ABSTRACT
Engineering curricula across the United States seek to develop well-rounded engineers with the ability to solve real problems upon graduation. To that end, capstone/senior design classes are present in most if not all ABET accredited undergraduate engineering programs. As the goal is to expose students to the tools they will need to solve actual problems, these classes are centered around team projects in a laboratory setting, with some lecture delivery in a supporting function. Physical distancing rules, as well as reduced/remote access of laboratories and equipment during the COVID-19 pandemic, posed significant challenges to the continued delivery and greatly hindered achievement of the stated educational outcomes of these classes. A southwestern institution developed new and creative strategies to address these challenges while continuing to operate under these constraints. Some were temporary, while others led to discoveries that modified the class delivery in the long term thus benefiting both students and instructors. In this paper we will describe the challenges we faced and the solutions we came up within the Electrical and Computer Engineering Department, as well as the student reaction to the COVID-19 laboratory experience. The learnings from the affected 2019 - 2021 capstones provide an opportunity to both apply methods to normal, post-pandemic instruction and to be prepared for potential future interruption of capstone team-based laboratories. © American Society for Engineering Education, 2022.