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Aviation Maintenance Technology Schools Response to the COVID-19 Pandemic

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Conference

2022 ASEE Annual Conference & Exposition

Location

Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

NSF Grantees Poster Session

Page Count

7

Permanent URL

https://peer.asee.org/41909

Download Count

88

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Paper Authors

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Katie Shakour Clemson University

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Katie Shakour is a Research Associate at the Clemson University Center for Workforce Development and Research Assistant Professor in Anthropology. Dr. Shakour’s research has focused on community resilience during, after disasters as well as tools for improving academic continuity, and disaster heritage. She recently published peer-reviewed articles about responses to the pandemic in educational settings and researcher and stakeholder interactions which discuss balancing research and community needs.

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Kapil Chalil Madathil Clemson University

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Kapil Chalil Madathil holds the Wilfred P. Tiencken Endowed Professorship at Clemson University. His area of expertise is in applying the knowledge base of human factors to the design and operation of human-computer systems that involve rich interactions among people and technology. He draws on qualitative and quantitative methodologies including ethnography, contextual inquiry and controlled behavioral experiments to understand how humans perceive, make sense of, and interact with human-machine systems. He has been a principal investigator or co-principal investigator for more than 30 research grants and awards, generating more than $22 million in funding. His research work is funded by the U.S. National Science Foundation, Office of Naval Research, U.S. Department of Defense, Agency for Healthcare Research and Quality, Department of Labor, National Institutes of Health and several other industry and state agencies. He teaches courses on human factors and ergonomics and graduate courses on accident analysis, human-centered system design and human-machine interaction. He is the Director of the Center for Workforce Development, a South Carolina Commission on Higher Education-approved, statewide initiative to improve workforce. He serves as the Associate Editor-in-Chief of the International Journal of Industrial Ergonomics. He is also the Associate Editor for journals Ergonomics in Design and Human Factors in Healthcare, Program Chair for the Human Factors and Ergonomics Society’s Computer Systems Technical Group, Editorial Board Member for Applied Ergonomics journal, and a technical reviewer for 30 different journals.

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Eliza Gallagher Clemson University

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Dr. Gallagher is an Assistant Professor of Engineering and Science Education at Clemson University. She holds joint appointments to with joint appointments to the School of Mathematical and Statistical Sciences and to the Department of Education and Human Development. Her research centers equity, diversity, and inclusion in STEM through the lens of identity. She has a particular interest in the development of instructional and professional identity among graduate students.

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Karen Johnson Southern Illinois University Carbondale

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Jonathan Beck

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Rebecca Short Clemson University

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Rebecca Short is the Director of Operations for the Clemson University Center for Workforce Development (CUCWD) and the National Science Foundation Advanced Technological Education Center for Aviation and Automotive Technological Education Using Virtual E-Schools (CA2VES). She has over twenty years of work experience in higher education administration in undergraduate and graduate admissions, academic records, and student affairs. She holds a Ph.D. in Public Administration and Public Policy from Auburn University. Before joining the CUCWD and CA2VES, she served as Director of Graduate Admissions & Records at the University of Montevallo in Alabama. Her research interest focuses on public opinion related to federal and state public policy and how outside political interests affect policy agendas and policy implementation.

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Tim Ransom Clemson University

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Tim Ransom is a Ph.D. student in the Engineering and Science Education department at Clemson University. He has a M.Sc. in Computer science from Clemson and is researching the development of undergraduate professional identity in computing fields through a combination of qualitative and computational methodologies.

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Gayatri Anoop Clemson University

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Gayatri Anoop received the B.Sc. degree in Physics from Mahatma Gandhi University, India in 2008 and a B.Ed. degree in Physical Science Education from Mahatma Gandhi University, India in 2011. She is currently pursuing an M.S. degree in industrial engineering from Clemson University Clemson, SC, USA. with a focus on human factors engineering. She has more than 4 years’ experience in a leading IT
company in India. She also has 1 year of teaching experience in a school in India. Combining her passion for teaching with her experience with computers and consulting, her research interest includes developing engaging learning platforms and digital tools with positive user experience for students and teachers.

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Abstract

The COVID-19 pandemic caused a sudden halt of in-person learning in Spring 2020, impacting millions of college students in the United States. Many schools opted to transition to online learning. Aviation Maintenance Technology Schools (AMTS) were no exception to the pandemic’s effect on in-person education, but an immediate switch to remote learning was not possible. AMTS is highly regulated by the Federal Aviation Administration (FAA), and the FAA must approve any change to their curricula or curricula delivery. These schools rely heavily on in-person and hands-on learning to train aircraft maintenance technicians. In Spring 2020, AMTS could delay learning until it was safe to resume in-person classes or switch to remote lectures. For varying periods, students could not complete many FAA requirements until they returned in person. Through a Resilience Engineering Framework, this NSF-funded research explores AMTS’ responses to the COVID-19 pandemic and the effect on academic continuity. The research team conducted 43 semi-structured interviews and gathered over 200 surveys from administrators, instructors, and students at AMTS around the United States. Content analysis revealed that schools were under-prepared for any long-term program disruption. As a result, student learning suffered. We discuss our research in relation to the impact on academic continuity and identify some ways which help mitigate disruptions to kinesthetic learners.

Shakour, K., & Chalil Madathil, K., & Gallagher, E., & Johnson, K., & Beck, J., & Short, R., & Ransom, T., & Anoop, G. (2022, August), Aviation Maintenance Technology Schools Response to the COVID-19 Pandemic Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41909

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