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Gradebook Missing and Late Policies

What are missing submission policies.

The  Missing Submission policy   lets you automatically apply a grade for all missing submissions in the New Gradebook.

A submission is labeled missing when the due date has passed and it has not been submitted. Only submissions with a status of Missing will be affected by the Missing Submission policy. The Missing Submission policy is set per course.

The Missing Submission policy allows you to define a grade that will be granted for missing submissions as a percentage of the total points possible. The percent entered is multiplied by the total points possible on the assignment and the resulting value will be awarded to missing submissions.

For example, to assign all missing submissions with a grade of 0, the Missing submission grade should be set to 0%.

Keep in Mind:

If a submission is received after the due date, the Missing label will be automatically replaced by the Late label. However, any label can be manually removed in the  Grade Detail Tray .

Setting a Missing Submission policy affects all assignments in a course , including assignments with due dates in the past. To exclude a specific assignment, mark the submission as something other than Missing in the Grade Detail Tray.

Applying a missing submission policy will not affect previously graded missing submissions. Therefore, the  Missing Submission policy should be set up when a course is created prior to creating assignments .

The Missing Submission policy will not be automatically applied to No Submission or On Paper assignments. However, a Missing label can be added in the Grade Detail Tray.

See the Canvas Guide for more detailed instructions on  utilizing Missing Submission policies .

What are Late Submission policies?

The  Late Submission policy   allows you to automatically deduct points on all late submissions.

A submission is labeled late when it has been submitted past the due date. Only assignments with a status of Late will be affected by the Late Submission policy. The late policy will be applied to a submission when it is graded.

The Late Submission policy allows you to define a percentage of the total points possible on an assignment that will be deducted for late submissions. Points can be deducted per day or hour the submission is late up until it reaches the lowest possible grade (determined by you within the settings).

For example, if the Deduct field is set to 10%, the interval is selected for Day, and the assignment is worth 10 points, 1 point will be deducted per day. If a submission is 2 days late, and the student is awarded full points, their final grade on the assignment would be 8 points (2 days late x 1 point deduction per day = 2 point Late Penalty).

Setting a Late Submission policy affects all assignments in a course , including assignments with due dates in the past. To exclude a specific assignment, mark the submission as something other than Late in the  Grade Detail Tray .

For the calculation of the Late Penalty, days late will be rounded up to the next whole number. For example, if a student submits 1.3 days late, the Late Penalty will treat the student as 2 days late. This behavior also applies for hour durations.

Applying a deduction to late submissions will automatically affect any previously graded submissions. Therefore, the  Late Submission policy should be set up when a course is created prior to creating assignments .

The Late Submission policy will not be automatically applied to No Submission or On Paper assignments. However, a Late label can be added in the Grade Detail tray.

See the Canvas Guide for more detailed instructions on  utilizing Late Submission policies .

You might also be interested in  Canvas' Late Policies: Instructor FAQs article .

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Late Submission of Course Work Policy

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Undergraduate Catalog > University Policies and Procedures > Undergraduate Course Policies > Late Submission of Course Work Policy

All course work (including, but not limited to: assignments, labs, quizzes, exams, and final projects) must be submitted no later than the due date unless prior arrangements are made with the mentor and a new due date is established 1 . If a student submits an assignment after the due date without having made arrangements with the mentor, a minimum of 5 points, (based on an assignment grading scale of 100 points), will be deducted for each week, or part thereof, that the assignment is late.

Students with documented evidence of an emergency which prevented prior communication with the mentor may present documentation to the mentor for consideration.

In order to receive credit for the discussion forum assignments, the student must actively participate during the assigned discussion period.

Course work will not be accepted after the last day of the term unless arranged as part of a Course Extension.

This policy applies to undergraduate and graduate students.

1 Students with approved accessibility accommodation may be exempted from point deductions.

Transfer Your Credit

Have you attended college before? If so, you may be able to transfer credits earned at other regionally accredited colleges or universities. The University also offers a variety of other ways to earn credit – all designed around the needs of adult learners, like you.

View more »

Submitting Assignments & Late Policy

Assignments.

Major assignments will be specified at the beginning of a semester in the course syllabus, so that students can organize their time effectively. All essays and other written assignments shall be written at the university level as far as grammar, style and structure are concerned. When this is not the case, instructors shall:

• Comment in writing on the deficient parts of the essay or other written assignment;
• Recommend that the student get help from the Centre for Academic Excellence; and
• Lower the grade in proportion to the seriousness of the deficiency.

Research papers for undergraduate courses should conform to the style requested by the professor. A summary of the three standard forms is found on the Writing Consultation website . Students are required to keep backup copies of all assignments submitted.

Electronic Submission

• For courses where electronic submission of assignments is required, it is the responsibility of the student to ensure that the instructor has received the assignment by the established due date and to ensure that the assignment submitted is the complete and correct version.
• Any student may be requested to submit papers in electronic form to facilitate the professor’s routine checks for academic fraud.

Late Assignments

Assignments should be submitted on the due date in order to receive full credit. The penalty for unexcused late assignments will be determined by the following scale:

• For each day or part thereof late, the instructor will reduce the assigned grade by one- third of a letter; e.g., “A” to “A-,” “B+” to “B.” Saturdays, Sundays and holidays are excluded from the reckoning.
• The above policy should be considered as being in effect unless the instructor indicates otherwise at the beginning of the semester in the syllabus. Instructors have the prerogative of implementing their own late assignment policies for individual courses.
• Excessively late assignments may receive no credit and result in failure. In some subjects, no late assignments will be accepted for credit, and this will be communicated to the students at the beginning of the course.

Extensions on Assignments

No instructor may grant extensions on any assignments, nor accept assignments after the final day of exams in the fall or winter semesters. Students requiring extension must follow the procedures outlined below.

Penalties for late assignments and attendance expectations will be stipulated in each course syllabus. The following procedure will be followed for students requesting extensions:

• If a student is not able to complete all assignments within a course by the last day of exams, the student may appeal to the Registrar for an extension. Such an appeal should be made in writing using a form available from the Office of the Registrar or Office of the Registrar online .
• Extensions will be granted by the Registrar only in cases where the student was clearly prevented from completing the assignments by circumstances beyond his or her control (e.g., hospitalization, illness documented by a note from a doctor, etc.). Extensions are not granted for what best could be described as “poor time management” or “over involvement” in an extracurricular activity.
• If a student is unsure if he or she has a valid reason to appeal, the student may wish to discuss the matter with the Registrar or the Dean of Student Life.
• If an extension or grade of “incomplete” is granted by the Registrar, all work for the course will be due with a new deadline. Once an “incomplete” is granted, it is the student’s responsibility to contact the instructor and make satisfactory arrangements to complete the outstanding work.
• Failure to submit assignments by the deadline will result in failing grades (a grade of “F”) on those assignments, and the final grades on courses will be calculated accordingly.
• The decision of the Registrar may be appealed in writing to the Academic Standards Committee. The Academic Standards Committee will respond in writing to the student and provide a copy of the decision to the various parties. The decision of the Academic Standards Committee is final.

Assignment Policy for Spring/Summer Courses

The Undergraduate Studies policy on assignments for fall and winter courses also applies to spring/summer courses. Instructors have the prerogative of implementing their own late assignment policies for individual courses.

Final assignments for spring/summer courses must be submitted by the due date outlined in the course syllabus, which must be no later than three weeks after the final scheduled class of the course.

Assignment Policy for Modular Courses

Students in modular courses should refer to the assignment policy noted in the Student Guide for Modular Programs in conjunction with the policies outlined in the Academic Calendar .

Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Late Assignments: Tips From Educators on Managing Them

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Today’s post finishes up a two-part series on how different teachers handle late student work.

‘Taking Late Work Can Be Challenging’

Ann Stiltner is a high school special education and reading teacher in Connecticut with more than 20 years of experience in education. She shares her passion and love for working in the classroom at her blog from Room A212 (www.annstiltner.com/blog). Follow her on Twitter @fromrooma212:

Being a special education teacher means most of my students have the IEP modification of extra time, which generally translates to time and a half. For a test a teacher gives a class one hour to do, my student would have 1½ hours. For a project the class had one week to complete, my student would have 11 days. However, even with this extra time, some of my spec. ed. students are not able to complete the work. With diagnoses such as ADHD, LD (Learning Disabilities), or anxiety, they find maintaining focus and accessing one-on-one support difficult to fit into these time constraints. Their motivation is unpredictable based on their mood, family challenges, or social drama.

Due to these factors, I have adopted a policy where I accept work from both regular and special education students at any time for full credit or I take points off for each day late depending on the circumstances and if that will motivate a student to finish.

