COVID-19 Attitude Correction Rather than crash in the crisis, the author corrected attitude and began to fly

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Scott A Wasmer


Abstract: The author, an Assistant Professor in an Aviation Maintenance Technology (AMT) program, teaches future aviation maintenance technicians at a university in Alaska. Certified by the Federal Aviation Administration (FAA), the AMT program is a pathway to becoming a licensed Aviation Maintenance Technician and offers an AMT degree. FAA certification requires FAA-approved curriculum (subjects and learning objectives) as well as adherence to regulatory standards for teacher-student contact hours. The university AMT program consists of a combination of didactic and hands-on teaching/learning styles, including student performance of aviation maintenance tasks (e.g., aircraft inspections and engine overhaul).

The COVID-19 pandemic required faculty to convert courses to a suitable online delivery format and change the curriculum of an entire semester of courses. The author’s initial response: It would be impossible to accomplish the conversion and still maintain FAA requirements. Cancelling the program until after the pandemic was discussed. This was not an option, as current students would lose FAA-mandated credits and hours, and the AMT program could be closed permanently due to state funding issues. So, the complicated conversion began and online learning commenced mid-semester. As the semester progressed, the author began to embrace the online modality and champion an effort to complete conversion of the entire program.

Through this experience, the author realized the tremendous benefits of online teaching: a greatly improved learning and lifestyle experience for the students as well as economic benefits to a financially challenged institution. The online program creates a learning environment which more closely matches the students’ future technology-driven careers and increases the knowledge and skills they will gain. Pandemic gathering restrictions limit the number of students allowed in labs and field activities. Though initially a concern, students will benefit through increased student-teacher contact and learning opportunity during these activities.


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How to Cite
Wasmer, S. A. (2021). COVID-19 Attitude Correction: Rather than crash in the crisis, the author corrected attitude and began to fly. Journal of Teaching and Learning With Technology, 10(1). Retrieved from
Reflective Essay
Author Biography

Scott A Wasmer, University of Alaska, Anchorage

Scott began his career as an aviation maintainer with the US Navy in 1984, where he served as an avionics technician, maintenance controller, and maintenance supervisor.  Since leaving the Navy, he has worked in Part 91, 135 and 145 aviation operations, and has served in management roles at both Part 135 and Part 121 airlines, as well as Part 145 repair stations.  He has also owned his own Alaskan business specializing in mobile aircraft electrical and avionics maintenance.  

Scott is an avid adventurer and a skilled communicator.  In his spare time, he enjoys tying flies, writing stories, and venturing into the Alaskan outdoors.