Teaching through a Global Pandemic: Educational Landscapes Before, During and Afer COVID-19 Angela A. Siegel ∗ Dalhousie University Halifax, NS, Canada siegel@dal.ca Mark Zarb ∗ Robert Gordon University Aberdeen, Scotland, UK m.zarb@rgu.ac.uk Bedour Alshaigy University of Aberdeen Aberdeen, Scotland, UK bedour.alshaigy@abdn.ac.uk Jeremiah Blanchard University of Florida Gainesville, FL, USA jjb@eng.uf.edu Tom Crick Swansea University Swansea, Wales, UK thomas.crick@swansea.ac.uk Richard Glassey KTH Royal Institute of Technology Stockholm, Sweden glassey@kth.se John R. Hott University of Virginia Charlottesville, VA, USA jrhott@virginia.edu Celine Latulipe University of Manitoba Winnipeg, MB, Canada celine.latulipe@umanitoba.ca Charles Riedesel University of Nebraska-Lincoln Lincoln, NE, USA chuckr@unl.edu Mali Senapathi Auckland University of Technology Auckland, New Zealand mali.senapathi@aut.ac.nz Simon University of Newcastle Callaghan, NSW, Australia simon@newcastle.edu.au David Williams Dublin Business School Dublin, Ireland david.williams@dbs.ie ABSTRACT The coronavirus (COVID-19) pandemic has forced an unprece- dented global shift within higher education in how instructors communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing education traditionally focuses on experiential, in-person activities. The pandemic has mandated that educators reconsider their use of student time and has catalysed overnight innovations in the educational setting. Even in the unlikely event that we return entirely to pre-pandemic norms, many new practices have emerged that ofer valuable lessons to be carried forward into our post-COVID-19 teaching. This work- ing group will explore what the post-COVID-19 academic landscape might look like, and how we can use lessons learned during this educational shift to improve our subsequent practice. Following a multinational study of computing faculty, this exploratory stage will identify practices within computing that appear to have been improved through exposure to online tools and technologies, and that should therefore continue to be used in the online space. In the broadest sense, our motivation is to explore what the post-COVID- 19 educational landscape will look like for computing education. ∗ Working group leader Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for proft or commercial advantage and that copies bear this notice and the full citation on the frst page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specifc permission and/or a fee. Request permissions from permissions@acm.org. ITiCSE-WGR ’21, June 26-July 1, 2021, Virtual Event, Germany © 2021 Association for Computing Machinery. ACM ISBN 978-1-4503-9202-0/21/06. . . $15.00 https://doi.org/10.1145/3502870.3506565 CCS CONCEPTS · Social and professional topics → Computing education. KEYWORDS COVID-19; coronavirus; computer science; computing education; online education; pandemic; recovery; resilience; teaching ACM Reference Format: Angela A. Siegel, Mark Zarb, Bedour Alshaigy, Jeremiah Blanchard, Tom Crick, Richard Glassey, John R. Hott, Celine Latulipe, Charles Riedesel, Mali Senapathi, Simon, and David Williams. 2021. Teaching through a Global Pandemic: Educational Landscapes Before, During and After COVID-19. In 2021 ITiCSE Working Group Reports (ITiCSE-WGR ’21), June 26-July 1, 2021, Virtual Event, Germany. ACM, New York, NY, USA, 25 pages. https: //doi.org/10.1145/3502870.3506565 1 INTRODUCTION 1.1 Evolving Landscapes in Response to COVID-19 At the time of writing, mid-2021, we are still in the midst of the COVID-19 global pandemic. While some provisions have been made to facilitate a safe return of students to campus, most teaching is still conducted online, as has been the case for the totality of the current academic year for many institutions. This educational shift has acutely impacted subjects which, traditionally, beneft from in- person activities such as guided labs, experiential learning activities, and tutorials. These traditionally in-person activities have been augmented through the use of various technologies and innovative pedagogies to facilitate the transition to an online environment over the course of the academic year. Working Group Report ITiCSE-WGR ’22, June 26–July 1, 2021, Virtual Event, Germany 1