Guidelines & Policies

Co-Created Course Guidelines 

• Level of Instructor Implementation: Medium
• Description of Activity: Students co-create course guidelines for discussions or other aspects of the course.
• Discipline / Field: Any
• Course Type: Any
• Course Level: Any
• Approximate Class Size: Any
• Benefits to Students:
  • Gives students a choice in setting the guidelines for the course.
  • When students co-create course guidelines, they may feel more involved and part of the classroom community.
• Potential Challenges: 
  • Larger courses may require digital solutions to collect and summarize student-derived expectations.
• Implementation Recommendations: 
  • Include as an early graded assignment in the course.
  • For smaller, in-person courses, consider implementing as a class discussion activity.
  • For larger courses, ask students to submit their ideas through polls or digital forms for which summaries can more easily be generated.
  • Add additional important guidelines to those that the students create.
• Resource:
  • Supporting Student Success Through Teaching: A Resource for Instructors

Drop the Lowest Grade 

• Level of Instructor Implementation: Low effort
• Description of Activity: The instructor can drop the lowest grade for a series of assignments. Typically, this might be implemented when there are multiple homework assignments or quizzes all weighted similarly, but not for a singular major assignment. This provides students the option to drop an assignment if they have circumstances come up where they are unable to complete it.
• Discipline / Field: Any
• Course Type: Any
• Course Level: Any
• Approximate Class Size: Any
• Benefits to Students:
  • Students may have a variety of reasons why they are not able to perform well on a given assignment given competing academic and personal obligations.
• Potential Challenges:
  • An instructor might find it difficult to manage this process, particularly in larger courses.
• Implementation Recommendations:
  • Use Canvas digital solutions for dropping the lowest grade for a course by creating rules for an assignment group (see below).
• Resources:
  • Canvas. (n.d.) How do I create rules for an assignment group?

Choice-Based Grading

• Level of Instructor Implementation: Medium
• Description of Activity: Also known as choice-based assessment, this is a system of grading that gives students choice. For example, students might choose from a menu of assignments that count towards their final grade for the course, or students might choose the final weights of course assessments.
• Discipline / Field: Any
• Course Type: Any
• Course Level: Any
• Approximate Class Size: Small- or medium-sized is more logistically feasible
• Benefits to Students:
  • Supports self-regulated learning and has been shown to positively impact student performance (Cook, 2011; Rideout, 2018)
  • Can increase students’ sense of agency, self-efficacy, and motivation (Pope et al., 2025)
  • Students may have higher satisfaction with the design of the course by giving them sense of autonomy about their grades
• Potential Challenges: 
  • Ensuring that the assignments chosen accurately represent student achievement of learning outcomes
  • The logistical process of having students choose which assignments count or their weights may take time to complete
• Implementation Recommendations:
  • Provide students with clear guidance on how the choice-based assessment will work early at the beginning of the semester
  • Give students deadlines by which they must submit their choices
• References: 
  • Cook, A. (2001). Assessing the use of flexible assessment. Assessment & Evaluation in Higher Education, 26(6), 539–549. https://doi.org/10.1080/02602930120093878
  • Pope, L., Anacker, A. M., Burg, M. B., Dion, L., Plouffe, R. B., Vivanco, L. A., … & Parker, H. B. (2025). Impact of Choice-Based Assessment on Undergraduate Student Engagement, Stress Level, and Self-Efficacy. Journal on Excellence in College Teaching, 36(2).
  • Rideout, C. A. (2018). Students’ choices and achievement in large undergraduate classes using a novel flexible assessment approach. Assessment & Evaluation in Higher Education, 43(1), 68–78. https://doi.org/10.1080/02602938.2017.1294144

Self-Grading or Hybrid-Grading Choice 

• Level of Instructor Implementation: Medium effort
• Description of Activity: Students assess their own learning using a rubric or grading criteria provided by the instructor.  In a hybrid model, both evaluations are weighed together. For example, after submitting a project or assignment, students might score their work using the rubric and provide a justification for each score before the instructor reviews and finalizes the grade.
• Discipline / Field: Any
• Course Type: Any
• Course Level: Any
• Approximate Class Size: Any
• Benefits to Students:
  • Asking students to evaluate their own work builds metacognitive awareness. Students who engage seriously with a self-assessment often develop a clearer understanding of what excellent work looks like, which can improve future work.
  • The hybrid model gives students a sense of agency in the grading process without removing the instructor’s role.
• Potential Challenges: 
  • Some students may over- or under-assess their work, either out of strategic thinking or difficulty evaluating their own performance.
  • There is also a risk that students focus on justifying a higher grade rather than reflecting honestly on their work.
• Implementation Recommendations: 
  • Start with a low stakes assignment before using this approach on a major assignment. Provide a short reflection on what the student did well and what they can improve upon.
  • A structured self-assessment form with specific prompts tied to rubric criteria helps keep reflections honest and focused.
  • Be transparent with students upfront about how the two assessments will be weighed.
  • Framing the activity as a learning tool rather than a grade negotiation.
• Resource:
  • Faculty Focus Article: Collaborating with Students 