I realize that taking late work can be challenging for teachers of 100-plus students. It means constantly updating your grade book and keeping track of papers. Some teachers don’t accept late work because they think a firm cutoff teaches students the importance of meeting deadlines. Even though I agree this is an important skill, I fear that some students won’t learn that lesson from a policy of not accepting work late. These students prefer to give up and forget about the assignment in order to feel a sense of control and protect themselves from failure. Getting a zero on an assignment does not make them rethink their decision to not do the work, since a zero to them doesn’t mean the same as it does to us teachers. To them, a zero is the grade they think they deserve based on their past experiences.

I have found a time limit gives students a reason to give up and not try. This is learned helplessness in action. My working definition of learned helplessness is a person’s lack of effort due to previous experiences which have taught them that making even the smallest effort won’t make a difference.

For many students, trying involves a large investment of cognitive effort and a huge risk to put themselves out there. They are not ready to set themselves up for what, they are sure, will make them feel like a failure and especially not in a setting where they might be bullied, yelled at, or insulted. If they do not feel safe and supported, they will not risk being teased by their classmates. This is the thinking behind my policy to accept late work at any time. I do not want my conditions and requirements to be used as an excuse for why they do not engage in my lesson and do the work.

This same philosophy explains why I provide supplies like writing utensils or computer chargers. I consciously decide not to create barriers for a student to complete work. I do not want to rob them of a chance to engage with the material, learn something new, experience deep thinking and feed their curiosity by dictating conditions that they can blame for not engaging in the work. Accepting an assignment late gives them time to get motivated or set up one-to-one support so they can focus on the work when they are ready. I do not want to distract students with rules concerning time limits, pen vs. pencil, or on paper vs. on computer.

Don’t get me wrong: I do have classroom rules and expectations. I want the focus in my class to be on what is most essential—learning. This approach means the student—and their parents—will have a hard time holding me responsible for their grade. The responsibility falls on the student and their choices. This open policy allows me to create rapport when I explain my belief in their ability to do the work and my dedication to provide them the support and necessary modifications to be successful. If and when a student is ready to engage in the work, make an effort and take a risk, I am ready.

‘A Balanced Approach’

Ruth Okoye, Ed.D., is a 30-year veteran educator. She has taught in private and public school settings and is passionate about literacy, educational technology, and ed-tech coaching. She currently serves as the K-12 director at a nonprofit organization:

As an ed-tech coach working with fellow educators in their journey of professional growth, handling assignment submissions beyond the designated due date is a nuanced process that reflects both practicality and a deep understanding of individual circumstances. The approach I adopt recognizes the unique challenges that my learners who are teachers face in their daily lives, and it aims to create an inclusive learning environment that supports their development while acknowledging the diverse contexts in which they operate.

My policy on due dates is rooted in the realization that a one-size-fits-all approach fails to account for the myriad of responsibilities and situations that learners encounter. Rather than rigidly adhering to stringent deadlines, I advocate a balanced approach that considers the academic integrity of assignments and the need for flexibility.

To strike this balance, I establish a preferred due date for assignments, considering the majority of learners and allowing them ample time to complete their work. This desired deadline also has a more concrete counterpart—a hard deadline—that offers a reasonable time frame for those genuinely committed to finishing their tasks. This dual-deadline structure allows proactive learners to demonstrate their dedication while acknowledging the potential challenges others may face.

For example, in a book study, there would be weekly assignments. The posted due dates would give the learners three weeks to get each assignment done. I would establish a hard deadline for all assignments two weeks after the study is completed. I’ve found that for a six- to eight-week book study, that allows ample time for a learner to deal with an external complication and then get back on track.

Of course, the purpose of the assignment plays a significant role in determining the flexibility of the due date. For instance, tasks geared toward in-class reflection, like exit tickets, maintain their original deadline as they serve an immediate and time-sensitive purpose. On the other hand, assignments designed to assess learners’ application of covered material need a more lenient approach, allowing participants the time to digest the content and apply it effectively.

I also believe in allowing learners ample time to attempt tasks and even granting multiple opportunities for submission. This practice is grounded in the understanding that the learning process is not linear, and different individuals require varying duration to internalize and implement new concepts. By granting extensions and multiple tries, I encourage a growth mindset and empower learners to engage more deeply with the subject.

One of the cornerstones of my policy is the recognition that external factors beyond the learning experience can impact a learner’s ability to meet deadlines. Illness, family emergencies, or resource constraints can hinder progress, and rigid due dates should not serve as barriers to measuring their ability to apply course concepts. Instead of penalizing them for circumstances beyond their control, I aim to evaluate their understanding of the material and capacity to use it effectively, irrespective of external hindrances.

So you can see, my approach to handling late submissions from learners revolves around flexibility, empathy, and practicality. By acknowledging the diverse challenges teachers face and tailoring due dates to the purpose of assignments, I create an environment that fosters deep learning, personal growth, and a commitment to the subject matter. This policy recognizes the unique circumstances of each learner. It underscores the overarching goal of professional learning—to nurture and support the development of capable and resilient professionals in education.

What Is the Goal?

Jessica Fernandez is a full-time high school teacher and instructional coach near Chicago who specializes in teaching multilingual English learners and in supporting colleagues to make small language shifts that will benefit all learners:

Fortunately, my high school freshman English PLC has decided to have two categories: formative (anything at all that is practice), which is weighted 10 percent, and summative, which is weighted 90 percent. Since the purpose of formative tasks is to practice a skill they will later demonstrate, late work is accepted until we complete the summative demonstration for that skill. Afterward, there’s not so much of a point, plus it would drive us crazy and make work-life balance tough.

The goal, after all, is to give frequent and prompt feedback so kids can improve before their final summative demonstration. Late points are more of what we used to call “habits of work”; important soft skills, yes, but for our purposes, if the kid practiced for their summative skill demonstration, I’m happy, and I’m not scoring them on timeliness. Who knows what they had going on? I’ve gotten grace, and 10 percent won’t make or break their grade anyway.

Thanks to Ann, Ruth, and Jessica for contributing their thoughts!

Today’s post responded to this question:

How do you handle students turning in work after the due date, and why do you apply that policy?

In Part One , Chandra Shaw, Stephen Katzel, and Kelly Owens contributed their ideas.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Just a reminder; you can subscribe and receive updates from this blog via email . And if you missed any of the highlights from the first 12 years of this blog, you can see a categorized list here .

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Course Catalog | Liberty University

Academic information and policies.

​Jason Byrd , B.S., M.B.A. University Registrar

Lori Baker, B.S., M.A. Senior Associate Registrar for Student Services and Records Program Manager for Commencement

Jaime Velastegui, B.S., M.A. Assistant Registrar for Student Services and Records

Jason Suitt, B.S., M.Div. Assistant Registrar for Transfer Evaluations

Martin Granda, B.S., M.A. Assistant Registrar for Transfer Operations

Travis Hoegh Associate Registrar for Academic Operations

Amanda Collins, B.S. Assistant Registrar for Academic Curriculum

Clark Strawser, B.S., M.A.P.P. Assistant Registrar for Academic Operations

Tracy Godsey, B.S. Assistant Registrar for Academic Policy

​Ben Bailey , B.S., M.A.T.S. Assistant Registrar for Academic Support

Tom Calvert, B.S., M.A. Associate Registrar for Academic Success

Ashley Coleman, B.S., M.Ed. Assistant Registrar for Academic Success

Dina Johnston, B.S., M.A. Associate Registrar for Degree Conferral

Carrie Hodges , B.S., M.A.  Assistant Registrar for Graduate Degree Conferral

​Jess Clark , B.S., M.A. Assistant Registrar for Undergraduate Degree Conferral

​Allison Davis , B.A., M.A.  Associate Registrar, College of Osteopathic Medicine

​Brett Brenner , B.S., M.A.  Assistant Registrar, College of Osteopathic Medicine

​Carol Cordle   Associate Registrar, School of Law

Luke Gentala, B.S, M.A.R. University Ombudsman

Semester Credit System

The University operates on the semester system. The unit for counting credit is the semester hour. A semester hour of credit consists of the equivalent of one 50-minute period of class work for 15 weeks, with an assumption of two hours of outside preparation or two 50-minute periods of laboratory work for each semester hour. Online courses are equivalent to the number of classroom contact hours (750 minutes per credit hour) expected in a synchronous residential course.

Enrollment Verification

A student is enrolled when they are registered for a course and have attended the course and/or completed academic work for the course after its start date. For enrollment verification purposes, the University policy can be viewed in the  Policy Directory .

Semester Load and Overload

To ensure students are successful in their academic endeavors, the University has placed a limit on the maximum number of semester hours students are able to take.

