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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 Practical Skills

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

on February 20, 2025

Engineering Group Size Lab Duration Practical Learning Practical Skills Student Groups

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A Co-curricular Approach for Teaching Practical Skills to Students with Diverse Backgrounds - SEFI2024

on September 23, 2024

Diversity in Engineering Engineering Education Growth Mindset Higher Education Imposter Syndrome Practical Skills SEFI Conference STEM Outreach Teaching Innovation University of Sheffield

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What was students' experience of learning practical skills during the COVID-19 pandemic like?

on May 24, 2021

COVID-19 Education Engineering laboratories Practical Skills remote learning simulations take-home kits

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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...

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...

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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