Long-term impact of COVID-19 on the first-year engineering experience at a mid-sized teaching focused university

Abstract

This paper discusses the COVID-19 adaptions made within the first-year engineering design curriculum, and reflects on their impact fulfilling the required learning outcomes, mitigating student mental health issues, and addressing academic misconduct. It will further articulate the adaptations that are planned to be continued within the first-year experience as students return for face-to-face instruction. The impact of these changes will continue to be studied over the coming academic year.