Engineering students and faculty at a large, diverse university faced logistical, technical, and learning/teaching challenges during the abrupt shift to online instruction due to the COVID-19 pandemic. Key challenges for students included difficulty maintaining focus, Zoom fatigue, social disconnection, and lack of clear guidance, while faculty struggled with access to technology, online assessment methods, and providing hands-on training. Practical recommendations for improvement, including better utilization of learning management systems, alternative assessment strategies, and enhanced communication, were proposed.

None identified. The authors acknowledge partial funding from CSULB but declare no competing interests.

This observational study provides valuable insights into the challenges of transitioning to online engineering education during the COVID-19 pandemic. While the methodology has limitations (low student response rate, limited timeframe, and lack of in-depth demographic analysis), the findings are relevant and the proposed interventions are practical. The lack of evaluation of these interventions prevents a higher rating.