Knizley, A., & Green, M., & Bhushan, S. (2023, March), Establishing Consistent Evaluation Metrics to Combat Pre-Requisite Deficits in Entry-Level Mechanical Engineering Courses  Paper presented at ASEE Southeast Section Conference, Arlington, Virginia. 10.18260/1-2--45008

\bibitem{asee_peer_45008}
  Knizley, A., \& Green, M., \& Bhushan, S. (2023, March), \emph{Establishing Consistent Evaluation Metrics to Combat Pre-Requisite Deficits in Entry-Level Mechanical Engineering Courses}
  Paper presented at ASEE Southeast Section Conference, Arlington, Virginia.
  10.18260/1-2--45008

Alta Knizley, Morgan Green, and Shanti Bhushan.  "Establishing Consistent Evaluation Metrics to Combat Pre-Requisite Deficits in Entry-Level Mechanical Engineering Courses".  ASEE Southeast Section Conference, Arlington, Virginia, 2023, March.  ASEE Conferences, 2023.  https://peer.asee.org/45008 Internet.  14 May, 2024

\bibitem{asee_peer_45008}
  Alta Knizley, Morgan Green, and Shanti Bhushan.
  "Establishing Consistent Evaluation Metrics to Combat Pre-Requisite Deficits in Entry-Level Mechanical Engineering Courses".
  \emph{ASEE Southeast Section Conference, Arlington, Virginia, 2023, March}.
  ASEE Conferences, 2023.
  https://peer.asee.org/45008 Internet.  14 May, 2024

@INPROCEEDINGS{asee_peer_45008
author = "Alta Knizley, Morgan Green, and Shanti Bhushan"
title = "Establishing Consistent Evaluation Metrics to Combat Pre-Requisite Deficits in Entry-Level Mechanical Engineering Courses"
booktitle = "ASEE Southeast Section Conference"
year = "2023"
month = "March"
address = "Arlington, Virginia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45008}
number = {10.18260/1-2--45008}
}

TY  - CPAPER
AB  - In the aftermath of emergency online instruction, significant faculty turnover, and departmental restructuring, this university has faced challenges in maintaining appropriate, consistent instruction in some pre-requisite, entry-level mechanical engineering courses.  This is most clearly seen in the Thermodynamics I to Thermodynamics II sequence.  At this university, Thermodynamics I is a multi-section course, and has had varied instructors, including GTA instructors, over the past several semesters.  Despite strict requirements for adherence to ABET course topics and student outcome assessment, student experience and learning comprehension continues to have significant variation between sections.  This is readily observed in the Thermodynamics II course, as it typically only has a single course section and has been consistently taught by the same instructor over several semesters.   In this study, the authors examine the factors contributing to the deficit comprehension, obstacles to addressing the deficit, and the proposed solutions to combatting the pre-requisite instruction/comprehension deficit.  
AU  - Alta Knizley
AU  - Morgan Green
AU  - Shanti Bhushan
CY  - Arlington, Virginia
DA  - 2023/03/12
PB  - ASEE Conferences
TI  - Establishing Consistent Evaluation Metrics to Combat Pre-Requisite Deficits in Entry-Level Mechanical Engineering Courses
UR  - https://peer.asee.org/45008
DO  - 10.18260/1-2--45008
ER  -