Skip the Final Exam or Project 

• Level of Instructor Implementation: Medium effort
• Description of Activity: If students achieve a certain level of mastery of the learning outcomes from the course, instructors can give them a chance to skip the final exam or final project.
• Discipline / Field: Any
• Course Type: Any
• Course Level:  Any
• Approximate Class Size: Any
• Benefits to Students: 
  • Students able to meet the learning outcomes early for a course can focus their efforts on other academic or co-curricular work.
  • Students who need more time to learn the material or could benefit from additional course assignments still could complete the final or final project.
• Potential Challenges: 
  • Students might not learn the material at the end of the course as effectively.
• Implementation Recommendations: 
  • Design the course such that all assignments prior to the final exam and final project ensure that students comprehensively fully engage with all learning outcomes of the course.
  • Instructors should check with their department as this choice may not be a feasible option in coordinated courses.
  • See Rutgers Class and Examination Policy

Flexible Attendance 

• Level of Instructor Implementation: Medium effort
• Description of Activity: Students are given the choice to miss a limited number of class sessions without any reduction of their participation grade.
• Discipline / Field: Any
• Course Type: synchronous courses only (online and in person)
• Course Level: Any
• Approximate Class Size: Any
• Benefits to Students: Class attendance has been shown to be strongly associated with student achievement (Credé et al., 2010). Such evidence provides a rationale as to why attendance might be considered within a participation grade for a course. Simultaneously, allowing some flexibility with regards to attendance can allow students to navigate their workload and personal circumstances.
• Potential Challenges:
  • Tracking attendance takes effort on part of the instructor, especially in larger courses.
  • Using polling software and forms is less secure as students can complete them without being present if they are sent to the link unless a special code can be given or accessed locked down to who is in the room or authenticated.
• Implementation Recommendations: 
  • Consider what is the most feasible way to take course attendance such as taking roll, using a seating chart, or having students sign an attendance sheet with their name.
  • Use “tickets” to make attendance more flexible. Students are given a certain number of tickets to use during the semester, with no questions asked. Once the tickets are gone, their grade will be reduced should they miss class.
• Reference:
  • Credé, M., Roch, S. G., & Kieszczynka, U. M. (2010). Class attendance in college: A meta-analytic review of the relationship of class attendance with grades and student characteristics. Review of Educational Research, 80(2), 272-295.

Delayed Assignment Submission with Reduction 

• Level of Instructor Implementation: Low effort
• Description of Activity: Students can submit assignments on time or after the deadline with a reduction (e.g., 15 or 25% of grade) with no questions asked.
• Discipline / Field: Any
• Course Type: Any
• Course Level: Any
• Approximate Class Size: Any
• Benefits to Students: Sometimes students have a variety of factors that impact their ability to turn in assignments on time. While simultaneously teaching the importance of deadlines, this guideline also allows students to have a second chance.
• Potential Challenges:
  • If not designed properly, students could wait until the end of the semester which could be detrimental to their learning, especially if the material builds upon itself in the course.
• Implementation Recommendations:
  • Indicate a final deadline for which students can turn in the assignment (e.g.,a week from due date) with the reduction

