This book describes an approach to engineering education that integrates a comprehensive set of personal and interpersonal skills, and process, product, and system building skills with disciplinary knowledge. The education of engineers is set in the context of engineering practice, that is, Conceiving, Designing, Implementing, and Operating (CDIO) through the entire lifecycle of engineering processes, products, and processes. The book is both a description of the development and implementation of the CDIO model, and a guide to engineering programmers worldwide who seek to improve their programs.

This book comes from genuine research from various universities in Asia, such as in South East Asia and India. Since COVID-19 pandemic is spreading all over the world, most schools and institutions of higher learning have opted online-based learning for their teaching and learning (T&L) activities. Previously, the common practices in T&L are face to face (F2F). Therefore, online T&L is a new normal not just for the students but also for the instructors as well as the parents. In this book, different online teaching methods via technology-supported teaching have been implemented, and at the end of the lesson, based on the feedback from students on these online technology-supported teaching tools, most educators found that there are positive responses from majority of students, in terms of their learning, attitudes, thinking and decision-making process, apart from the challenges faced by the students in the beginning, with regards to the new approaches and methodology used by their teachers during online teaching. There are eight contributed chapters in this book covering secondary school-level curriculum up to higher institutional-level curriculum that forming a new system of T&L for post-COVID-19 pandemic. The topics under consideration include active learning (AL) and cooperative learning (CL) for T&L, task-based instruction (TBI), transition students’ adaptability to post-COVID-19, creative and innovative teaching methods for secondary school-level mathematics, project-based learning (PPBL) for geophysics and impact of Socratic method and SOLO taxonomy. This book is suitable for postgraduate students, teachers, instructor, educational researchers, as well as policy makers in education and other scientists who are dedicated in teaching and educate students.

Educators, are you ready to meet the challenge of cultivating the next generation of engineers in a post-COVID-19 context? Current engineering student cohorts are unique to their predecessors: they are more diverse and have experienced unprecedented disruption to their education due to the COVID-19 pandemic. They will also play a more significant role in contributing to global sustainability efforts. Innovating engineering education is of vital importance for preparing students to confront society’s most significant sustainability issues: our future depends on it. Advancing Engineering Education Beyond COVID: A Guide for Educators offers invaluable insights on topics such as implementing active-learning activities in hybrid modes; developing effective and engaging online resources; creating psychologically safe learning environments that support academic achievement and mental health; and embedding sustainability within engineering education. Students’ own perspectives of online learning are also incorporated, with the inclusion of a chapter authored by undergraduate engineering students. This book consolidates the expertise of leading authorities within engineering education, providing an essential resource for educators responsible for shaping the next generation of engineers in a post-COVID-19 world.

This book describes an approach to engineering education that integrates a comprehensive set of personal, interpersonal, and professional engineering skills with engineering disciplinary knowledge in order to prepare innovative and entrepreneurial engineers. The education of engineers is set in the context of engineering practice, that is, Conceiving, Designing, Implementing, and Operating (CDIO) through the entire lifecycle of engineering processes, products, and systems. The book is both a description of the development and implementation of the CDIO model and a guide to engineering programs worldwide that seek to improve the education of young engineers.

In March 2020, the entire world faced a global pandemic causing a worldwide shutdown. This standstill included the closing of all brick-and-mortar schools. Students were faced with the challenge of learning remotely for one year and a half. Educators were forced to teach using technology that they were not formally trained to use. In addition, educators were charged with the expectations of preparing students to achieve academic success despite the many obstacles posed due to the COVID-19 crisis. The purpose of this phenomenological qualitative study was to explore how learning and teaching have changed due to the Covid-19 crisis. The researcher utilized an interview protocol to investigate and discover what new and resourceful ways will be necessary to implement educational practices from how they are currently implemented and transform them into a post- pandemic new approach to practice. The objective of the research was to understand how the future of education will be shaped by understanding the shared experiences of school leaders and examining which approaches worked, which were meaningful, and those that were not as successful in supporting the shift to the new normal of education. The researcher interviewed 12 school administrators including principals and assistant principals working in elementary, middle, and high schools, who serve school districts within the Northeastern Region of the United States. The findings that emerged from this study revealed that post-pandemic teaching and learning have taken on a new dynamic. One finding highlighted students are in need of additional Social and Emotional practices and supports. Students are returning to the school building with many social-emotional traumas. In fact, much assistance is needed to support the entire school community socially and emotionally. Another finding showed that due to the tremendous amount of learning loss experienced, students are returning to school with many academic deficiencies. In fact, many are approximately two levels lower than their actual grade level. Many students now require specialized interventions and individualized instruction to be academically successful.