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

on November 19, 2025

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Open Educational Resources (OER) in Engineering at Sheffield

Why make education openly accessible? Don't worry, Tom Howard will help us by explaining it's about equity and quality. Why Make Education Openly Accessible? The benefits of using Open Educational Resources (OER) for teaching and learning in Higher Education are well established [1]. The key benefit to learners is the unrestricted (and zero-cost) access to learning materials, regardless of age, geographic location or economic situation. There is evidence to suggest that students perform better when enrolled on courses that make more extensive use of OER too [2]. There are many benefits to HE institutions as well, the obvious one (again) relates to economics: moving away from high (and ever increasing) cost, subscription-based journals to open access alternatives is a significant cost saving. But there are other important benefits: making educational resources openly available for all can help to showcase the teaching that a University provides, and helps to promote institu...

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...