ABSTRACT
Even under normal conditions, it can be challenging to utilize online or distance learning environments to offer technical degree programs such as Electrical and Computer Engineering (ECE) or Electrical Engineering Technology (EET). These programs normally require hands-on-laboratory expositions (albeit in 2D) to help students grasp the complex concepts and to develop their practical skills and competencies. The COVID-19 Pandemic has exposed teaching institutions and faculty in some of these technical disciplines to a myriad of these challenges. The unanticipated switch from face-to-face course offerings to online virtual Remote course offerings in and around March of 2020 forced many teaching faculty to come face-to-face with the realities, and challenges of teaching Remotely and Virtually, most of whom had hitherto not been teaching online. Academic institutions have also had to deal with the abrupt switch and have had to provide facilities, resources, and services to assist their faculty as they make the necessary changes to their courses. In this paper, a thorough examination and discussion of some of the challenges that faculty teaching in highly technical disciplines in ECE and ET programs at Kennesaw State University have had to face, and are still dealing with, are provided. In particular, the paper looks at instruction for typical ECE Problem-Based-Learning course such as Capstone Design course, and a highly mathematical Systems and Systems Analysis course in ET. Meaningful recommendations as to how to avoid some of the pitfalls encountered and how to make the course more accessible and meaningful for the students will be presented. © American Society for Engineering Education, 2022.