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In response to the contagious disease coronavirus disease 2019 (COVID-19), a number of health and safety measures were enacted across Canada in March 2020. These measures included the physical closure of postsecondary institutions, including the authors’ institution Carleton University. The physical closure resulted in an abrupt transition from normal in-person teaching to emergency remote teaching (the term emergency remote teaching is used to distinguish it from online teaching, which is not subject to the challenges and constraints associated with an emergency situation). Emergency remote teaching continued at Carleton University for the entire 2020/21 academic year. There were increased resources, training opportunities, supports, and time to prepare for teaching, as compared to the sudden change in the Winter 2020 term. Simultaneously, there were still many ongoing challenges and constraints in the pursuit of optimal remote teaching and learning. Midway through the Fall 2020 term, a questionnaire on the student experience with emergency remote teaching was developed and delivered to undergraduate students in the Department of Systems and Computer Engineering at Carleton University. This paper presents the findings of this questionnaire from the 159 respondents. Results suggest that, on average, academic and intellectual student engagement was slightly worse for emergency remote teaching versus normal in-person teaching. Emergency remote teaching posed some difficulties and challenges, but also provided some advantages that were preferred (e.g., less travel time, ability to rewatch asynchronous lectures). There was a notable worsening of social student engagement, which was associated with increased feelings of isolation and decreased mental health and well-being. There was also a number of students who faced technical barriers with respect to remote teaching, with only 22% indicating that they experienced few or inconsequential technical barriers. This research adds to the discourse on emergency remote teaching, including the lens of engineering education. The paper can help inform future transitions to emergency remote teaching, with some insights potentially useful for online teaching, which is anticipated to continue to increase in its prevalence.

In lieu of the recent impacts of the Coronavirus Disease 2019 (COVID-19) on the health and safety of individuals around the world, domestic and international travel organizations, and more specifically, the aviation industry, rapidly implemented preventative measures to support infection prevention and control (IPAC). Such measures have drastically and understandably changed how passenger interactions and experiences take place through various points in their air travel journey. Research that examines the user experience of passengers in response to changes that emerged from the COVID-19 pandemic is needed. This study focused on developing a better understanding of passenger experience during the COVID-19 pandemic and how the design of the environment may be influencing this experience. Design recommendations to respond quickly to future pandemic conditions or other infectious outbreak scenarios is an expected outcome of this study.

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The onset of the Coronavirus Disease of 2019 (COVID-19) caused a shift in the air travel industry as safety and precautionary measures were put in place to mitigate some of the risks associated with infection prevention and control. This research documents and reveals a glimpse of the state of current air travel during the pandemic, through the first-hand experiences of passengers. The study consisted of three methods used to collect real-time and recollective reflections from current passengers, while also evaluating the development, implementation, and use of these methods within the context of remote qualitative research.Our findings suggest that passengers' air travel experiences during pandemic conditions are influenced by factors that span layers of user experience, within the larger umbrella of service design. The findings point to new areas of research and design development, that should be explored to support a more positive travel experience during pandemic conditions.iii Acknowledgements A special thanks to my co-supervisors -Chantal Trudel from Carleton's School of Industrial Design, thank you for your continuous support, encouragement, and guidance throughout this study. I cannot express my gratitude for all of your help and understanding this past year. Shelley Kelsey from the National Research Council of Canada, thank you for your valuable insight and expertise on air travel and human factors, your patience, and support throughout this study. To my family and friends -Thank you for your constant support, patience, and encouragement throughout this past year and throughout my academic career. A special thank you -To all the participants who were involved in this study and shared their feelings and experiences for this research. Without your participation and insights, this research would not have been possible. v 4.