Graduate, post-graduate, and doctoral students

• Master’s-level graduate students are considered to be full-time when enrolled in nine or more hours per semester. Post-graduate and doctoral students are considered full-time with a semester load of six or more semester hours.
• Graduate, post-graduate, and doctoral students have a maximum semester limit of 15 hours.
• Graduate, post-graduate, and doctoral students must have a Liberty University cumulative GPA of 3.5 or above to be eligible for overload up to 18 hours and above a 3.5 to be eligible for overload up to 21 hours.

Undergraduate students

• Undergraduate students are considered to be full-time with a semester load of 12 or more semester hours. 
• Undergraduate students have a maximum semester limit of 18 hours. 
• Undergraduate students must have a Liberty University cumulative GPA of 3.0 or above to be eligible for overload up to 21 credit hours, and a GPA of 3.5 or above to be eligible for overload up to 24 credit hours.

All students

Students must seek permission to take more than the maximum hours in a semester and will be required to pay additional tuition for each credit hour they take over the maximum semester limit.  Students may review potential overload charges by accessing this  chart  in the Academic Catalog or by contacting Student Financial Services to confirm the exact charges.

Certain degree programs may require a higher Liberty University cumulative GPA for approval. 

Due to financial aid regulations, if students use their semester overload to take courses outside their degree completion plan requirements, they should be advised that this could cause issues with their financial aid.  Students can check to see whether the course is required for their degree by reviewing the Degree Completion Plan Audit or by contacting their Academic Evaluator to confirm.

Students who want to request overload must secure permission from the Registrar’s Office and may seek this approval by submitting a request at  www.liberty.edu/overload .

Grades, Quality Points, and GPA

All work is graded by letters which are assigned quality points as indicated below:

A student’s cumulative GPA comprises all Liberty University coursework completed at the current academic level (Undergraduate, Graduate or Doctoral) regardless of prior degree conferral, broken enrollment or a program/major change. To determine the grade point average (GPA), the quality points earned are divided by GPA hours completed. GPA hours are hours that are used in the calculation of the GPA. The following grades are included in GPA hours: A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F, and FN. Grades of AU, I, IP, NF, NP, P, PR, Q, R, and W are not included in GPA hours. A grade of B, for example, in a course bearing three semester hours of credit would be assigned nine quality points and a grade of C in that course, six quality points. Thus, if a student takes 16 semester hours of work and earns 40 quality points, his GPA is 2.50 (40 quality points divided by 16 semester hours). Only courses taken at Liberty are used in computing the GPA. Cumulative GPA is calculated to the hundredths place and is not rounded.

Grading Scales

Liberty University incorporates a standardized 1,000-point system across all undergraduate, graduate, and doctoral programs. The undergraduate programs utilize a 100-point scale, and the graduate and doctoral programs utilize an 80-point scale to differentiate between letter grades. The grading scale will be posted within the syllabus for each course. Students are encouraged to review the syllabus for each course individually to verify the grade scale.

Student Classification

The classification of students at Liberty is based on their degree level and number of earned semester hours.

Advisors and Course Selection

Each resident student will be assigned a faculty advisor upon acceptance to the University. The advisors will guide students in course selection. All questions concerning academic issues should be directed to the advisors. Students are encouraged to contact their advisors for help with any school-related problems they may encounter during the academic year.

Liberty University Online will assist online students throughout their studies. Liberty University Online serves to guide students in their course selection as well as help answer questions regarding academic issues or school-related problems.

Course Planning

A course planning schedule is provided in order for students to plan their classes for upcoming semesters. The planning schedule presents every class offered and the terms where it is scheduled to be taught. This schedule is sorted alphabetically by class. The course planning schedule is available online at: https://www.liberty.edu/registrar/course-planning-schedule/ .

Transfer of Credits

Only courses and degrees from institutions accredited by agencies recognized by the Department of Education will be evaluated for transfer credit (e.g., SACSCOC, TRACS, ABHE, etc.). Applicants must request official transcripts to be sent directly from the Registrar(s) of the previous school(s) to the Offices of Graduate Admissions. These transcripts must be received before an admission decision will be made. Credits transferred from other institutions are awarded grades of P for Pass, and do not impact a student’s Liberty University GPA or academic standing.

In order to receive direct credit for a course, the description must overlap the Liberty University course content at least 80%. Courses that do not match a Liberty University course by at least 80% are eligible to transfer as elective credit where allowable. Elective credit is coded as 5XX to 9XX, depending on the level of the course.

Course work from a degree on the same academic level previously earned through Liberty University is considered transfer credit, and is subject to the same restrictions as course work completed through other institutions.

See additional information about the evaluation of graduate transfer in the Graduate Admissions Section.

Experiential Learning Credit

In order to demonstrate they have met the learning outcomes of a course, students who have already applied to Liberty University may submit an Experience Plus portfolio. Students are responsible for identifying the courses for which they intend to show equivalency, but they are encouraged to first make sure that their program does not involve any kind of licensure or other certifications that are received from state or other government entities or military branches as these circumstances prevent a student from going through this process. The portfolio review requires a nonrefundable $100 assessment fee. Students seeking credit for more than one course must submit a separate portfolio per course for which credit is requested. A maximum of 50% of experiential learning credits can be awarded and applied toward a graduate degree at Liberty University.

The Portfolio Guidelines are as follows:

• Students must be accepted into a program at Liberty University.
• Prepare a portfolio(s) using the guidelines established at  http://www.liberty.edu/online/credit-experience-by-portfolio .
• Portfolios will be evaluated by appropriately credentialed faculty to determine if credit can be awarded for life experiences. Students are not guaranteed credit for these experiences.
• Portfolios may not be submitted for internships, practica, dissertations, thesis courses, or other courses that are identified as non-transferrable.
• The hours awarded are counted as transfer hours and are not considered as hours earned at Liberty University. These credits will not be applied to a student’s GPA calculation.
• Credit earned through this process will not be counted toward the required minimum institutional credits that must be completed through Liberty University for a graduate degree.

Military Evaluations

Liberty University will evaluate students’ prior military experience and develop a degree plan for each student to follow. Evaluations will be based solely upon the recommendations of the American Council of Education (ACE) guidebook,  A Guide to the Evaluation of Educational Experiences in the Armed Services . Military applicants should send in military transcripts or documentation from their particular branch of service. If those documents are unavailable, applicants should submit a copy of their DD214, 2-1, 2A, or DD295 for evaluation.

Outgoing Transfer Credit  

Transferability of credit earned through Liberty University is at the discretion of the receiving institution.

Priority Registration for Residential Military Students

All residential students who have verified their status as a current military service member or veteran will be assigned a unique PIN number before registration opens each semester. The PIN will be emailed to students and allow access to course registration on the early registration date associated with Special Groups. More information about the specific dates in the registration schedule will be posted on the Registrar's Course Registration web page each semester.

Online Course Registration, Activation, and Completion Dates

Online students may register for courses online via the Course Registration Tool at the following link: https://www.liberty.edu/registrar/course-registration/ . A student’s enrollment period (course activation) begins the first day of the sub-term, provided the student is in good academic standing and has paid the tuition or secured financial aid approval. Students are encouraged to allow sufficient time to review their course materials before the beginning of the sub-term. See the University calendar for sub-term dates.

The full policy statement and procedures are published in the  Policy Directory .

Online Course Materials

Online students must purchase all course materials from MBS Direct. Materials for some practicums and intensives may be purchased from the University Bookstore. Students should purchase materials after registration but prior to the sub-term begin date (course activation). Liberty does not guarantee that required course materials will be available after the sub-term activation date. Tuition does not cover the cost of course materials.

Class Attendance

Regular attendance in courses is expected throughout the length of the term. The U.S. Department of Education requires that every university monitor the attendance of their students.

The full policy statement and procedures are published in the Policy Directory online at https://wiki.os.liberty.edu/display/IE/Class+Attendance+Graduate .

Class Cancellation Policy

From time to time, it may be necessary to cancel a class because of insufficient enrollment or other extenuating circumstances. The decision for such a cancellation is ultimately that of the Provost of the University. The full policy and procedures are published in the  Policy Directory .

Late Assignment Policy for Residential Courses

Course assignment should be completed on time. If the student is unable to complete an assignment on time, then he or she must contact the instructor prior to the assignment due date.

The full policy and procedures are published in the  Policy Directory .

Late Assignment Policy for Online Courses

Course assignments, including discussion boards, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, he/she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

• Late assignments submitted within one week of the due date will receive up to a 10% deduction.
• Assignments submitted more than one week and less than two weeks late will receive up to a 20% deduction.
• Assignments submitted two weeks late or more or after the final date of the class will not be accepted outside of special circumstances (e.g., death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
• Group projects, including group discussion board threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g., death in the family, significant personal health issues) will be reviewed on a case-by-case basis by the instructor.

