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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 SEFI 2025

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When Scale Changes Everything: Lessons from SEFI 2025

on May 08, 2026

Centre for Engineering Education curriculum design Large Cohort Teaching Project-Based Learning SEFI 2025

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

on December 04, 2025

Accreditation Engineering Education Experiential learning Finland global collaboration Project-Based Learning Quality Assurance SEFI 2025 University of Sheffield

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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...

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...

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