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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 Generative AI

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Attitudes Towards Generative AI: A Study with First-Year Computer Science Students

on June 09, 2026

AI Literacy Artificial Intelligence ChatGPT Computer Science Education Engineering Education Ethics Gemini GenAI Generative AI Higher Education Student Perceptions

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

on June 06, 2025

Co-Intelligence Critical Thinking Engineering Education Ethics in Engineering Future Skills Generative AI Inclusive education Stakeholder Perspectives

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Behind the Blog: My Internship with the Centre for Engineering Education

The CEE blog editors were very fortunate to benefit from the University of Sheffield 70 hour Internship scheme, through which we worked with the talented and prolific Marsya Ali . Marsya interviewed engineering educators from across the Faculty of Engineering to find out about their work and ideas, then wrote a series of blogs based upon these that will be published here during the coming months. Here, Marsya shares her reflections about being a blog writing intern. I never thought I’d be writing about engineering, let alone interviewing award-winning and senior lecturers on revision websites, immersive technology, the use of generative AI in education and more. Coming from an Arts and Humanities background, it felt like stepping into unfamiliar territory. But that’s what made my internship with the Centre for Engineering Education (CEE) at the University of Sheffield so exciting. I’m Marsya Ali, a third-year English Language and Linguistics student from Malaysia. As...

Let's Talk Labs: Making Practical Learning Work for Everyone

Ever felt like a lab session dragged on forever, or that you were just another face in a crowded room? A new study by Stephen Beck , Panos Lazari, and Matteo Di Benedetti from the University of Sheffield's Faculty of Engineering has been exploring exactly that. Their research, published in the International Journal of Mechanical Engineering Education , sheds light on what truly enhances lab experiences for both students and staff. Their findings offer valuable insights worth considering. What Do Students Really Want from Labs? The team set out to understand how to make lab sessions more effective. They collected extensive feedback through questionnaires, focusing on two key aspects: the ideal duration of lab sessions and the optimal group size for collaboration. Their findings highlight a few crucial ways to improve lab organisation. One of the most striking results was that students prefer shorter lab sessions. Just like attention drifts in Labs don't always require a lab coa...

From Red Line Week to Engineering Education Scholarship Week: Why Taking Time Out Matters

The Centre for Engineering Education is an initiative to support the educational aims of Engineering at The University of Sheffield , and open to all, and especially the many and varied people who support these aims. In this post Emma Kenny-Levick , a Senior Administration Officer at The University of Sheffield and super power behind the CEE blog, shares how scholarship led her to challenge her assumptions, and to make time for reflection that changed on her own practice. When I first joined Multidisciplinary Engineering Education (MEE) , a recurring block of events appeared in my calendar titled “Red Line Week.” I didn’t really know what it meant. I knew it was something to do with scholarship and personal development, two terms that, at the time, felt distant from my day‑to‑day role. I was new, busy and focused on learning the practical realities of my job. Taking time out to think about scholarship didn’t feel relevant. I was a professional services member of staff so why...

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