runs through all of Julian’s work: teaching that meets students where they are, sparks curiosity, and gives them tools to go further.
This is the first in a series of profiles of Engineering teaching staff at the University by Marsya Ali.