CEEDA reports

Crisis and catalyst: CEEDA final report

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 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 sector beyond emergency teaching?

The study draws on interviews with university leaders, engineering instructors/faculty, educational specialists and engineering students from across the world. 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.

The report is also available on DSpace@MIT.

Case study report

The report presents six in-depth case studies which explore the institutional response to COVID-19 emergency teaching at six of the universities identified in the 2018 MIT report as ‘emerging leaders’ in engineering education.

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 six case study institutions are: Iron Range Engineering (US); UCL (UK); MIT (US); Aalborg University (Denmark); SUTD (Singapore; and PUC (Chile).

The report is also available on DSpace@MIT.