Course Audits

Students who wish to audit an online course may do so for a fee (see Expenses and Financial Policy section). Audit fees are not covered in block-rate tuition, and audited courses will not be used to determine full- or part-time status. Auditors will not be expected to take quizzes or examinations. A grade of AU will be recorded on the auditor’s permanent record.

Audited courses will not count toward graduation requirements.

Resident Students

Course audits may not be added via the Course Registration Tool, but must be requested in person at the Registrar’s Office. Requests to audit a residential course will only be accepted during add/drop week (or the week before the start of a summer term for summer courses). Audit requests for residential courses will be processed and added on the last day of the add/drop period, pending seat availability. A student wishing to change from credit to audit status for a course may only do so until the last day of the add/drop period. Requests to change to or from audit status after the add/drop period will be denied. Lecture-only courses may be audited. Courses considered lecture/lab, labs, private instruction, etc. may not be audited.

Online Students

Course audits may not be added via the Course Registration Tool, but must be requested by emailing the Registrar’s Office at [email protected] . Requests to audit an online course will only be accepted during the registration timeframes before a term starts.  Audit requests for online courses will be processed and added, pending availability. A student wishing to change from credit to audit status for a course may only do so until the last day of the registration deadline. Requests to change to or from audit status after the registration deadline will be denied.  Courses considered lecture/lab, labs, private instruction, etc. may not be audited.

Academic Standing

Students must maintain satisfactory academic standing to remain at Liberty.

Academic standing is calculated at the end of each Fall and Spring term, or upon completion of all courses within a term, and is based on the student's cumulative GPA. At the discretion of the Registrar’s Office, a student may have his/her standing updated to good standing after completion of all courses in the Summer term. Please refer to the end of this sub-section for a chart listing the cumulative GPA’s required for good academic standing for all current degree programs.

A student’s cumulative GPA comprises all coursework completed at the current academic level (Undergraduate, Graduate or Doctoral) regardless of prior degree conferral, broken enrollment or a program/major change.

Academic Warning

Students failing to attain and maintain the cumulative GPA required for good academic standing in their degree program will be placed on Academic Warning . Students on Academic Warning will be required to take GRST 501 Graduate Success Strategies (0 c.h.) in their next semester of enrollment, unless they have already taken and passed the course.

Academic Probation

At the end of the term on Academic Warning, students who fail to raise their cumulative GPA to the required level will be placed on Academic Probation . Students on Academic Probation will be required to take GRST 501 Graduate Success Strategies (0 c.h.) in their next semester of enrollment, unless they have already taken and passed the course.

Additionally, students who are enrolled full-time and fail all courses will be placed on Academic Probation, unless they were previously on Academic Probation or Academic Suspension. Students who are enrolled full-time and fail all courses while on Academic Probation or Suspension will progress to the next academic standing level.

Academic Suspension

At the end of the term on Academic Probation, students who fail to raise their cumulative GPA to the required academic level will be placed on Academic Suspension .

All graduate and doctoral students, both residential and online, who desire to return to Liberty in the future must appeal to the Registrar’s Office in writing through the designated portal. Appeals will be considered by the academic department. If the student’s appeal is approved, an Academic Contract will be formulated. The student must agree in writing to abide by the terms of the Contract before being permitted to register for courses.

Academic Dismissal

Students who fail to raise their cumulative GPA to the required academic level (see above) by the end of the subsequent term and/or who fail to meet the terms of their Academic Contract will be Academically Dismissed and will not be allowed to appeal to return to Liberty unless a period of at least two academic years has passed.

When academic standing is updated, students on Academic Warning , Probation , Suspension , and Dismissal will be sent a notification by the Registrar’s Office.

Students on Academic Suspension or Academic Dismissal are not eligible for admission as Special (non-degree-seeking) Students.