Flexible Assignment Deadlines Without Penalty 

• Level of Instructor Implementation: Medium effort
• Description of Activity: Instructors build in grace for assignment deadlines. One option is offering students two deadlines; a standard deadline and an extension deadline a few days to a week later. Students choose which works best for them, with no explanation needed.
• Discipline / Field: Any
• Course Type: Any
• Course Level: Any
• Approximate Class Size: Any
• Benefits to Students: Students may have a variety of reasons for requesting assignment extensions, both personal and academic. Students have reported less stress, being able to manage personal circumstances better, and better course achievement with extensions (Ruesch & Sarvary, 2022).  Further, flexible deadlines have been found to support students in completing their programs (Patton, 2000), and students report that they help them with time management and self-regulated learning (Hills & Peackock, 2022).
• Potential Challenges:
  • Students may not leverage the grace period and use the extra time to complete their assignment (Conner, 2024).
  • Further, having all assignments due at a specific time may result in increased workload for instructors at challenging times during the semester.
• Implementation Recommendations:
  • Intentionally plan assignment extensions with regard to grading workload feasibility, as well as ensure that students are turning in assignments early enough in ways that do not interfere with their learning of subsequent course material.
  • Integrate two deadlines to space out time spent grading.
  • Instructors can also vary the level of feedback they provide to students. For example, assignments submitted by the first deadline will receive feedback; later submissions may receive limited or no feedback from the instructor. 
• Resources: 
  • Sample language from the Ruesch & Savary (2022) study:
    • “We understand that there can be circumstances when students need more time to complete their assignments. All assignments have ideal due dates, and they also have extension due dates. We highly recommend that you submit assignments (if you can) but their suggested ideal due dates, to maintain a good rhythm of learning in the class. You can submit assignments by the extension due date without any penalty. We are providing the extension due dates so you can use them for certain times when you have other exams, sickness or you just simply need a break, and you do not want to think about an assignment.”
• References:
  • Conner, S. (2024). How students leverage assignment submission flexibility—A case study. Heliyon, 10(21).
  • Hills, M., & K. Peacock. (2022). Replacing power with flexible structure: Implementing flexible deadlines to improve student learning experiences. Teaching and Learning Inquiry 10. https://doi.org/10.20343/teachlearninqu.10.26
  • Inside Higher Education. Busting Myths About Deadline Extensions. https://www.insidehighered.com/news/student-success/2024/05/07/study-explores-extension-without-penalty-deadline-policy 
  • Patton, M. A. (2000). The importance of being flexible with assignment deadlines. Higher Education in Europe, 25(3), 417-423.
  • Ruesch, J. M., & Sarvary, M. A. (2024). Structure and flexibility: systemic and explicit assignment extensions foster an inclusive learning environment. Frontiers in Education, 9, 1324506. doi: 10.3389/feduc.2024.1324506

Assignment Redo 

• Level of Instructor Implementation: Medium effort
• Description of Activity: Students are given the opportunity to redo an assignment within specific parameters. For example, if they score below a certain grade, they can improve their grade by a particular percentage (e.g., 10%, 15%, or 25%) by redoing the assignment for a higher grade.  Students are also given a timeframe for submission that does not result in them turning in all course assignments at the end of the semester and still being able to keep up with the course flow.
• Discipline / Field: Any
• Course Type: Any
• Course Level: Any
• Approximate Class Size: Any
• Benefits to Students:
  • Being able to redo assignments gives students a second opportunity to demonstrate their learning. Assignment redos can be particularly useful for students to give them more time to demonstrate their learning after feedback (Tila & Levy, 2020).
• Potential Challenges: 
  • Regrading assignments can lead to a higher workload for instructors, which may not be reasonable.
  • Further, this approach might not be as feasible in larger-sized courses without a substantial amount of grading support.
• Instructor Recommendations: 
  • Consider what types of assignments are feasible to integrate a redo component
  • As needed, in larger courses seek out support from graders as possible
• Reference:
  • • Tila, D., & Levy, D. (2020). Revising online assignments and the impact on student performance at a community college. Community College Journal of Research and Practice. 
  
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Choice of GenAI Usage in Course 

• Level of Instructor Implementation: Varies by assignment
• Description of Activity: Instructors allow students to have a choice on whether they can use generative AI (GenAI) for an assignment within specific parameters. To better understand and support their learning process, students may be required to submit all prompts and outputs as well as write a reflection about how they used generative AI for the assignments, how it impacted the quality of their work, any limitations of the technologies, as well as what they learned through the process.
• Discipline / Field: Any
• Course Type: Any
• Course Level: Any
• Approximate Class Size: Any
• Benefits to Students: Allowing structured usage of GenAI within a course can support students in gaining practical skills for career readiness. Additionally, giving choice allows students who do not want to use GenAI for various reasons to use alternative methods.
• Potential Challenges: 
  • Students may use GenAI in ways that curtail their learning.
  • Students with access to more sophisticated technologies produce higher-quality assignments.
• Implementation Recommendations: 
  • Include your GenAI use policy for the assignment; what are the acceptable parameters of use?
  • If an instructor does not have an AI use policy, they c reference the AI Assessment Scale (see resources).
  • Intentionally design the assignment to ensure that students can still attain the learning outcomes in the course if they use GenAI.
  • Have students write a reflection that shares their process for completing the assignment using GenAI.
  • Have students submit any GenAI prompts and outputs.
  • Request that students only use the GenAI tools licensed by the university if they choose to use them.
  • Provide alternative methods that still accomplish the tasks and achieve assignment goals for students who do not want to use GenAI.
  • Take time to foster students’ literacy skills on GenAI.
• Resources:
  • • AI Assessment Scale: Provides language that instructors can use and adapt to describe how students are permitted to use GenAI on an assignment.
    • What to Know About Generative AI: Advice for Students: An infographic that can be posted to a Canvas site and shared with students
    • Navigating Generative AI in Coursework: Identifying & Addressing Pitfalls: Common scenarios instructors might face with GenAI and guidance
  
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