Conference Session

Teaching Tools: Student Experience and Reflection (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Taru Malhotra, University of Waterloo; Carolyn G. MacGregor, University of Waterloo; Richard Li, University of Toronto, Canada; Alexander Edwin Kay Glover

Tagged Divisions

New Engineering Educators Division (NEE)

Paper ID #40284Student Involvement in Choice of Work in Progress: Course Activities andthe Impact on Student ExperienceDr. Taru Malhotra, University of Waterloo Dr. Taru Malhotra is a postdoctoral fellow in Engineering Education at the University of Waterloo’s Faculty of Engineering. She completed her Ph.D. (Language, Culture, and Teaching) at the Faculty of Education, York University, Toronto, Canada. Her research focuses on faculty development, exploring instructor beliefs and practices in STEM courses, online and blended learning, student perception, engagement, satisfaction, and achievement, course de- sign

Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sanaz Motamedi, University of Florida; Viktoria Medvedeva Marcus, University of Florida

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

with e-learningsatisfaction [20]. While this study did have a small sample size, and measured e-learningsatisfaction versus actual use, the study showed that students’ individual learning styles canimpact their perceptions of e-learning [20]. To understand if learning styles impact students’ performance in online courses, El-Sabagh, 2021 [21] developed an adaptive e-learning environment to measure its impact onstudent engagement. According to the study, an adaptive e-learning environment “personalizesinstruction to reinforce learning outcomes” by dynamically changing the way information istaught “based on the response of the students’ learning styles or preferences,” rather than that“one style fits all” approach used by non-adaptive e

Conference Session

Teaching Tools: Student Experience and Reflection (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anu Singh, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln

Tagged Divisions

New Engineering Educators Division (NEE)

engineeringknowledge and skills. In the course, students were assigned the role of associate engineers fora consulting group. The associates were responsible for providing engineering expertise torural communities to assist in developing local small agricultural and food manufacturingbusinesses and start-ups. Students were informed and familiarized with the course design,their roles, and activities in the early weeks of the semester. In class, limited time was allottedfor lectures on technical content and more on engaging students in workplace-like activitiessuch as discussions, training problems, and projects. Students were expected to completetraditional course lecture material outside of class so that class time could be efficientlyutilized to answer

Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University, San Luis Obispo

Tagged Divisions

New Engineering Educators Division (NEE)

expectations, and incorporating interactive andcollaborative activities to promote active learning. Additionally, educators should consider theuse of technology tools and platforms that support effective communication and facilitateseamless access to course content. By creating a well-structured course, educators can helpstudents navigate the learning process more effectively and maximize their learning outcomes inboth online and in-person settings.Overview of Teaching ModalitiesTo investigate the impact of teaching modalities on student success, this paper focuses on thedelivery of Thermodynamics 2, a challenging course, at a predominantly undergraduateinstitution. Three distinct modalities were employed in the study: face-to-face in person, hybrid

Conference Session

Teaching Tools: Communication (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexis P. Nordin, Mississippi State University; John Aaron Louis Grimes, Mississippi State University; Amy K. Barton, Mississippi State University; Shelly Sanders, Mississippi State University

Tagged Divisions

New Engineering Educators Division (NEE)

time (the time from which an article isaccepted for publication until the time when the article is published on the journal’s online site—sometimes as little as a matter of weeks), and Scopus includes some open-access journals, withfull articles accessible freely through the site. Journals may be added or removed from the listbased on criteria such as the regularity of their publication schedules, online availability,transparency regarding their editorial and ethics policies, and—perhaps most critically—citedness [5]. Scopus lists metrics like CiteScoreTM, Impact Factor (published annually byClarivate Analytics), and h-index scores for whole journals, individual articles, and authors,respectively.However, if teachers require students to

Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meghana Parameswarappa Jayalakshmamma, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

Tagged Divisions

New Engineering Educators Division (NEE)