Academic Standing GPA Chart

• Advanced Graduate Certificates - ALL (excluding Executive & Post-Graduate Certificates)
• Graduate Certificates - ALL (excluding the Graduate Certificate in Epidemiology)
• Master of Arts in Applied Ministry (MA)
• Master of Arts in Biblical Exposition (MA)
• Master of Arts in Biblical Languages - 36- & 45-hour (MA)
• Master of Arts in Chaplaincy (MA)
• Master of Arts in Christian Ministry (MACM)
• Master of Arts in Church Planting (MA)
• Master of Arts in Educational Ministries (MA)
• Master of Arts in Humanitarian Action & Human Rights (MA)
• Master of Arts in Religion (MAR)
• Master of Arts in Sports Chaplaincy (MA)
• Master of Arts in Theological Studies (MATS)
• Master of Arts in Worship Studies (MA)
• Master of Divinity (MDiv)
• Master of Divinity-Chaplaincy – 72-hour (MDiv) 1
• Master of Divinity-Chaplaincy – 75-hour (MDiv) 1
• Master of Divinity-Chaplaincy – 93-hour (MDiv) 1
• Master of Divinity in Professional Chaplaincy (MDiv)
• Master of Religious Education (MRE)
• Master of Arts in Executive Leadership (MA)
• Master of Arts in Human Services (MA) 1
• Master of Arts in Human Services Counseling (MA)
• Master of Arts in Interdisciplinary Research (MA)
• Master of Arts in Interdisciplinary Studies (MA)
• Master of Arts in Pastoral Counseling (MA)
• Master of Education in Curriculum & Instruction (MEd)
• Master of Education in Teaching & Learning (MEd) 1
• Master of Education in Higher Education (MEd)
• Advanced Standing Master of Social Work (MSW)
• Doctor of Business Administration (DBA)
• Doctor of Business Administration - project (DBA) - students admitted for Fall 2020 forward 1
• Doctor of Criminal Justice (DCJ)
• Doctor of Education in Administration & Supervision (EdD)
• Doctor of Education in Christian Leadership (EdD) - 54-hour
• Doctor of Education in Christian Leadership (EdD) - 60-hour 1
• Doctor of Education in Community Care & Counseling (EdD)
• Doctor of Education in Curriculum & Instruction - 54-hour (EdD)
• Doctor of Education in Curriculum & Instruction - 60-hour (EdD) 1
• Doctor of Education in Educational Leadership - 54-hour (EdD)
• Doctor of Education in Educational Leadership - 60-hour (EdD) 1
• Doctor of Education in Higher Education Administration (EdD)
• Doctor of Education in Instructional Design & Technology (EdD)
• Doctor of Education in School Administration & Supervision (EdD) 1
• Doctor of Education in Special Education (EdD)
• Doctor of Health Sciences (DHSc)
• Doctor of Law and Policy (DLP)
• Doctor of Ministry (DMin)
• Doctor of Music Education (DME)
• Doctor of Nursing Practice (DNP)
• Doctor of Philosophy in Advanced Educational Studies (PhD)
• Doctor of Philosophy in Applied Apologetics (PhD)
• Doctor of Philosophy in Anatomy & Cell Biology (PhD)
• Doctor of Philosophy in Aviation (PhD)
• Doctor of Philosophy in Bible Exposition (PhD)
• Doctor of Philosophy in Biblical Studies (PhD)
• Doctor of Philosophy in Business Administration (PhD)
• Doctor of Philosophy in Christian Leadership (PhD)
• Doctor of Philosophy in Christian Worship (PhD)
• Doctor of Philosophy in Communication (PhD)
• Doctor of Philosophy in Counseling (PhD) 1
• Doctor of Philosophy in Counselor Education & Supervision (PhD)
• Doctor of Philosophy in Criminal Justice (PhD)
• Doctor of Philosophy in Education (PhD)
• Doctor of Philosophy in Educational Leadership (PhD)
• Doctor of Philosophy in Educational Research (PhD)
• Doctor of Philosophy in Engineering (PhD)
• Doctor of Philosophy in Health Sciences (PhD)
• Doctor of Philosophy in Higher Education Administration (PhD)
• Doctor of Philosophy in History (PhD)
• Doctor of Philosophy in Music Education (PhD)
• Doctor of Philosophy in Nursing (PhD)
• Doctor of Philosophy in Organization & Management (PhD)
• Doctor of Philosophy in Practical Theology (PhD)
• Doctor of Philosophy in Psychology (PhD)
• Doctor of Philosophy in Public Administration (PhD)
• Doctor of Philosophy in Public Policy (PhD)
• Doctor of Philosophy in Strategic Media (PhD)
• Doctor of Philosophy in Theological Studies (PhD)
• Doctor of Philosophy in Theology & Apologetics (PhD)
• Doctor of Psychology in Clinical Psychology (PsyD)
• Doctor of Public Administration (DPA)
• Doctor of Strategic Leadership (DSL)
• Doctor of Worship Studies (DWS)
• Education Specialist in Administration & Supervision (EdS)
• Education Specialist in Community Care & Counseling (EdS)
• Education Specialist in Curriculum & Instruction (EdS)
• Education Specialist in Educational Leadership (EdS)
• Education Specialist in Educational Research (EdS)
• Education Specialist in Higher Education Administration (EdS)
• Education Specialist in Instructional Design & Technology (EdS)
• Education Specialist in School Administration & Supervision (EdS) 1
• Education Specialist in Special Education (EdS)
• Executive Certificates - ALL
• Graduate Certificate in Epidemiology
• Juris Master (JM)
• Juris Master in American Legal Studies (JM)
• Juris Master in International Legal Studies (JM)
• Master of Arts in Addiction Counseling (MA)
• Master of Arts in Applied Industrial/Organizational Psychology (MA) 1    
• Master of Arts in Applied Psychology (MA)
• Master of Arts in Biblical Studies (MABS)
• Master of Arts in Christian Apologetics (MA)
• Master of Arts in Clinical Mental Health Counseling (MA)
• Master of Arts in Communication (MA)
• Master of Arts in Composition (MA)
• Master of Arts in Digital Content (MA)
• Master of Arts in Educational Studies (MA)
• Master of Arts in English (MA)
• Master of Arts in Ethnomusicology (MA)
• Master of Arts in Geography (MA)
• Master of Arts in Global Studies (MAGS)
• Master of Arts in History (MA)
• Master of Arts in History - Comprehensive (MA) 1
• Master of Arts in Human-Centered Design (MA)
• Master of Arts in Linguistics (MA)
• Master of Arts in Literature (MA)
• Master of Arts in Marriage & Family Counseling (MA)
• Master of Arts in Marriage & Family Therapy (MA)
• Master of Arts in Medical Sciences (MA)
• Master of Arts in Military Operations (MA)
• Master of Arts in Music & Worship (MA)
• Master of Arts in Music Education (MA)
• Master of Arts in Professional Communication (MA)
• Master of Arts in Professional Counseling - 60-hour (MA) 1
• Master of Arts in Professional Writing (MA)
• Master of Arts in Promotion & Video Content (MA) 1
• Master of Arts in Public History (MA)
• Master of Arts in Public Policy (MAPP)
• Master of Arts in Strategic Communication (MA)
• Master of Arts in Teaching - 36- & 45-hour options (MAT)
• Master of Arts in Teaching in Elementary Education Curriculum (MAT) / Education Specialist in School Curriculum & Instructional Planning (EdS)  dual degree
• Master of Arts in Teaching in Middle Education Curriculum (MAT) / Education Specialist in School Curriculum & Instructional Planning (EdS)  dual degree
• Master of Arts in Teaching in Secondary Education Curriculum (MAT) / Education Specialist in School Curriculum & Instructional Planning (EdS)  dual degree
• Master of Arts in Teaching English as a Second Language (MA)
• Master of Arts in Teaching in Special Education - 36- & 45-hour options (MAT)
• Master of Arts in Visual Communication Design (MA)
• Master of Business Administration (MBA)
• Master of Education (MEd)
• Master of Education in School Counseling (MEd)
• Master of Fine Arts in Creative Writing (MFA)
• Master of Fine Arts in Digital Media Production (MFA)
• Master of Fine Arts in Graphic Design (MFA)
• Master of Fine Arts in Studio Art (MFA)
• Master of Laws in International Legal Studies (LLM)
• Master of Music in Performance (MM)
• Master of Nonprofit Management (MNM)
• Master of Public Administration (MPA)
• Master of Public Health (MPH)
• Master of Science in Accounting (MS)
• Master of Science in Aeronautics (MS)
• Master of Science in Athletic Training (MS)
• Master of Science in Biomedical Sciences (MS)
• Master of Science in Criminal Justice (MS)
• Master of Science in Cyber Security (MS)
• Master of Science in Engineering (MS)
• Master of Science in Engineering Management (MS)
• Master of Science in Exercise Science & Wellness (MS)
• Master of Science in Finance (MS)
• Master of Science in Geographic Information Systems (MS)
• Master of Science in Healthcare Administration - 42- & 48-hour options (MS)
• Master of Science in Health Informatics (MSHI)
• Master of Science in Homeland Security & Disaster Management (MS)
• Master of Science in Human Biology (MS)
• Master of Science in Human Performance (MS)
• Master of Science in Human Resource Management (MS)
• Master of Science in Information Systems (MSIS)
• Master of Science in Information Technology (MSIT)
• Master of Science in International Relations (MS)
• Master of Science in Marketing (MS)
• Master of Science in National Security (MS)
• Master of Science in Nursing (MSN)
• Master of Science in Nursing (MSN)/Master of Business Administration (MBA) – dual degree
• Master of Science in Nursing (MSN)/Master of Science in Healthcare Administration (MS) – dual degree
• Master of Science in Nutrition (MS)
• Master of Science in Political Science (MS)
• Master of Science in Project Management (MS)
• Master of Science in Psychology (MS)
• Master of Science in Public Safety (MS)
• Master of Science in Social Media Management (MS)
• Master of Science in Sport Management (MS)
• Master of Social Work - Advanced Generalist (MSW)
• Master of Theology (ThM)
• Post-Graduate Certificate in Psychiatric Mental Health Nurse Practitioner
• Doctor of Business Administration - dissertation (DBA) 1
• Doctor of Business Administration - project (DBA) - students admitted prior to Fall 2020 1

Degree program is no longer offered for new and re-applying students

Academic Amnesty

Students Academically Suspended or Academically Dismissed from Liberty University may appeal for readmission under Academic Amnesty per the following protocols:

• The student must not have been enrolled at the University for a period of two (2) years. (Example:  If the student’s last enrollment was in the Fall 2023 term, he/she would not eligible to appeal for Academic Amnesty until after the Fall 2025 term.)
• the circumstances which contributed to the academic performance which resulted in the student’s Academic Suspension or Dismissal and
• why the student’s present circumstances are more conducive to improved academic performance if permitted to resume his/her studies.
• Corroboration may be requested of the student (e.g., transcripts from other institutions, certificates, awards).
• Students who were Academically Dismissed because of academic dishonesty are not eligible for Academic Amnesty.

The Registrar’s Office, upon reviewing the written appeal, must receive approval from Community Life and the academic department indicating the student is eligible for readmission.

If the student is approved by Community Life and the academic department, the Registrar’s Office will submit the appeal for Academic Amnesty for review by the Office of the Provost.

If the student’s appeal is approved, the grades will be revised as follows, and as determined by the Office of the Provost:

• Programs with a graduation GPA of 2.50, 3.00, or 3.25: Grades of C, D and F (including +/- grades) will be revised to Q and will no longer be included in the calculation of the student’s cumulative GPA. Grades of A and B (including +/- grades) will not be revised and will continue to be included in the calculation of the student’s cumulative GPA.
• Programs with a 2.00 graduation GPA: Grades of D and F (including +/- grades) will be revised to Q and will no longer be included in the calculation of the student’s cumulative GPA. Grades of A, B, and C (including +/- grades) will not be revised and will continue to be included in the calculation of the student’s cumulative GPA.
• Students who have been granted Academic Amnesty are not eligible for graduation honors.

If any prior certificate or degree has been awarded through Liberty University, grades earned during that time cannot be excluded when Academic Amnesty is applied. All grades earned toward a previously awarded certificate or conferred degree will remain on the student’s transcript.

Once the approved student’s grades have been revised, he/she is eligible to apply for readmission. If the student meets all other applicable admission requirements, he/she will be readmitted on Academic Caution.

If the student desires to pursue a degree program that is different than the one for which he/she was approved for Academic Amnesty, he/she must submit a new appeal to the Associate Registrar for Academic Success, who in turn will submit the appeal to the Associate Dean over the student’s desired program.

All previously assigned academic standings will not change and will remain part of the student’s academic records for the respective terms for which they were earned.

If, after the first term of enrollment following readmission, the student’s cumulative GPA falls below the minimum cumulative GPA required for good academic standing in the student’s degree program, the student will be Academically Dismissed, and will not be permitted to submit any further appeals for permission to continue his/her studies through Liberty University.

If the Office of the Provost denies the student’s appeal, that decision will be final. The student will not be permitted to resume the pursuit of any Graduate or Doctoral degree through Liberty University.

Course Substitutions

A Course Substitution request may be made when a student wishes to substitute one course for another required course when a clear relationship exists between the two. This request may also be used when an academic department approves a complete replacement for a Liberty course requirement. Students requesting these exceptions must submit a “Course Substitution Request” through the Transfer Suite portal for review. Approval of the course substitution is under the oversight of the Registrar’s Office and the academic department presiding over the required course. Please note that an approved substitution will apply toward the degree requirement(s), but will not change the course number on the student’s transcript. Changing programs or breaking enrollment may invalidate the request.

