Karimi, A., & Manteufel, R. (2022, August), Students Poor Exam Performance in an Engineering Course after Twenty Months of Online Instruction and Efforts to Improve  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41419

\bibitem{asee_peer_41419}
  Karimi, A., \& Manteufel, R. (2022, August), \emph{Students Poor Exam Performance in an Engineering Course after Twenty Months of Online Instruction and Efforts to Improve}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41419

Amir Karimi and Randall Manteufel.  "Students Poor Exam Performance in an Engineering Course after Twenty Months of Online Instruction and Efforts to Improve".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41419 Internet.  22 Dec, 2024

\bibitem{asee_peer_41419}
  Amir Karimi and Randall Manteufel.
  "Students Poor Exam Performance in an Engineering Course after Twenty Months of Online Instruction and Efforts to Improve".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41419 Internet.  22 Dec, 2024

@INPROCEEDINGS{asee_peer_41419
author = "Amir Karimi and Randall Manteufel"
title = "Students Poor Exam Performance in an Engineering Course after Twenty Months of Online Instruction and Efforts to Improve"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41419}
number = {10.18260/1-2--41419}
}

TY  - CPAPER
AB  - Many universities stopped face-to-face instruction in March 2020 due to the COVID-19 pandemic and forced courses to be online through the summer 2021.  In the fall 2021, many students returned to face-to-face instruction.  After the two face-to-face exams, nearly 60% of the class was failing a heat transfer class that is significantly higher than pre-pandemic semesters. The instructor offered to meet one-on-one with each student and two-thirds of the class did meet with the instructor.  The instructor learned that many students (1) devoting less than 2 hours per week to the course outside class room, (2) do not read the textbook and (3) primarily study by reviewing instructor-provided notes the evening before the exam. The individual meeting helped build instructor-student connectedness and helped students develop a personal strategy to improve class performance.  Many students responded positively and grades improved from 40% mid-term pass rate to 73% final course pass rate, yet this is about 20% lower than pre-pandemic pass rates.   The improvement is largely attributed to improved student-instructor rapport and students being open to practical suggestions to help increase study productivity and improve student learning. 
AU  - Amir Karimi
AU  - Randall Manteufel
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Students Poor Exam Performance in an Engineering Course after Twenty Months of Online Instruction and Efforts to Improve
UR  - https://peer.asee.org/41419
DO  - 10.18260/1-2--41419
ER  -