Committee 6. Stream Corridor Protection Plan 7. Educational Campaign for a Stormwater Management Plan 8. Cost-Benefit Analysis to Compare Stormwater Management Strategies The feedback from students on the guest lecture (Table 1) wasoverwhelmingly positive (n=13/13). Many students expressed their admiration forthe intelligence and knowledge, highlighting the ability to deliver detailed andinteresting information about stormwater management. The students appreciatedthe real-life applications of stormwater management showcased and found thecontent about designing green infrastructure and different types of GIsparticularly engaging. Furthermore, the summaries uploaded by the students hadmore real-world practical applications as

Conference Session

Teaching Tools: Communication (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sean St. Clair, Oregon Institute of Technology; Dave Kim, Washington State University, Vancouver; Charles Riley, P.E., Oregon Institute of Technology

Tagged Divisions

New Engineering Educators Division (NEE)

results of these focus group meetings.IntroductionWritten communication is an important professional skill that is required for all successfulengineers. ABET’s Outcome 3 [1] requires that students must demonstrate “an ability tocommunicate effectively with a range of audiences.” Employers often cite an engineer’s abilityto communicate as essential, and one study found that this ability was perceived to be the mostimportant skill among government agencies [2]. Various studies, however, often reveal gapsbetween graduates’ abilities and employers’ expectations [3].Often, engineering students’ first exposure to engineering communication occurs when theywrite lab reports. Another fundamental ABET outcome is “An ability to develop and

Conference Session

NEE Technical Session 4 - Assessments: Grading and deadlines

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Carol Geary, Virginia Polytechnic Institute and State University

Tagged Divisions

New Engineering Educators Division (NEE)

education had on our development andlearning. Recently our research team of early-career engineering educators responsible forteaching first-year engineering students began to explore the topic of grades and gradingpractices in educational research, and as we explored a critical question emerged: As educators and researchers continue to engage in critical research and progressive conversations about the purpose and impact of grades and the way that educational structures and systems can innovate to reduce the negative byproducts and stigmas surrounding grades — how often in research and in these conversations are we meaningfully engaging with the most directly impacted stakeholders of grades and grading practices

Conference Session

Teaching Tools: Problem Solving and Hands-On Teaching (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D. Borgaonkar, New Jersey Institute of Technology; Teresa L. Keeler, New Jersey Institute of Technology

Tagged Divisions

New Engineering Educators Division (NEE)

. Additionally, educationalexperiences that are active, social, contextual, engaging, and student-owned lead to deeperlearning. The benefits of collaborative learning include the development of higher-level thinking,oral communication, self-management, and leadership skills; increase in student retention, self-esteem, and responsibility; exposure to and an increase in understanding of diverse perspectives;and preparation for real-life social and employment situations (Center for Teaching Innovation,2023; Stump et al., 2011).Integrated Curriculum: Individuals live and work in a connected world. An integrated curriculumcan simply be described as “making connections” (Drake and Burns, 2004). Connected learningis brain-building (NE DOE, 2017). The more

Conference Session

Faculty Development and Research Programs (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renee M. Desing, Oregon State University; Abigail Clark, The Ohio Northern University; Rachel Louis Kajfez, The Ohio State University; Cassie Wallwey, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

researchers, and their desires to participate ininterdisciplinary collaborations throughout their careers.The results presented in this paper are a set of recommendations for early career STEAM facultyresearchers to engage in interdisciplinary collaborations. Recommendations are based oncommon themes that emerged across cohorts from the longitudinal case study analysis, such asthe impact of incorporating an arts discipline in STEM, overcoming imposter syndrome, andusing storytelling techniques to communicate across disciplines. The results provide implicationsfor early career faculty researchers interested in bridging the divide between STEAM disciplinesto develop creative solutions to the world’s grand challenges and provide a baseline for

Conference Session

Faculty Development and Research Programs (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

James W. Giancaspro, University of Miami; Diana Arboleda, University of Miami; Aaron Heller, University of Miami; Ali Ghahremaninezhad, University of Miami

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

Paper ID #37078A Pathway to Initiate Engineering Education Research: A First-YearReflection on Faculty DevelopmentDr. James W. Giancaspro, University of Miami James Giancaspro, Ph.D., P.E. is an associate professor of civil engineering with an emphasis on struc- tures and mechanics. He has two years of industry experience and 17 years of teaching and research experience at the University of Miami, where he is also currently a graduate program director. His current engineering education research interests include instructional technology in mechanics, undergraduate student retention, and graduate student support.Dr. Diana

Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Toluwalase Opanuga, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Logan Andrew Perry, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

New Engineering Educators Division (NEE)

responsibility fordetermining what students should learn [4]. Nevertheless, instructors play a pivotal role infacilitating students' engagement in SDL practices and progressively developing students’ SDLskills [5], until they develop autonomy (i.e., manage all or most of their learning process on theirown). To effectively carry out this role, it is important that new educators become familiar withand adopt relevant teaching approaches.A significant aspect of fostering students’ SDL involves assessing their SDL skills. Inengineering education, quantitative assessment of students’ SDL skills has been achievedthrough analysis of pre-and post-test scores [6]-[7]; assessment of the impact of an interventionon SDL skills [5]; and longitudinal analysis [8

Conference Session

Teaching Tools: Student Experience and Reflection (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Divisions

New Engineering Educators Division (NEE)

stress about financialaid, which impacts retention [9]. As mathematics may be an early stumbling block for students,the framework of a hero’s journey can help form an early conception of engineering that mayallow students understand the difficulties that are common during the pursuit of an engineeringdegree [4] and establish a stronger identity as engineers. Prior research also highlighted the importance of a support network and connectedness toother engineering students. Valuable support networks can also include the broader universityand engineering communities. Mentoring programs help build networks for student support.Studies have used mentoring targeted at improving the retention of female engineering students[10]. One mentoring

Conference Session

Teaching Tools: Student Experience and Reflection (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeremiah Pina, Smith College; Glenn W. Ellis, Smith College; Rebecca Mazur

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

student retention (Danielak, et al., 2014)and in depth of student learning (Bransford, et al., 2000).The theory of Imaginative Education (IE) (Egan, 2005) argues that traditional education systemsoften neglect the imaginative and creative aspects of learning, which are crucial for intellectual,emotional, and social development. Further, it offers a framework for leveraging the humanability to imagine and emote as a way to support learning. Imaginative Education involvescreating engaging and meaningful learning experiences that tap into students' emotions, interests,and sense of wonder. Depending on the setting, it can involve using storytelling, drama, art,music, and other imaginative forms to help students understand and connect with the

Conference Session

Teaching Tools: Student Experience and Reflection (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Morgan R. Broberg, Purdue University; Jose Capa Salinas, Purdue University; Danielle N. Wagner, Purdue University

Tagged Divisions

New Engineering Educators Division (NEE)

-campusinstruction.Key findings include the growth in civil engineering knowledge for each cohort regardless ofdelivery method. Learners consistently identified innovative activities like debates and livedemonstrations as the most impactful for student learning. They identified hands-on activitiesand field visits as the most engaging and memorable. At the end of each course, instructors self-identified as gaining knowledge of research-based educational methods, greater ease in teachingand managing a classroom, and confidence in assessing student learning. The innovativeteaching approach to pre-college education has encouraged new cohorts of high school studentsto pursue engineering as a career and current graduate students to pursue engineering educationas a

Conference Session

Teaching Tools: Student Experience and Reflection (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christine B. Masters, Pennsylvania State University; Ibukun Samuel Osunbunmi, Pennsylvania State University

Tagged Divisions

New Engineering Educators Division (NEE)

Autoethnographic StudyIntroductionAn academic career may involve a semester or even years away from the classroom as onepursues research or enters administration. Unlike a sabbatical, where you may engage studentswhile expanding relationships in industry or another university, returning to the classroom after awhile in an administrator role has challenges and opportunities. This paper describes some of myexperience as a veteran administrator who recently returned to the classroom after nearly adecade away and shares lessons learned that I hope new educators find valuable.My early academic career was focused almost entirely on teaching and advising. For more than adecade, each year, I taught over a thousand students. In addition, I supervised nearly a

Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan, Flint; Sunzia Sultana, University of Michigan, Flint