Multiple Degrees

Credit from a degree completed through Liberty University may be applied toward a second degree of the same academic level (e.g., master’s) earned through Liberty. The number of credits allowed to be applied toward the second degree may not exceed the maximum number of transfer credit for that degree as listed on the Transfer Credit Matrix .

In cases where the two degrees shared required courses in excess of the maximum amount of transfer credits allowed for the second degree, the student must take additional courses and use them as substitutions for the shared courses.

Any established exceptions to this policy will be noted either in the Transfer Credit Matrix and/or in the pertinent college/school section(s) elsewhere in this Catalog.

Dual Cognates or Concentrations

Students may not earn a degree with two or more cognates or concentrations (e.g., a Master of Arts in Human Services Counseling with cognates in Business and Executive Leadership). Any exception to this policy for an individual degree program will be noted in the Catalog information pertaining to that program.

Students who have graduated with a degree may not apply for admission to pursue the same degree with a different cognate/concentration (example: a student who has earned a Master of Divinity [MDiv] degree with a cognate in Biblical Studies may not apply for admission to pursue a second MDiv with a cognate in Church History).

Change of Program

All requests to change degree programs, majors, cognates, and concentrations must be submitted through the online form by accessing  https://www.liberty.edu/registrar/change-of-major-or-minor/ for resident students and Liberty University Online Academic Advising for online students. The student will be placed on the Degree Completion Plan (DCP) or Certificate Completion Plan (CCP) in effect for the term for which the request is processed. All requests for a change of major will be processed by the Registrar’s Office upon receipt and will be effective the following full term of enrollment.

Any Master of Business Administration (MBA) student seeking multiple cognates is required to complete all requirements for all cognates before his/her degree will be conferred. Changes to the degree will not be permitted once the student is in final courses for the current semester and the Degree Completion Application is on file. The Registrar’s Office will process the conferral of a degree once all degree requirements have been met, including the minimum GPA requirement and Degree Completion Application.

A student must be admitted to a degree program before he/she may matriculate in that program.

Dropping/Adding Courses

Changes are discouraged after a student and advisor have arranged the student’s schedule for the semester.

Residential students desiring to take a Liberty University Online course must enroll in the course during the registration period. The course must be completed by the last day of the sub-term unless an extension is granted.

Remember: Any change in status (e.g., from full-time to part-time, etc.) may cause the reduction or cancellation of your financial aid award. In other words, your out-of-pocket expenses may increase.

Online students may drop a course for a full refund, any time prior to the sub-term start date.

The full policy statement for online students who are seeking to add or drop online courses are published in the  Policy Directory .

Course Repeat Policy

Students who want to repeat a course taken at Liberty and have the lower grade removed from the cumulative GPA must satisfy each of the following guidelines:

• All Master's-level programs will allow the repeat policy to be applied for a maximum of nine hours or three courses of repeated course work, with the exception of Master of Divinity programs, which will allow the repeat policy to be applied for a maximum of fifteen hours or five courses of repeated course work.
• All post-Master's and Doctoral programs will allow the repeat policy to be applied for a maximum of three hours or one course of repeated course work.
• All Graduate (including Advanced Graduate, Executive, and Post Graduate) Certificates will allow the repeat policy to be applied for a maximum of three hours or one course of repeated course work.
• For Special (aka non-degree-seeking) students, the repeat policy may be applied for a maximum of three hours or one course of repeated course work.
• Both the original course and the repeat of the course must be taken at Liberty University in order to activate the policy.
• The repeat policy may be applied for the following grades: A, B, C, D, F, FN, P, NP, or PR  (including+/- grades).
• The repeat policy may not be applied for the following grades: AU, I, NF, Q, or W.
• The higher grade, whether it is the original grade or the repeat grade, will apply toward the cumulative GPA.
• When a course is repeated, the lower grade will be followed on the student's transcript by the letter "A," which will indicate that the lower grade has been excluded from the earned hours, but is still included in the GPA hours, quality points, and the computation of the cumulative GPA. The lower grade will also remain on the student's transcript as attempted hours.
• The higher grade will be followed by the letter "I," which will indicate that the higher grade will be included in the earned hours, GPA hours, quality points, and the computation of the cumulative GPA.
• Once the repeat policy has been applied, the letter "A" following the lower grade is replaced by the letter "E," which indicates that the lower grade is excluded from the earned hours, GPA hours, quality points, and the computation of the cumulative GPA. However, the lower grade will remain on the student's transcript as attempted hours.
• This policy is retroactive to include any course taken at Liberty University.
• Use of the repeat policy for a prior semester will not affect the academic standing for that semester.
• Once a student has a conferred degree, the Graduate repeat policy may not be used on a course taken prior to degree conferral to improve the cumulative GPA which was recorded at the time of degree conferral.  The repeat of a course after degree conferral could, however, be used to improve the student's overall Graduate or Doctoral GPA at Liberty, provided the student has not already used the repeat policy for the maximum allowed number of hours/courses.
• If a student has earned a degree, and goes on to pursue a second degree, any use of the repeat policy in the pursuit of the first degree will not count toward the total number of uses of the repeat policy allowed under the second degree.
• If a student is pursuing a degree, and changes to another degree without completing the first degree, any use of the repeat policy in pursuit of the first degree will count toward the total number of uses of the repeat policy allowed under the second degree, even if the first degree, or course work completed in the pursuit of the first degree, are in a different discipline than the second degree.
• Any approved exception to this policy pertaining to a specific degree program will be stated in this Catalog in the Graduation Requirements information for that degree program.

Independent Study / Directed Research

A request for an independent study or directed research course will need to be initiated in the  Independent Study and Directed Research Form  prior to the semester or sub-term the student will be taking the course. Once the form is submitted it will be sent to the department chair, followed by the dean, and lastly the Office of the Provost for approval. If all three parties approve, the request will be sent to the Registrar’s office to create the approved course and proceed with registration, provided there are no holds or errors that prevent it. Once the course is registered, all standard registration policies will apply.

Students are responsible to verify their registrations are degree-required. If all degree requirements have been met, the student's degree will be conferred.

Students should contact the academic department that oversees their degree program to determine whether completing a course via an independent study or directed research would be the best option for them.

More information can be found at the following link:  https://www.liberty.edu/registrar/independent-study-directed-research-courses/ .

Incompletes

Students who are unable to complete coursework by the last day of class due to unavoidable circumstances such as personal illness/injury or family emergencies may appeal to their instructor for a temporary course grade of “I” (Incomplete). The authority for the decision to grant an incomplete completely lies with the instructor. Denial of the request for an incomplete may include, but is not limited to, the student’s inability to earn a passing grade with completion of the remaining requirements, as well as an insufficient reason for the request. Students must initiate the request for an incomplete directly to the instructor by the last day of class (before the final exam period for residential classes).

The instructor will establish a new deadline for the completion of the remaining coursework, based on the circumstances. The instructor may grant up to two weeks beyond the last day of the term (or sub-term for Liberty University Online courses) for non-medical circumstances and up to four weeks beyond the last day of the term (or sub-term for Liberty University Online courses) for personal medical circumstances.

For extreme personal medical circumstances, a maximum of eight weeks for Liberty University Online courses and 16 weeks for residential courses may be given as long as sufficient medical documentation (from a medical professional) is presented along with the request. However, while the decision to grant an extended incomplete remains with the instructor, the request and medical documentation needs to be submitted to the Registrar’s Office. The instructor will be responsible to communicate the remaining requirements, as well as the extended deadline, to the student.

The instructor will post a final grade within two weeks from the deadline established for the incomplete. If a final grade is not posted within two weeks of the deadline, a grade of “F” will be posted by the Registrar’s Office. A grade of “I” can be changed to a withdrawal as long as the withdrawal is requested by the student within official course dates.

The GPA is unaffected by the incomplete until a final grade is posted after the deadline. However, grades of “I” will count as hours attempted and not completed and will negatively affect a student’s Satisfactory Academic Progress.

Note:  For undergraduate students in the School of Aeronautics, Incompletes for Online flight courses are subject to the Incomplete Policy outlined in the most current revision of the Flight Training Affiliate Student Handbook.

Military Incompletes

Military service members are eligible for a military incomplete, for coursework that they are unable to complete on time, due to deployments, extended cruises, unit operational tempo, or other duty-related extenuating circumstances. To obtain an incomplete, a military student must send either a current copy of official military orders (as proof of professional conflict during enrollment in the course) or a signed letter on official letterhead from the student’s commander or supervisor. Incomplete requests and supporting documents should be emailed to the professor. Please Note: Incompletes must be secured no later than 2 weeks prior to the course end date. 

