Engineering teaching approaches at the time of COVID

In today's changing educational environment around the world, teaching engineering disciplines is becoming a challenge for both students and teachers.Universities seek to provide students with the knowledge, skills, and experiences that will prepare them to enter directly into professional practice as engineers, advanced studies in engineering, or other professional areas.This training equips students in the application of math, physics and science for the improvement of the physical world and enables graduates to enter the engineering and scientific communities and contribute to the healing of the human condition.Teaching during the pandemic presented many challenges for engineering education, as well as opportunities for innovation and adaptation.A number of authors have written about the impact of the pandemic, and factors that helped or hurt students.Some of the challenges identified in 1 include isolation, new technology and assessment.Some suggestions included discussion boards, video assignments, and a blend of synchronous and asynchronous instruction.Although all engineering education is stressful, student stress levels were much higher during the pandemic.In a study of 242 students, 93% reported difficulty coping with the stress produced by .Although the disruption in normal face to face interaction creates many challenges, as educators, we are preparing our students to work in an environment that frequently includes telework, online collaboration, sometimes across national borders.In some ways they are better at adapting to the challenges and embracing new technologies than the faculty.However, the pandemic also took a toll.In the first year, students with COVID-19 generally had mild cases or were asymptomatic.In Fall 2021, those testing positive were a lot sicker for longer periods of time.Long COVID became a common word.Some lost family members.During 2021-2022 it was much more difficult to motivate students and keep them on schedule with projects.The difference in student engagement from the pandemic year before was very noticeable.In this paper we describe some of the approaches and individual experiences of teaching engineering courses during the pandemic reported by faculty from Oral Roberts University (Tulsa, OK USA) and West Pomeranian University of Technology (Szczecin, Poland).Due to the diversity of cultural and graphic features of the universities represented, the materials of this article can be used by faculty at a wide variety of institutions.