addressed comments

ASEE-DELOS_Cooper.aux

@@ -9,7 +9,7 @@
 \citation{nilson2015}
 \citation{bloom1971,kulik1990}
 \citation{nilson2015}
-\citation{nilson2015,blackstone2018}
+\citation{nilson2015,blackstone2019}
 \citation{passow2012}
 \citation{burguillo2010}
 \citation{carlile1998,morrison2004}
@@ -22,31 +22,36 @@
 \@writefile{lof}{\contentsline {figure}{\numberline {1}{\ignorespaces Laboratory schedule for the 14-week semester in upper-level engineering course. Each box represents an assignment that includes measurements, statistical analysis, and lab report. The ``Mass Measurement Contest'' asks students to use a combination of methods from weeks 1-9 to predict the mass of an object attached to a vibrating beam. The final two weeks are used to measure a first-order convective heat transfer problem, incorporating statistical uncertainty, finite element analysis, and verification.  \relax }}{3}\protected@file@percent }
 \providecommand*\caption@xref[2]{\@setref\relax\@undefined{#1}}
 \newlabel{timeline}{{1}{3}}
+\citation{seabold2010}
 \citation{burguillo2010}
 \@writefile{lof}{\contentsline {figure}{\numberline {2}{\ignorespaces Plotted above in (a) is the average change in lab report grade as a function of the first Report~\#0. The specification for passing Report \#0 is shown as a red line at 70 points. The green area above the ``Linear model change in grade''=0 shows the students that continuously improved their report grades throughout the semester. The dark red section in the lower-left, that has no student data, would be students that performed poorly and continued to decrease quality. The light-red section between 70 and 100 are the students that decreased quality to the point of risking failing Report~\#6. The yellow section between 70 and 100 above the orange risk section are students that decreased quality, but maintained high enough marks to not risk failing lab reports. There are three populations of students from Fall 2018 $\square $~markers and Fall 2019 $\circ $~markers:\IeC {\nobreakspace  }Red indicates students that failed Report~\#0, but their scores increased throughout the semester, Green indicates students that passed Report~\#0 whose scores continued to increase throughout the semester, and orange are students that passed Report~\#0, but their scores decreased throughout the semester. The orange marks in the red sections, "maintain poor quality" were at risk of failing other lab reports. In (b), box plots of the scores from 2018 and 2019 on reports 0-6 are plotted. The median is shown by a horizontal line, the notches indicate the confidence interval, the whiskers denote the range of scores, with outliers marked as circles, and the upper- and lower-quartiles are shown by the boxes above and below the median lines. The red-dashed line indicates the specification for a passing grade on the reports. \relax }}{5}\protected@file@percent }
 \newlabel{quality}{{2}{5}}
 \@writefile{lof}{\contentsline {figure}{\numberline {3}{\ignorespaces Plotted above is a histogram of the reported errors from Fall~2018 and Fall~2019 for the mass measurement contest. The average mass reported in Fall~2018 and Fall~2019 was 18~$\pm $~33~g and 41~$\pm $~27~g, respectively with error reported as standard deviation. The actual mass measurements were 32~$\pm $~2~g. The histogram is the error=(reported value - the actual value). \relax }}{6}\protected@file@percent }
 \newlabel{contest}{{3}{6}}
-\bibstyle{unsrtnat}
-\bibdata{ASEEpaper}
 \@writefile{lof}{\contentsline {figure}{\numberline {4}{\ignorespaces Plotted above is a histogram of the responses from senior capstone project students that either: took the project-based laboratory course concurrently with capstone, in the previous year, or not at all. The students were asked to rate the necessity of eight problem-solving and technical writing skills that were introduced in this project-based laboratory course.\relax }}{7}\protected@file@percent }
 \newlabel{contest}{{4}{7}}
+\bibstyle{unsrtnat}
+\bibdata{ASEEpaper}
 \bibcite{passow2017}{{1}{2017}{{Passow and Passow}}{{}}}
 \bibcite{evans1993}{{2}{1993}{{Evans et~al.}}{{Evans, Beakley, Crouch, and Yamaguchi}}}
 \bibcite{hume1739}{{3}{1739}{{Hume}}{{}}}
 \bibcite{kant1781}{{4}{1781}{{Kant}}{{}}}
 \bibcite{lillis2001}{{5}{2001}{{Lillis and Turner}}{{}}}
 \bibcite{conrad2017}{{6}{2017}{{Conrad}}{{}}}
 \bibcite{nilson2015}{{7}{2015}{{Nilson and Stanny}}{{}}}
-\bibcite{passow2012}{{8}{2012}{{Passow}}{{}}}
-\bibcite{burguillo2010}{{9}{2010}{{Burguillo}}{{}}}
-\bibcite{carlile1998}{{10}{1998}{{Carlile et~al.}}{{Carlile, Barnet, Sefton, and Uther}}}
-\bibcite{morrison2004}{{11}{2004}{{Morrison}}{{}}}
-\bibcite{awang2008}{{12}{2008}{{Awang and Ramly}}{{}}}
-\bibcite{bell2010}{{13}{2010}{{Bell}}{{}}}
-\bibcite{michieletto2018}{{14}{2018}{{Michieletto and Pagello}}{{}}}
-\bibcite{kluyver2016}{{15}{2016}{{Kluyver et~al.}}{{Kluyver, Ragan-Kelley, P{\'e}rez, Granger, Bussonnier, Frederic, Kelley, Hamrick, Grout, Corlay, et~al.}}}
-\bibcite{student1908}{{16}{1908}{{Student}}{{}}}
+\bibcite{bloom1971}{{8}{1971}{{Bloom et~al.}}{{}}}
+\bibcite{kulik1990}{{9}{1990}{{Kulik et~al.}}{{Kulik, Kulik, and Bangert-Drowns}}}
+\bibcite{blackstone2019}{{10}{2019}{{Blackstone and Oldmixon}}{{}}}
+\bibcite{passow2012}{{11}{2012}{{Passow}}{{}}}
+\bibcite{burguillo2010}{{12}{2010}{{Burguillo}}{{}}}
+\bibcite{carlile1998}{{13}{1998}{{Carlile et~al.}}{{Carlile, Barnet, Sefton, and Uther}}}
+\bibcite{morrison2004}{{14}{2004}{{Morrison}}{{}}}
+\bibcite{awang2008}{{15}{2008}{{Awang and Ramly}}{{}}}
+\bibcite{bell2010}{{16}{2010}{{Bell}}{{}}}
+\bibcite{michieletto2018}{{17}{2018}{{Michieletto and Pagello}}{{}}}
+\bibcite{kluyver2016}{{18}{2016}{{Kluyver et~al.}}{{Kluyver, Ragan-Kelley, P{\'e}rez, Granger, Bussonnier, Frederic, Kelley, Hamrick, Grout, Corlay, et~al.}}}
+\bibcite{student1908}{{19}{1908}{{Student}}{{}}}
+\bibcite{seabold2010}{{20}{2010}{{Seabold and Perktold}}{{}}}
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ASEE-DELOS_Cooper.bbl