Extensions may be requested from the professor and students may be granted up to 4 weeks in extreme circumstances but should typically remain in a 2-3 week time-frame to stay within compliance for grade reporting policies with the Department of Defense. Students can request a military withdrawal only up to the original end date of the course. Once the original end date of the course has passed, students will not be able to request a withdrawal for any reason. Professors should use discernment when reviewing military documentation to avoid awarding an incomplete to a student who will not feasibly be able to complete the course.  Military students should notify their military education office of a course incomplete if they are using Tuition Assistance. 

The Office of Military Affairs is available to help professors review military orders, as needed, phone: (434) 592-5990, fax: (434) 455-1287, email: [email protected] .

Grade Appeals

Liberty encourages students to have open and respectful communication with their instructors to resolve any concerns regarding individual course assignment grades and/or the final grade for the course.

Criteria for Appeal:

Students may appeal a final grade within 30 days of the end of the class. Only final posted grades may be appealed. Individual assignment grades may not be appealed under this Policy. Questions regarding individual assignment grades should be directed to the instructor.

Appeals are accepted for review only on one or more of the following three ground(s):

• When the final grade assigned does not comport with the published grading rubrics for the course assignments
• When the final grade assigned conflicts with written communication (e.g., email, announcements, etc.)
• When there is a calculation error on an assignment, leading to an incorrect final grade

Appeals, other than those asserted on one or more of the ground(s) above, will not be reviewed. The student must provide written documentation that supports his/her specified ground(s) for appeal. Documentation may be in the form of email correspondence, graded assignments, proof of timely submission, etc. After submitting the appeal, if additional information is needed to process the appeal, the student will be notified via the complaint/appeal portal.  If the student does not respond to the request for additional information, the appeal will be denied. 

Appeal Process:

A student dissatisfied with his/her final grade should first seek to resolve the situation with the instructor. However, if the student wishes to appeal the final grade under this Policy, the student must follow the process outlined below:

• Within 30 calendar days of the end of the class, the student may submit a written appeal that will be reviewed by the Program Director/Chair (or designated reviewer). The student should submit his/her appeal through the grade appeal form found on the Beacon complaint/appeal portal ( www.liberty.edu/beacon ). The student must include the information required above, including the ground(s) for the appeal and documentation supporting the claimed ground(s). The instructor will also be notified of the appeal and will be able to provide pertinent documentation, prior to the Program Director/Chair (or designated reviewer) rendering his/her decision. The Program Director/Chair (or designated reviewer) will have 7 days to review the appeal from the time of submission. When the review is complete, the student will be notified of the decision via his/her Liberty Webmail and the appeal portal.
• If the student is dissatisfied with the Program Director/Chair’s (or designated reviewer’s) decision and the student has additional support for his/her appeal, the student may re-appeal (second-level appeal) to the Associate Dean (or designated reviewer) through the appeal portal after receiving the decision of the Program Director/Chair (or designated reviewer). The student’s written re-appeal and additional supporting documentation must be submitted within 7 days of the Program Director/Chair’s (or designated reviewer’s) decision. The Associate Dean (or designated reviewer) will review the student's re-appeal, as well as any information provided by the instructor. The Associate Dean (or designated reviewer) will have 7 days to review the re-appeal from the time of submission. When the review is complete, the student will be notified of the re-appeal decision via his/her Liberty Webmail and the appeal portal.
• If the student is dissatisfied with second-level appeal decision and has additional support for his/her appeal, the student may re-appeal (third level appeal) to the Dean (or designated reviewer), through the appeal portal after receiving the decision of the Associate Dean (or designated reviewer). This written re-appeal and additional supporting documentation must be submitted within 7 days of the Associate Dean’s (or designated reviewer’s) decision. The Dean (or designated reviewer) will review the student's re-appeal, as well as any information provided by the instructor. The Dean (or designated reviewer) will have 7 days from the time of submission to review the re-appeal. When the review is complete, the student will be notified of the decision via his/her Liberty Webmail and the appeal portal. The Dean’s (or designated reviewer’s) decision on a third level appeal is final.

Grade appeals that are submitted using the student complaint form will be converted to the grade appeal form and reviewed according to this Policy.

Appealing an approved decision within the published timeframe may require use of the student complaint form.

The following are not able to be appealed through the grade appeal Policy/Process:

• Appeals of grades of FN, NF, W, I, IP, R, Q, P, or A. 
• Academic misconduct appeals.  For information about how to submit an academic misconduct appeal, see https://www.liberty.edu/students/community-life/academic-misconduct/
• Potential Scrivener’s Errors (e.g., typographical) identified outside of the 30-day appeal period. For information about reporting a potential Scrivener’s Error, see www.liberty.edu/ferpa/

Withdrawal from Liberty University

Remember : Any change in status (e.g., from full-time to part-time, etc.) may cause the reduction or cancellation of your financial aid award. In other words, your out-of-pocket expenses may increase.

Students withdrawing from the University during the semester must meet with a Professional Advisor in CASAS for exit counseling. In order to formally request the withdrawal, the student must request the withdrawal through their Liberty University e-mail address to the Advising office, or the student can go through the withdrawal process while meeting with an Advisor.  The student’s official withdrawal date is the date they begin the withdrawal process by notifying a representative from the Student Advocate Office of his/her intent to withdraw.

Students seeking removal from courses before the semester begins must contact a Professional Advisor in CASAS in order to initiate the enrollment termination process.

If a student withdraws from all classes in a term, the student has officially withdrawn from the University. Financial Aid Recipients are subject to the Title IV withdrawal calculation.

Students receiving all grades of FN will be considered to have unofficially withdrawn from Liberty. The withdrawal date will be determined by the Registrar’s Office and will be based upon the student’s last date of attendance in class. Students with Federal grants and/or Federal loans will be subject to the Title IV withdrawal calculation. The Title IV withdrawal calculation will result in the reduction and/or cancellation of all Financial Aid. Consideration will be given to students withdrawing due to circumstances beyond their control.

An expulsion resulting from violation of the disciplinary system will result in an administrative withdrawal. A grade of W will be recorded in all active courses for which the individual is officially registered.

A $50 fee will be charged for the processing of an official, unofficial, or administrative withdrawal. This fee will be deducted from any refund due on the student’s account or he/she will be responsible for payment of this fee.

Illinois Residents

Withdrawals for students with Illinois residency status suffering documented significant financial or physical hardship will be processed in accordance with the standard withdrawal refund schedule outlined in the academic catalog under the respective “Expenses & Financial Policy” sections. LU Student Accounts will waive the $50 withdrawal fee for all physical/financial withdrawal students with an Illinois address to the extent required by applicable law. Students dissatisfied with the result of the University’s decision regarding withdrawals may submit an appeal, accompanied by supporting physical or financial hardship documentation or information to the University Ombudsman (residential students) or the Liberty University Online Student Advocate Office (online students) via the student complaint form (Beacon).

Liberty University Online Withdrawal

Online students withdrawing from the University must contact the Liberty University Online Academic Advising Department via the student’s Liberty University email account or via the phone to start the process. 

Online Program Unofficial Withdrawals

In accordance with Title IV regulations which require that universities have a mechanism in place for determining whether or not a student who began a course and received or could have received a disbursement of Title IV funds unofficially withdrew, the University has established a procedure for students enrolled in online courses. This procedure is used to determine if students are progressing toward the completion of their courses.

Unofficial Withdrawal for Non-Attendance Appeal Process: Students who receive a grade of "FN" may appeal to their professor to have the grade removed to resume work in the course. All professors have the right to approve or deny FN appeals at their own discretion.

Institutional Challenge Examinations (ICE)

Institutional Challenge Examinations (ICE) are available to students in the Rawlings School of Divinity who possess a satisfactory justification of previous knowledge in a subject area based upon a non-college training program, job, or self-learning. Through ICE, students have the opportunity to earn credit toward their chosen degree program. For more information about ICE, including courses that may be challenged, and to complete the ICE Request Form, visit https://www.liberty.edu/registrar/credit-by-exam-or-test/ice/ .

The Liberty Way | Student Honor Code

Liberty University's student honor code, known as The Liberty Way, is a set of guidelines governing academic and personal conduct, reflecting the institution's commitment to Christian values. It encompasses expectations for academic performance and community standards aligned with biblical principles. The code outlines disciplinary actions for violations, ranging from warnings to expulsion. The university provides appeal processes, allowing students to seek reconsideration of disciplinary actions. For the latest and most detailed information, please refer to the official Liberty University website .

Theses and Dissertations

Some graduate degrees require a thesis, thesis project, or dissertation for graduation. Graduate thesis and dissertation requirements will not be considered complete until receipt of an acceptable copy of the approved thesis or dissertation is confirmed by the Jerry Falwell Library in accordance with current library deposit policies.

