WOMEN IN ENGINEERING 12 • IEEE ROBOTICS & AUTOMATION MAGAZINE • MARCH 2021 E ducators everywhere are reex- amining and reinventing their teaching approach to meet the challenges of delivering a high-quality education in this unprecedented time [1]–[3]. The coronavirus outbreak brought sig- nificant disruptions to higher educa- tion. In April 2020, higher education institutions were closed in 185 coun- tries, representing nearly 90% of en- rolled learners worldwide [4]. Many are revisiting established best practices while others are looking for new ways of reaching students [5]. In robotics education, we are facing many difficult questions: ● How can we best engage students in robotics material in the current teaching environment? ● How can we overcome perceived limitations when teaching robotics content online, especially when hard- ware is involved? ● What should be the focus of robotics education research to address these issues head on? To facilitate a conversation around these important questions, in December 2020, the IEEE Women in Engineering/ IEEE Robotics and Automation Society (RAS) hosted an online panel on best practices for teaching robotics. The diverse panel boasted a group of experts in robotics education from a variety of disciplines, institutions, and areas of expertise: ● Carlotta Berry, Electrical and Com- puter Engineering, Rose-Hulman Institute of Technology—passionate about robotics education; increasing underrepresented populations in sci- ence, technology, engineering, and mathematics; and enhanced human- robot interfaces ● Katie Driggs-Campbell, Electrical and Computer Engineering, University of Illinois Urbana-Champaign—explores safe and interactive autonomous sys- tems through modeling human behav- ior, designing robust decision and control frameworks, and developing multi-agent validation schemes Digital Object Identifier 10.1109/MRA.2021.3051833 Date of current version: 22 March 2021 Best Practices in Robotics Education: Perspectives From an IEEE RAS Women in Engineering Panel By Shawna Thomas Carlotta Berry, Rose-Hulman Institute of Technology, USA. Katie Driggs-Campbell, University of Illinois Urbana-Champaign, USA. Cecilia Laschi, National University of Singapore. Iolanda Leite, KTH Royal Institute of Technology, Sweden.