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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 with the label Engineering Education

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A Cathedral to Engineering Education: The Diamond Building 10 Years

on February 16, 2026

collaborative design education infrastructure Engineering Education interdisciplinary learning learning environments practical learning spaces Teaching Innovation The Diamond Building University of Sheffield

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Group-led didactic teaching - is this novel?

on February 03, 2026

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Ten Years of The Diamond - Twelve Architects

on January 20, 2026

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Scaling Up Practical Engineering Labs for Teaching Spaces

on December 15, 2025

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Reflections from SEFI 2025: Engineering Education, Innovation, and Finnish Inspiration

on December 04, 2025

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

on November 19, 2025

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Bridging two worlds: how design-based research can connect engineering problem-solving with educational research

on November 03, 2025

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A Cathedral to Engineering Education: The Diamond Building 10 Years

Twelve Architects, who worked closely with engineers and University stakeholders to design and deliver the building, have taken the opportunity—ten years on—to reflect on what The Diamond has become and what it has meant to those who use it. In this contribution to our 10 Years of The Diamond series, they share those reflections and the voices of key people who helped shape a building that continues to define engineering education. Engineers are successful and impactful in their work because they are good at working in teams. The team of architects who designed the Diamond Building and made sure it was delivered successfully, Twelve Architect s are used to working with engineers in this context. A decade after the Diamond opened, they have taken time to reflect on the project, and to ask key University of Sheffield stakeholders what the project means now. In this post Twelve Architects share these. This is part of our 10 years of the Diamond series: Celebrating a Decade of Impact ...

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...

Bridging two worlds: how design-based research can connect engineering problem-solving with educational research

As engineers and scientists venturing into educational research, many face a familiar challenge: how do we apply our systematic, problem-solving mindset to the complex, human-centered world of education? If you've ever felt caught between the quantitative precision of engineering and the qualitative nuances of educational research, you're not alone. Here, Edmund Padget shares his experience bring disciplinary thinking together. I studied physics for my first degree, but when I started teaching, and reflecting on how to do it better, the engagement with educational research often made me feel alienated in my approach to problem-solving, rather than inspired to do educational research myself. It seemed to me (rightly or wrongly!) that most papers fell into one of these two categories: What looked like very complex philosophy/sociology papers - I did enjoy the complexity of them and the theoretical development, but it felt like solving a sudoku when the house was on fire. What l...

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