Tagged Divisions

New Engineering Educators Division (NEE)

active engagement, a characteristic shared byteaching and learning processes, frequently manifesting through service-learning or community-based learning initiatives [4]. Gloria Rogers, formerly ABET's Managing Director ofProfessional Services, writes extensively on the topic of assessment. In an article entitled “Whenis Enough Enough?”, she says that data collection activities must be examined in light of goodprogram assessment practice, efficiency, and reasonableness. She says several questions need tobe asked, such as, “Is there a clear vision of why specific data are being collected?” She answers,“Without clearly defined outcomes, there can never be enough data because there is no focus”[5]. Demands for more rigorous research on the impact

Conference Session

Faculty Development and Research Programs (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Jennifer J. VanAntwerp, Calvin University

Tagged Divisions

New Engineering Educators Division (NEE)

Paper ID #38168What Do Engineering and Other STEM Faculty Need? Exploring the Nu-ancesof Psychological NeedsDr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on eDr. Jennifer J. VanAntwerp, Calvin University Jennifer J. VanAntwerp is a Professor of Engineering at Calvin University in Grand Rapids, Michigan. She earned an M.S. and Ph.D. in Chemical Engineering from the University

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yuzhang Zang, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

contributing meaningfully to 1the academic community, new faculty members will find practical guidance and actionable insightsto enhance their effectiveness and impact. Additionally, this paper will address the importanceof mentorship, self-care, and work-life balance, recognizing the critical role these factors play insustaining a fulfilling and sustainable career in academia.2 Strategies for Effective TeachingAs a new faculty member steps on their teaching journey, they will inevitably encounter challengesthat align with their passionate commitment to education. These challenges may arise from theinherent complexity of the teaching process and the diverse array of responsibilities that come

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gokce Akcayir, University of Alberta; Marnie V Jamieson, University of Alberta; Kristian Basaraba, University of Alberta; Duncan Buchanan, University of Alberta; Qingna Jin; Mijung Kim, University of Alberta; Janelle McFeetors, University of Alberta; Kerry Rose, University of Alberta

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

process what worked and didn’t work about their intuitive methods and consider new strategies (RQ1). • Engagement with student centered pedagogies and the impact of active learning strategies on the effectiveness of learning and retention of learning (RQ1). • The explicit recognition of metacognition and metacognitive skills in their own learning and the learning of the students they teach (RQ1). • Recognition of the value of experiential learning in a community of practice and the value of experiencing student centered and active learning pedagogies in the CoP (RQ2). • The emergence of an engineering educator identity (RQ2).Discussion, supporting interview data and data analysis of each of the five themes

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yuliana Flores, University of Washington; Cynthia J. Atman, University of Washington; Soraya Grace Barar; Jennifer A Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

all of the educators noticed more student absences, only Fiona added beingdisappointed. This particular example stood out because it reflected the excitement educators feelwhen sharing their area of expertise, but encountering limited student engagement. The nextexample is from week 5. As mentioned in theme 1, week 5's preparation was stressful but Gabbydescribes running the seminar as beginning smoothly and then feeling flustered by the noises inher home (as the seminars were delivered via Zoom and the teaching team was teaching fromtheir individual homes). Gabby’s example highlights the impact distractions have on educators'facilitating. There was also no other instance in which the educators mentioned something fromtheir personal lives

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, University of Illinois Urbana-Champaign; Jessica R TerBush, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Katie Ansell, University of Illinois Urbana-Champaign; David Mussulman, University of Illinois Urbana-Champaign; Chandrasekhar Radhakrishnan; Ilalee Harrison James, University of Illinois Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

dual-purpose of communicating valuable information to instructors while supportingstudent reflection on their team dynamics (see examples in [17]). Our experience is that utilizingsuch reflective tools in classroom activities may also equip instructors to become aware of andrespond to the team dynamics that are actively occurring in the classroom.Know your goalsHow groupwork is implemented should be tied closely to the instructor’s purpose for havingstudents work in teams. If the goal is to manage course staff workload and to facilitate a largenumber of students in a limited number of workstations, it may be appropriate to make choicesthat limit disruptive conflict and prioritize progress over equitable student experiences. Weencourage

