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. © American Society for Engineering Education, 2022.