https://hdl.handle.net/1721.1/145953 2026-04-11T22:06:45Z https://hdl.handle.net/1721.1/146089 CEEDA case study report: Six case studies of the impact of COVID-19 on global practice in engineering education Graham, Ruth The report forms one element of the CEEDA study, which explores the impact of COVID-19 ‘emergency teaching’ on the engineering education sector. The study was designed around two outputs. The first output is the Crisis and Catalyst report, which explores feedback from across the global engineering education community on the experience of emergency teaching and how it might impact the future trajectory of the sector. The second output is a series of in-depth case studies which explore the institutional response to emergency teaching at six leading universities in engineering education. This report presents these six case studies. Each case study is divided into two parts: Part A. Best practice activity: a review and profile of an activity that exemplifies best institutional practice in online collaborative learning that was delivered during emergency teaching Part B. Institutional context: review of the institutional response to emergency teaching and how COVID-19 is set to influence the future approach in engineering education. The case studies are taken from: Iron Range Engineering (US); UCL (UK); MIT (US); Aalborg University (Denmark); SUTD (Singapore; and PUC (Chile). Further information on the study is given at the CEEDA website (https://www.ceeda.org/). 2022-10-01T00:00:00Z https://hdl.handle.net/1721.1/145955 Crisis and catalyst: The impact of COVID-19 on global practice in engineering education Graham, Ruth Informed by the perspectives and experiences of the global engineering education community, the Crisis and Catalyst report takes stock of the sector-wide impact of COVID-19 emergency teaching. It addresses two central questions: 1. What were the experiences of the engineering education community during emergency teaching? 2. How will this systemic shock impact the direction of travel for the global sector beyond emergency teaching? The study draws on interviews with university leaders, engineering instructors/faculty, educational specialists and engineering students from across 36 countries. Their feedback overall suggests that, while emergency teaching has undoubtedly been a period of crisis – exposing and exacerbating major challenges facing engineering education – it will also act as a catalyst for a new generation of leading engineering programmes in which the opportunities, learning and wellbeing of students are placed at the forefront. While the report focuses on the experiences and priorities of the engineering education community, the findings have wider applicability across the higher education sector. Further information on the study is given at the CEEDA website (https://www.ceeda.org/). 2022-10-01T00:00:00Z