Martin, R. L., & Afrin, T. (2023, March), Entry-level mathematics and engineering course grades as indicators of success in a Civil Engineering program  Paper presented at ASEE Southeast Section Conference, Arlington, Virginia. 10.18260/1-2--45006

\bibitem{asee_peer_45006}
  Martin, R. L., \& Afrin, T. (2023, March), \emph{Entry-level mathematics and engineering course grades as indicators of success in a Civil Engineering program}
  Paper presented at ASEE Southeast Section Conference, Arlington, Virginia.
  10.18260/1-2--45006

Rebekah L Martin and Tanjina Afrin.  "Entry-level mathematics and engineering course grades as indicators of success in a Civil Engineering program".  ASEE Southeast Section Conference, Arlington, Virginia, 2023, March.  ASEE Conferences, 2023.  https://peer.asee.org/45006 Internet.  11 May, 2024

\bibitem{asee_peer_45006}
  Rebekah L Martin and Tanjina Afrin.
  "Entry-level mathematics and engineering course grades as indicators of success in a Civil Engineering program".
  \emph{ASEE Southeast Section Conference, Arlington, Virginia, 2023, March}.
  ASEE Conferences, 2023.
  https://peer.asee.org/45006 Internet.  11 May, 2024

@INPROCEEDINGS{asee_peer_45006
author = "Rebekah L Martin and Tanjina Afrin"
title = "Entry-level mathematics and engineering course grades as indicators of success in a Civil Engineering program"
booktitle = "ASEE Southeast Section Conference"
year = "2023"
month = "March"
address = "Arlington, Virginia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45006}
number = {10.18260/1-2--45006}
}

TY  - CPAPER
AB  - Mathematics performance in Civil Engineering (CE) programs continues to be the limiting factor in a student’s progress when evaluated by graduation with a Civil Engineering degree within six years of matriculation and a GPA of 2.5 or higher. Higher performance in mathematics in the first few semesters correlates positively with engineering student success in concurrent second-year Engineering courses. However, the relation between math success and performance in subsequent upper-level engineering courses is not well known. Additionally, does poor performance in math and science prerequisites direct students towards specific concentrations defined by a student’s choice of electives? For example, fluid mechanics requires students to apply conceptual mathematics in a more abstract environment than fundamental mechanics courses. Compared to statics and higher-level civil engineering electives, can student performance in the prerequisite math and science courses predict success in fluid mechanics? This paper will analyze the performance of Virginia Military Institute (VMI)’s classes of 2020, 2021, and 2022 by correlating success in these higher-level courses with previous mathematical and science performance to answer these questions.  
AU  - Rebekah L Martin
AU  - Tanjina Afrin
CY  - Arlington, Virginia
DA  - 2023/03/12
PB  - ASEE Conferences
TI  - Entry-level mathematics and engineering course grades as indicators of success in a Civil Engineering program
UR  - https://peer.asee.org/45006
DO  - 10.18260/1-2--45006
ER  -