Collaborative Engineering Education in the Digital Age is a global study exploring the impact of the COVID-19 pandemic on the teaching of engineering

The study explores the lessons learnt from the current period of ‘emergency teaching’ due to the COVID-19 pandemic, and how this experience might impact the trajectory of engineering education in the future.

The study comprises two major elements:


A sector-wide synthesis of the experiences of emergency teaching and expectations for change which draws upon one-to-one interviews with thought leaders in engineering education from across the world.

Findings will be presented in a report due for release on the CEEDA website before the end of 2021.


Case studies from selected universities to showcase best practices in remote collaborative learning and illustrate institutional responses to emergency teaching.  Case studies are built from independent interviews with key stakeholders and will be presented on the CEEDA website on completion throughout 2021, following approval from the host institution.

CEEDA builds upon the 2018 MIT report on the global state of the art in engineering education, and considers, in particular, how student-led, collaborative learning in engineering is likely to evolve in the future.

The Case Studies

CEEDA case studies have been drawn from two sources. One group of case studies are taken from the universities highlighted as world leaders in the 2018 MIT report on the global state of the art in engineering education.  The second group are identified by thought leaders in engineering education that have been interviewed as part of this study.

Each case study is divided into two discrete elements:


an example of best practice in collaborative online learning in engineering, including details of the activity’s design and delivery


information on the university’s response to emergency teaching and how the pandemic has influenced their educational vision in engineering

Research and advisory group

The research is led and undertaken by Dr Ruth Graham, a higher education consultant and author of the 2018 MIT report on the global state of the art in engineering education

The research is guided by an academic advisory group, to ensure that the project responds to the most pressing needs of the engineering education community at this time of rapid change. Membership of the advisory group is drawn from the co-funding institutions, with group members listed below:

  • Aalborg University, Denmark:
    Anette Kolmos
    (Professor and Director of the Aalborg Centre for Problem-Based Learning in Engineering Science and Sustainability)
  • EPFL, Switzerland:
    Pierre Dillenbourg
    (incoming Vice President for Education)
  • MIT Engineering School, US:
    Ed Crawley
    (Professor and Co-Director of NEET)
  • MIT Sloan School, US:
    Lori Breslow
    (Senior Lecturer and founding Director of MIT Teaching and Learning Laboratory)
  • Olin College of Engineering, US:
    Jessica Townsend
    (Interim Academic Vice President)
  • SUTD, Singapore:
    Pey Kin Leong
    (Associate Provost for Undergraduate Studies)
  • Tec de Monterrey, Mexico:
    Jaime Bonilla-Ríos
    (Associate Dean, School of Engineering and Science)
  • UC, Chile:
    Jorge Baier
    (Associate Dean for Education, UC Engineering)
  • UCL, UK:
    Emanuela Tilley
    (Director of UCL’s Integrated Engineering Programme)
  • 4TU, Netherlands:
    Antoine van den Beemt
    (4TU Centre for Engineering Education Chair)
  • Royal Academy of Engineering

Study Co-funders

The research is being co-funded by a consortium of universities and organisations with a particular interest in collaborative engineering learning and/or the use of educational technology in the engineering curriculum.

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