Pandemic-Induced Impacts: Experiences in an Introductory Engineering Graphics Course 

Abstract

The COVID-19 pandemic has impacted technology, engineering, and design education as well as workforce development programs worldwide. The emergency transition to fully online course delivery ushered experiences from which course restructuring could utilize. Through an illustrated case study approach using student course evaluations coupled with instructor interviews, this article reports on the experiences resulting from the abrupt interruption of the Spring 2020 semester and how the restructure of an introductory engineering graphics course accommodated changing expectations. The restructured course was built upon a hybrid flipped model utilizing an online learning management system including active learning modules which provided a foundation of preparedness for transitioning to fully online course delivery. As positive as the preparedness was, there were still changes that had to occur to not only meet the needs of the emergency situation but to also establish multiple models of the course for future situations. These changes included incorporating web conferencing software to meet online when a face-to-face meeting was not possible, developing video lectures for students to watch when most accommodating for their schedule, as well as the increased use of the online learning management system. Another change from the restructuring process was the new technology expectations of students and instructors. Feedback from both students and instructors reported how flexibility, empathy, and effective communication were driving traits of positive experiences in such an unprecedented situation. Reported experiences along with elements of the course restructuring can serve as an example of how future courses are delivered for a variety of situations.