Thurs, 28 Nov 2019, 01:33 grading
My students, I just got email from a student who has a misconception about grading in EE306, so I thought I should share my thoughts with all of you. The student writes: > Professor, > > I am available anytime after 6 on any weekday to come to your office. I > understand how the commands work but I’m not able to put them together to > form the programs correctly. A lot of the issues is having to do with > subroutines. I am hoping that I can come and demonstrate a level of > understanding to you that will allow you to help me pass this course. > > Thank You, > <name withheld to protect the student who wants to demonstrate understanding> This was his second email to me tonight in which he told me he deserves to pass EE 306, and wants to come and demonstrate that to me. If I am reading the student's emails correctly, he has a serious misunderstanding about grading in EE 306, and I hope in all engineering courses that he has in front of him over the next few years. Engineering is about "doing," not about "talking about doing." I welcome the interaction I suspect I will have with him, and I hope I can help him master the material. I am also looking forward to what he tells me that demonstrates his level of understanding. But what he "says" will not influence his grade; what he "does" will determine the grade he earns. As I have said many times already (and I suspect many of you are tired of me repeating it), at the end of the semester, I will look at the grades he received on all the graded material of the course, and I will use that record of what he has "done" to determine what grade I believe he has earned in the course. What he "says" he understands will not enter into that determination. I hope your Thanksgiving is going well. Try to not eat too much, and please do enjoy playing NIM with your folks and younger brother or sister. I have already received some email about how impressed some parents are with the game you developed! See you on Monday. Yale Patt