Comparative evaluation examines pedagogical changes in industrial engineering capstone courses, suggesting delivery mode may not alter student learning outcomes.
In Spring 2020, the COVID-19 pandemic forced Colleges and Universities with the challenge of converting courses mid-semester to remote instruction. Subsequently, instructors had to modify existing pedagogical approaches. Senior design capstone courses were not immune to these changes and presented a set of unique challenges as institutions and businesses alike moved to remote modes of operation. Senior design capstone courses are an integral part of engineering education and prepare students for engineering practice through culminating design experiences. Such courses provide an opportunity to apply both qualitative and quantitative techniques to solve real problems facing industry sponsors. This study aims to determine the effects of changes made in delivering an Industrial Engineering Senior Design Capstone course amid the COVID-19 pandemic. Specifically, student feedback, course assessments, and performance are compared across multiple semesters and analyzed for the mode of course delivery (face-to-face, hybrid, and online) and the changes made in the course design. Students participated in an online survey to gather their perspectives beyond standard course evaluations and test the hypothesis that the mode of delivery did not influence student learning outcomes. Survey results are supplemented by course evaluations and student performance to determine if changes in the course affected the student experience. At the time of this abstract, results are not yet available to confirm or refute the hypothesis.
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Michael D. Sherwin (2024) studied this question.
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