@@ -1,4 +1,4 @@
-\begin{thebibliography}{16}
+\begin{thebibliography}{20}
 \providecommand{\natexlab}[1]{#1}
 \providecommand{\url}[1]{\texttt{#1}}
 \expandafter\ifx\csname urlstyle\endcsname\relax
@@ -58,6 +58,24 @@ L.~Nilson and C.J. Stanny.
 \newblock Stylus Publishing, 2015.
 \newblock ISBN 9781620362440.
 
+\bibitem[Bloom et~al.(1971)]{bloom1971}
+Benjamin~S Bloom et~al.
+\newblock Handbook on formative and summative evaluation of student learning.
+\newblock 1971.
+
+\bibitem[Kulik et~al.(1990)Kulik, Kulik, and Bangert-Drowns]{kulik1990}
+Chen-Lin~C Kulik, James~A Kulik, and Robert~L Bangert-Drowns.
+\newblock Effectiveness of mastery learning programs: A meta-analysis.
+\newblock \emph{Review of educational research}, 60\penalty0 (2):\penalty0
+  265--299, 1990.
+
+\bibitem[Blackstone and Oldmixon(2019)]{blackstone2019}
+Bethany Blackstone and Elizabeth Oldmixon.
+\newblock {Specifications Grading in Political Science}.
+\newblock \emph{Journal of Political Science Education}, 15\penalty0
+  (2):\penalty0 191--205, apr 2019.
+\newblock ISSN 1551-2169.
+
 \bibitem[Passow(2012)]{passow2012}
 Honor~J. Passow.
 \newblock {Which ABET Competencies Do Engineering Graduates Find Most Important
@@ -122,4 +140,9 @@ Student.
 \newblock The probable error of a mean.
 \newblock \emph{Biometrika}, pages 1--25, 1908.
 
+\bibitem[Seabold and Perktold(2010)]{seabold2010}
+Skipper Seabold and Josef Perktold.
+\newblock statsmodels: Econometric and statistical modeling with python.
+\newblock In \emph{9th Python in Science Conference}, 2010.
+
 \end{thebibliography}

ASEE-DELOS_Cooper.blg

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