Conference Session

EE/NEE Joint Panel Discussion: Ideas for an Enjoyable and Productive Sabbatical

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jean M. Andino P.E., Arizona State University; David V.P. Sanchez, University of Pittsburgh; Michelle Marincel Payne, Rose-Hulman Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown; Daniel B Oerther P.E., Missouri University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering Division (ENVIRON), New Engineering Educators Division (NEE)

Sustainable Innovation at the University of Pittsburgh. He serves as the Program Director for the Master’s in Sustain- able Engineering, the Undergraduate Certificate in Sustainability, the John C. Mascaro Faculty Fellows, and the Sustainability Global Engagement grant. He is the faculty lead for the University Honors College Food Ecosystem Scholar Community. His research lab, Sustainable Design Labs, focuses on fusing analytical chemistry, sustainability design principles and data analytics to address Water and Sustainability grand challenges. Current thrusts focus on Smarter Riversheds, Microbial Fuel cells and advanced oxidation and separation processes. Focused on co-creating long term partnerships that synergize

Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura Savage, Virginia Polytechnic Institute and State University

Tagged Divisions

New Engineering Educators Division (NEE)

their engagement and senseof community. In a large-scale study across civil engineering courses in three universities,students were asked to design their own games, which were then played by their fellow studentsin class. Through classroom observations, student surveys, and focus groups, they found apositive impact on engagement and performance with technical content, but no impact onstudents’ desire to stay in the major or sense of community [3] Several papers exist regarding the modeling of commercially available board gamesusing Markov chains, including Chutes and Ladders and Risk [4], [5]. However, none could befound that have studied the use of these games in a classroom and measured student outcomes.The analysis of these games is

Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University, San Luis Obispo; Steffen Peuker, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

Obispo and is the Director of the HVAC&R Program. His research interest are HVAC&R applications. Dr. Peuker’s educational research focuses on increasing student retention and success in engineering. He has given talks and workshops nationally on the subject and facilitates faculty learning communities and is the co-author of ”Studying Engineering – A Road Map to a Rewarding Career”. ©American Society for Engineering Education, 2024 Integrating Ethics into Engineering Education: A Case-Based Learning ApproachAbstract:This paper introduces an innovative method for infusing ethics into senior design capstonecourses within engineering education

Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Timothy A Wood, The Citadel; Stephanie Laughton, The Citadel

Tagged Divisions

New Engineering Educators Division (NEE)

worldaround them and build on the written knowledge of prior generations.Practicing engineers must have fluency in the languages of engineering; they must to use writing,math, and sketching to “paint in another’s mind the mental picture in one’s own”[22]. Engineersmust engage with the world curiously, aligning their mental model with the true nature of God’screated world as reliably described in published literature[23], [24]. How will the engineeringfield advance without knowing where it came from? In educating future practitioners, educatorsmust cover technical engineering concepts, but engineering students desperately need a recoveryof those lifelong learning habits of observation, understanding, affection, evaluation, application,and expression

Conference Session

NEE Technical Session 4 - Assessments: Grading and deadlines

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

real worldmuch more flexible than their artificial course deadlines, but by holding these rigid deadlinesthey were preventing students from learning to manage their time and projects [4]. Anotherauthor realized that being compassionate about deadlines builds community with the studentsand that some of the best work was turned in after the deadline [7]. Fairness was a concern, asstudents who turned in things late had more time to work on them and consider the problem.However, they conceded that few if any students complained about flexible deadlines beingunfair.Deadlines and DiversityIn a 2016 article, Boucher framed rigid deadlines as contributing to student stress and imposingunfair consequences on the most vulnerable students [8]. For

Conference Session

NEE Technical Session 4 - Assessments: Grading and deadlines

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

level of the assignment, acknowledging thediverse needs of students. Late Assignment Policy • Quizzes—need to be done on time; no make-up; for absences due to academic activities, let the instructor know before the quiz. • Applications and other assignments—1 to 2 days late, email the instructor; more than 2 days, email the instructor and tell them when you expect to get it done. • End Assessments—you must email the instructor and clear it with them first; make and communicate a plan of when it will be finished.Quizzes have the least impact on the grade and, thus, the least room for variation. Theyare also formative for the instructor to ensure students understand material