August 23, 2022
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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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