In Higher Education time is always in short supply, so
finding space for meaningful professional development can be a challenge.
That’s where Engineering and Teaching Shorts (EATS) comes in: a bite-sized,
informal Continuing Professional Development (CPD) series that makes space for
reflection, inspiration, and conversation, all over a buffet lunch.
Led by Michael Wright, Faculty Education Advisor for
Engineering, EATS offers a practical and engaging route into continuous
learning for both academic and professional services staff. “It’s very much not
a one-size-fits-all message,” Michael explains. “You’re not being told to do X
or Y.” Instead, sessions are built around shared stories and practical examples
designed to spark new ideas in day-to-day teaching.
What is EATS? A format that sticks
EATS is a CPD initiative established in the early 2010s by Professor Stephen Beck, Director of the Centre for Engineering Education here at the University of Sheffield. It was created to encourage peer-led development through practical sessions that highlight different approaches to teaching and learning, and since inception over 200 have been held.
What sets EATS apart is its format. The programme is
intentionally flexible, welcoming, and non-prescriptive, a structure that
encourages ideas to circulate without pressure. “It’s informal,” Michael says.
“You can engage as much as you like. You can sit at the front and ask
questions… or just quietly absorb what’s going on.”
How Topics Are Chosen: A Finger on the Pulse
While some themes, such as mental health, international student support, or library updates, are recurring staples in EATS, the wider calendar is shaped by what's current, timely, and useful to staff. Michael draws inspiration from university education conferences, listening for topics that spark discussion across faculties, and often invites speakers to adapt and re-share presentations for the engineering context.
This responsive model ensures that EATS stays relevant. Some sessions are prompted by sector-wide developments, like the introduction of Blackboard Ultra or the growing interest in generative AI. Others respond to quieter but meaningful shifts. For instance, after noticing staff concerns about students' digital readiness, Michael invited colleagues from the 301 Academic Skills Centre to showcase training resources in tools like Excel, helping staff to meet students' digital training needs.
Ideas also emerge from informal channels. Conversations with
colleagues and staff simply asking, “Could we have a session on this?”. That
mix of structured insight and on-the-ground curiosity allows EATS to remain
grounded in real teaching needs while reflecting broader trends in higher
education. If you have any ideas for sessions, get in contact with Michael.
Collaboration with CEE
The collaboration between EATS and the Centre for Engineering Education (CEE) allows ideas from conferences and faculty projects to circulate more widely, with EATS sessions used both for sharing insights and testing new material.
EATS sessions are also used to support both preparation for and reflection on conference participation. Staff who receive CEE funding to attend events are often invited to share their insights afterwards. For example, Professor Emma Norling shared her reflections from the Innovation and Technology in Computer Science Education (ITiCSE) conference with colleagues while Dr Michael Trikić used his inclusive engineering session to gather examples and refine his talk ahead of presenting at the SEFI conference.
The initiative has also offered space for experimentation. A
recent hybrid session on generative AI brought together staff from The
University of Sheffield and University College Dublin, with both groups
gathered in their respective locations and linked via video call—the first of
its kind for EATS. “That was a really nice way to broaden the remit and deliver
something engaging,” Michael said.
The Impact: Small Bites, Big Shifts
EATS sessions have prompted meaningful changes in teaching practice, from day-to-day adjustments to broader shifts in mindset. Staff shared their approaches to effective assessment in a well-attended EATS session, Assessment and Feedback at Scale. The following year, student feedback on that area improved in the NSS—a change Michael sees as “one of the contributing factors that maybe helped.”
Sessions on cultural awareness and name pronunciation have also had a practical impact, especially in preparation for student-facing events like graduation. Staff have reported feeling more confident supporting international students and recognising the value of small details, such as learning how to pronounce Chinese names correctly.
Others have taken away tools they can apply immediately. After attending a generative AI session, one staff member began using Google Gemini to assist with writing tasks, a tool Michael himself has adopted in his work. Sessions on student wellbeing have also helped staff feel better equipped to signpost mental health support and recognise when to seek help on a student’s behalf.
Through these small but cumulative changes, EATS continues
to shape a more responsive, inclusive, and thoughtful teaching environment. One
practical session at a time.