As a result of the sudden onset of the COVID-19 pandemic, engineering curriculums that were taught in-person for decades were forcibly transitioned into a remote-learning environment in such a short time that instructors and students alike could not adequately consider how to replicate the efficacy and efficiency of in-person learning to the remote learning environment. In this essay, the problem of effective replication is studied from the perspective of emotional experiences that lead to effective learning. Through this review, the authors hope to enlighten instructors and students about simple and effective practices that can be implemented in this harsh environment and to mitigate the effect that COVID-19 will inevitably have on the effectiveness and enrollment of engineering undergraduate curriculums.