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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 International collaboration

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From Sheffield to India: Expanding Makerspace Partnerships and Engineering Education

on March 13, 2025

iforge International collaboration +1 Makerspaces strategic partnership Student-led Learning

iforge International collaboration Makerspaces strategic partnership Student-led Learning

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MEE at the International CDIO Conference 2023

on January 15, 2024

CDIO conference 2023 +5 Engineering Education International collaboration Practical Engineering Education Simulation Teaching Innovation Virtual reality XR in teaching

CDIO conference 2023 Engineering Education International collaboration Practical Engineering Education Simulation Teaching Innovation Virtual reality XR in teaching

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Education Through the Eyes of Our Learners: Reflections from the Sheffield Education Conference 2025

This year’s Sheffield Education Conference , themed “Education Through the Eyes of Our Learners”, gave us more than food for thought — it gave us space. Space to reflect, to listen, and perhaps most importantly, to sit with uncertainty. It’s rare to have a day dedicated not to solving problems, but to better understanding the students who live with the systems we design. Here, Matteo Di Benedetti shares some of the emerging ideas. Seeing AI Clearly (Or at Least, Less Blurrily) If there was one theme that quietly threaded its way through multiple conversations, it was AI, not as a tool we might choose to engage with, but as a reality already embedded in our students’ daily lives. I attended two student panels, one focused entirely on AI, and another as part of the closing plenary. Neither panel offered neat answers, but both posed thoughtful and sometimes challenging questions. Students spoke openly about their use of AI, not to shortcut learning, but to support it: checking ...

Ten Tips for Blended Practicals

Practical Engineering Education activities, that usually involve interaction with equipment, presented a significant challenge to adapt for remote delivery during the suspension of face to face teaching. The department of Multidisciplinary Engineering Education (MEE) have led the discussion about Remote Practicals in the Learning and Teaching community, publishing papers and being invited to present at numerous, high profile webinars. With restrictions on higher education being partially lifted, many institutions worldwide intend to offer blended learning , prioritising in-person activities that are troublesome to deliver online, such as practicals. Social distancing measures are reducing capacity and placing increased pressure on space, creating a need to optimise limited time students have in the lab and strategies to determine which activities can best utilise this limited resource. Time is constrained and solutions are needed to meet these demands. I’m delighted to present this p...

Taking the leap into Scholarly Activity

What does it feel like to step into the world of academic conferences for the first time—not as a spectator, but as a speaker? For Laura Neasmith, it was a journey that began with hesitation and ended in confidence. At this year’s IEEE EDUCON , Laura shared research rooted in her MSc study on collaboration across staff roles in Multidisciplinary Engineering Education (MEE). In this blog, she reflects on the experience of presenting at an international conference, what she learned from others, and why professional services voices matter in engineering education. I confess that when I was initially encouraged to submit an abstract to the Institute of Electrical and Electronics Engineering (IEEE) conference, EDUCON, I was fairly confident that it would never be accepted and saw it more as part of a learning process of entering into scholarly activity. As someone not from a traditional academic background, imagine my surprise when the abstract was accepted, and a paper was then needed to a...

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