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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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Showing posts from September, 2025

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Celebrating a Double Win for ‘PPEMD for All’: A Proud Moment for Inclusive Engineering Education

on September 29, 2025

accessibility Engineering Education inclusivity power electronics PPEMD for All practical training skills development Sustainability UK engineering University of Sheffield

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Reliving the Buzz of Practical Engineering Education 24 Conference – and Looking Ahead

on September 10, 2025

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Celebrating a Double Win for ‘PPEMD for All’: A Proud Moment for Inclusive Engineering Education

Here, Emma Kenny-Levick and Dr Raja Toqeer share the latest developments from a major engineering education project. I’m absolutely delighted to share some exciting news about a project that’s very close to my heart. The “Practical Power Electronics, Machines & Drives for All” (PPEMD for All) project – led by my colleague Dr Panos Lazari – has recently won two significant awards, recognising the huge impact it’s making on engineering education. At the University of Sheffield Knowledge Exchange and Impact Awards , PPEMD for All was recognised with both the Outstanding Partnership or Impact in a Local or Regional Capacity Award and the Early Career Researcher Prize for Panos. On top of that, we’ve also received the Innovate UK Award for Best University-led, Industrially-focused Skills Intervention – an incredible endorsement of what we’ve achieved as a team. It’s been a privilege to work alongside such a committed and forward-thinking group of people, including Dr Mahmoud M...

Critical Thinking, GenAI, and Engineering Education: Reflections from IEEE EDUCON 2025 Conference

The 2025 edition of the IEEE Global Engineering Education Conference (EDUCON), hosted at Queen Mary University of London, was a flagship international event that brought together a diverse community of educators, researchers, industry leaders, and policymakers to advance innovation in engineering and technology education . Here, Kennedy Offor shares his insights into the evolving role of critical thinking in engineering education in the age of generative AI, from stakeholder simulation to ethical decision-making and the future of professional skills. I recently had the opportunity to participate and present in EDUCON 2025 at the Queen Mary University of London, a timely and thought-provoking event exploring the intersections of critical thinking, generative AI, and engineering education. My contribution focused on how generative AI can be leveraged to simulate stakeholder perspectives in engineering design, with a view to enhancing critical thinking and learner agency. But...

Decolonising the thermodynamics curriculum

Part of my role as Head of Department is to raise my head above the parapet and receive whatever is flying about. I have got two such emails launched by the Black Lives Matter movement. The first was an account of the experiences of one of my staff members as a young black person in the UK. The second was an email exchange between some students (notably Aatika Adam from our Chemical and Biological Engineering Department) and their department about their experiences studying in a department predominantly populated by non-BAME staff; as one of their points, they addressed the issue of the decolonisation of the curriculum. I teach first year Thermodynamics, which is mostly equations, systems and control volumes. So my first thought was that Thermodynamics has not been a function of the people that created it. My beloved equations are independent of context. So, prompted by the emails, I started thinking about this. It suddenly struck me that while thermodynamics is independent of ...

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