Comparing Course Outcomes of Hybrid Delivery with Classroom-based Instruction in an Introductory Engineering Management Course
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
- Page Count
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9
- DOI
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10.18260/1-2--41812
- Permanent URL
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https://strategy.asee.org/41812
- Download Count
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320
Paper Authors
Suzanna Long Missouri University of Science and Technology
Dr. Suzanna Long is professor and chair of engineering management and systems engineering at Missouri University of Science and Technology. Long earned a B.S. in physics and B.A. in history in 1984, an M.S. in engineering management in 2004 and a Ph.D. in engineering management in 2007 from the University of Missouri-Rolla, now Missouri S&T. She also earned an M.A. in history from UM-St. Louis in 1988. She joined the S&T faculty in August 2008. Prior to joining Missouri S&T, Long served as the director of continuing education at Pittsburg State University, the founding director and coordinator of the transportation-logistics program at Missouri Southern State University and was a scientific and electronic records specialist with the U.S. federal government.
Her research interests include critical infrastructure systems; strategic management; supply chain and transportation; systems management; organizational behavior; and sociotechnical systems analysis. She has been PI or Co-PI on more than $18 million in externally funded research and has authored nearly 100 publications and book chapters. Long has received national and international recognition for her research in sociotechnical systems and organizational effectiveness including multiple best paper awards, the UM Faculty Excellence Award, and the AASHTO High Value Research Award.
Long was awarded the Bernard R. Sarchet Award from the American Society of Engineering Management in 2021, the highest honor awarded by the society. She was named a Fellow of the Institute of Industrial and Systems Engineers (IISE) in 2020, a Fellow of the American Society of Engineering Management (ASEM) in 2015.
Kellie Grasman University of Michigan
Prior to joining the College of Engineering at the University of Michigan as Assistant Director for Technology-Informed Pedagogy with the Center for Research on Learning and Teaching in Engineering, Kellie S. Grasman served in a faculty role for the Department of Engineering Management and Systems Engineering at Missouri University of Science and Technology. She holds a BS in Mechanical Engineering, an MEng in Manufacturing, an MS in Industrial and Operations Engineering, and an MBA all from the University of Michigan. She began teaching in 2001 after spending several years in industry positions. She has received numerous grants to support research related to the application of technology in engineering education. She is a co-author of Fundamentals of Engineering Economic Analysis (Wiley), which received the 2015 IISE/Joint Publishers Book of the Year Award.
David Spurlock Missouri University of Science and Technology
David Spurlock, Ph.D. is an Associate Teaching Professor in the Engineering Management and Systems Engineering Department at the Missouri University of Science and Technology (Missouri S&T) in Rolla, MO. He teaches numerous engineering management courses at the graduate and undergraduate level on topics such as managerial decision making, principles of engineering management, organizational behavior, project management, management science, and strategic human resource management. He earned his Ph.D. in organizational psychology from the University of Illinois at Urbana-Champaign, an M.A. in psychology from Pepperdine University, and a bachelor's degree in electrical engineering from the University of Dayton. He worked in systems engineering and project management roles in the aerospace industry for over ten years prior to earning his Ph.D. He is a member of numerous professional and scholarly societies in addition to ASEE including IEEE, SHRM, PMI, APA, APS, the Society for Judgment and Decision Making (SJDM) and the Academy of Management (AOM). He holds a Credential in Effective College Instruction from the Association of College and University Educators (ACUE).
Abstract
An undergraduate engineering management course for engineers was strategically implemented to allow greater agility through a hybrid delivery approach given the disruption and uncertainty of the COVID-19 pandemic. The course reaches approximately 100 students per semester with the redesign focused on activity-based learning and increased flexibility. The goal was to provide a learning environment capable of agile delivery in the face of changing conditions while still meeting ABET learning outcomes. Results from sections from 2020 revealed strong student satisfaction, but no quantitative assessment was completed to determine how progress in learning outcomes compared to traditional classroom-based lectures. This research compares cross-sectional, preliminary performance in measured ABET outcomes between the hybrid section with a traditional classroom-based section. Sections from Spring 2020 through Fall 2021 are used in the comparison. End of course surveys and assessment data were also used to evaluate student satisfaction and inform future iterations for both courses. Hybrid delivery included expanded use of team case analyses, course pack activities covering concepts and terms, and increased summative assessments. The classroom-based section employed in-class clicker-based activities, formalized lectures presenting concepts and terms, and traditional exams. Mid-semester feedback mechanisms were used as part of the Hybrid course design and implemented as appropriate for the final half of the relevant semester.
Results show that ABET thresholds were met for both hybrid and classroom-based delivery methods, with no notable differences. Student satisfaction as evidenced by end of course surveys was higher for the hybrid delivery section, with similar response rates. Enrollment in the hybrid section was higher when both formats were offered concurrently. Future work will consider longitudinal analysis of learning outcomes as well as student preferences in non-pandemic conditions. Lessons learned from hybrid delivery will also be considered for use in classroom-based environments.
Long, S., & Grasman, K., & Spurlock, D. (2022, August), Comparing Course Outcomes of Hybrid Delivery with Classroom-based Instruction in an Introductory Engineering Management Course Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41812
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