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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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Driving Sustainable Change: Reflections from SEFI and the Future of Mechanical Engineering Education

on March 20, 2026

Assessment Authentic Assessment CEE Sheffield curriculum design Education for Sustainable Development Engineering Education Mechanical Engineering Net Zero SEFI 2025 Sustainability Systems Thinking

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Engineering and Teaching Shorts: Keeping CPD Bite-Sized and Impactful

on November 19, 2025

Assessment CPD EATS Engineering Education Feedback Generative AI inclusive learning mental health peer-led Professional Development teaching practice

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Listening, Learning, Leading: Championing the Student Voice in Engineering

on August 11, 2025

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Ten Years of The Diamond - Twelve Architects

The conception of Diamond Building was a huge project here at Sheffield Engineering that aimed to make a world leading space for Engineering teaching. It is the home of high quality teaching labs for all the engineering disciplines, as well as innovative teaching and study space. It is a wonderful space to be in and remains as popular as ever with students. The building led to the creation of a specialist multidisciplinary team to deliver and coordinate the teaching that takes place in it, and they continue to lead innovation in teaching and learning and are core contributors to the Centre for Engineering Education . This wouldn’t have been possible without the team who built the Diamond, Twelve Architects . They made the space both iconic and great for teaching, something that is often overlooked, but that has a huge impact on learning and learners. In this post Twelve Architects share their perspective of the project. This is part of our 10 years of the Diamond s...

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...

Becoming Comfortable with Black Box Engineering

In this article, Professor Andrew Garrard from the University of Sheffield and Dr Parakram Pyakurel from New Model Institute for Technology and Engineering discuss whether engineering education's traditional resistance to "black box" thinking remains fit for purpose. As simulation software, Industry 4.0 methods, and generative AI make it harder for engineers to understand the tools they use, is it time to take a pragmatic approach in education and consider black box engineering not as a threat to be resisted, but as an inevitability to be acknowledged? Cartoon images generated by AI using the prompt “Please can you read this article and come up with a simple pencil drawing cartoon that makes light of the general themes of the piece?”. This image was created using Open AI’s ChatGPT 5.4. There is a widely held belief amongst engineering educators that students should be discouraged from relying on a “black box” approach to engineering; that is, producing results...

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