Certificate Completion Plan (CCP) Audit

The Certificate Completion Plan (CCP) Audit (found under Degree Completion Plan Audit via ASIST) provides real-time advice and counsel, making it possible for students to track progress towards certificate completion at their convenience. It also enables students to immediately view how their credits will apply towards a different program. PDF versions of all  CCPs are available online .

Degree Completion Plan (DCP) Audit

The Degree Completion Plan (DCP) Audit (found under Degree Completion Plan Audit via ASIST) provides real-time advice and counsel, making it possible for students to track progress towards degree completion at their convenience. It also enables students to immediately view how their credits will apply towards a different program.  Degree completion plans outlining the program of study and other requirements for each degree program are available online at http://www.liberty.edu/dcps . 

Dual Enrollment

Undergraduate students may enroll in master’s-level courses during the semester in which they have nine or fewer semester hours remaining to complete their bachelor’s degrees. Students must meet the cumulative GPA requirement for admission in good standing into a graduate program to be eligible to register under dual enrollment for that program.

Students may be dually enrolled for a maximum of two semesters and may enroll for a maximum of nine semester hours of graduate course work. 

Non-Liberty University undergraduate students must send in their Graduate admission application, official transcripts, and a letter from their current Registrar’s Office indicating their current Grade Point Average, the specific degree they are pursuing, the estimated date of graduation, and the number of remaining credit hours for degree completion. Once these documents have been received by the Office of Graduate Admissions, the student must contact the Liberty University Registrar's Office to request approval for dual enrollment.

Currently enrolled Liberty University undergraduate students do not need to send in an application; they must submit a request via the Dual Enrollment Request Form .

For information concerning how dual enrollment impacts tuition rates and financial aid eligibility, visit the following links: 

• Student Financial Services > Eligibility & Enrollment for Aid

Policy Directory > Enrollment Levels and Types

Dual enrollment is not available to the following students:

• Students already enrolled at the Graduate level and pursuing either a Graduate degree or a Graduate Certificate.
• Students who are pursuing an Associate degree.
• Students pursuing an undergraduate Certificate.
• Students who plan to pursue a Graduate Certificate rather than a Graduate degree.

Time Limits for Certificate Completion

Students pursuing a certificate must complete the certificate requirements within three (3) years of the date of matriculation.

Any student who does not complete coursework within the permissible time limit for any reason, including discontinued enrollment, must reapply for readmission and will be subject to the requirements of the Catalog and Certificate Completion Plan (CCP) in effect at the time of his/her readmission.

A break in enrollment occurs when the student fails to enroll in at least one course during an academic year. The academic year begins with the start of the fall semester and ends with the conclusion of the summer term. Students who break enrollment must apply for readmission and will be subject to the requirements of the Catalog and certificate requirements in effect at the time of their readmission.

Time Limits for Degree Completion

All 30-47 semester hour masters’ programs have a maximum time limit of five years from the date of matriculation. All 48-60 semester hour master’s programs, doctoral programs, or degrees offered outside the regular semester have a maximum time limit of seven years from the date of matriculation. All over-60 semester hour master’s programs and doctoral programs have a maximum time limit of ten years from the date of matriculation.

Any approved exceptions to the policies noted above, pertaining to a specific degree program, will be stated in this Catalog in the Graduation Requirements information for that degree program.

Any student who does not complete coursework within the permissible time limit for any reason – including discontinued enrollment – must reapply for admission. The respective program director will determine if any previous courses are sufficiently time sensitive and must be repeated. Beginning with the date of readmission, the time limit for degree completion is determined by the number of hours remaining: less than 48 hours – five years; 48-60 hours –seven years; more than 60 hours – ten years.

For resident students , a break in enrollment occurs when the student fails to enroll in either the Fall or Spring semesters. For online students , a break in enrollment occurs when the student fails to enroll in at least one course during an academic year. The academic year begins with the start of the fall semester and ends with the conclusion of the summer term. Students who break enrollment must apply for readmission and will be subject to the requirements of the Catalog and degree requirements in effect at the time of their readmission.

Grading Policies and Procedures

Liberty University Faculty members, both residential and online, must submit final grades for all students to the Registrar at the end of each term. Faculty teaching online courses should have grades submitted to the Registrar on or before the second Wednesday after the course ends. Faculty teaching residential courses should have grades submitted to the Registrar one week after the end of each semester. Liberty University Faculty members, both residential and online, are urged to promptly complete and submit final course grades. Confidentiality of student grades falls under the Family Educational Rights and Privacy Act (FERPA) of 1974. Please see the FERPA section and policies for more information.

Recording of Grades

All grades will be recorded in the Registrar’s Office as reported by the instructors in charge of the various courses. Requests for grade changes may be submitted in writing only by the instructors.

Any extra-credit assignments that are a part of the instructor’s syllabus must be completed prior to the final exam for the course. A student may not submit an assignment for extra credit after the semester has ended and a final exam has been given.

Academic Transcripts

Official transcripts are made only at the request of the student. Official transcripts may be withheld until the student has met all his/her financial obligations to Liberty University. (Students who reside in the following states are excluded from this policy: California, Colorado, Illinois, Maine, New York, and Washington.)

Official transcripts are not released directly to the student. Requests for transcripts are to be made directly to the Registrar’s Office. There is a $10.00 fee for one transcript. Additional transcript requests made at the same time are $1.00 each.  Transcript requests may be made at the following link:  Transcript Information | Registrar | Liberty University .

FERPA – Privacy of Student Records: Family Educational Rights and Privacy Act

Students attending, or who have attended, Liberty University are given certain rights under the Family Educational Rights and Privacy Act of 1974 as amended (20 U.S.C. 1232g) and Rules of the Department of Education (34 C.F.R. Part 99) implementing this Act.

Additional information and University policies regarding the protection of student records are published online at http://www.liberty.edu/ferpa .

Graduation Requirements

The following general guidelines for graduation apply to each candidate for a graduate degree. Any additional requirements are specified in the section which describes a particular program.

• Post-baccalaureate, graduate, or professional programs must be at least 30 semester credit hours.
• The complete program of study for the degree, as outlined in the catalog in effect when the student is accepted as a degree candidate, must be successfully completed before graduation.
• The student must have a cumulative GPA of 3.00 unless otherwise stated.
• The cumulative GPA will be used (a) to determine eligibility for (1) conferral and (2) graduation honors and (b) as the “Degree Awarded GPA” that will be posted on the student’s transcript. The cumulative GPA comprises all Liberty University coursework completed at the academic level of the degree being awarded (Graduate or Doctoral) regardless of prior degree conferral or certificate completion, broken enrollment, or a program/major change.
• At least one-third of the course work for any program of study must be earned through Liberty University. The minimum number of hours which must be completed through Liberty for each degree program is noted in this Catalog in the Graduation Requirements section for that program.
• Students in post-graduate programs are permitted to use up to 15 hours of 500/600-level courses if permitted by their Degree Completion Plan.
• The student must submit a Degree Completion Application to the Registrar’s Office at the beginning of his/her final semester.
• Changes to the degree will not be permitted once the student is in final courses for the current semester and the Degree Completion Application is on file.
• Any student seeking multiple cognates is required to complete all requirements for all cognates before their degree will be conferred.
• The Registrar’s Office will process the conferral of a degree once all degree requirements have been met, including the minimum GPA requirement and Degree Completion Application. If a student wishes to take further non-applicable coursework, he/she must do so under a new application.*                                                                                                              *If previously completed courses (regardless of academic level) may complete requirements for a student’s current degree, they will be applied to the graduation requirements where applicable.

Certificate Completion Requirements

• The complete program of study for the certificate, as outlined in the catalog in effect when the student is accepted to the certificate, must be successfully completed.
• The student must have a cumulative GPA of at least 2.00.  Students pursuing Executive certificates, Post-Graduate certificates, or the Graduate certificate in Epidemiology must have a minimum cumulative GPA of at least 3.00.
• The cumulative GPA will be used (a) to determine eligibility for conferral and (b) as the “Certificate GPA” that will be posted on the student’s transcript. The cumulative GPA comprises all Liberty University coursework completed at the Graduate academic level, regardless of prior degree conferral or certificate completion, broken enrollment, or a program/major change.
• No grade of D may be applied to the certificate (includes grades of D+/D-).  For students pursuing Executive certificates or Post-Graduate certificates, no grade below B- may be applied to the certificate.
• A maximum of 50% of the program hours may be transferred if approved and allowable, including credit from an earned degree from Liberty University on the same academic level.
• The student must submit a Certificate Completion Application to the Registrar’s Office at the beginning of his/her final semester.
• Changes to the certificate will not be permitted once the student is in final courses for the current semester and the Certificate Completion Application is on file. 
• The Registrar's Office will process the conferral of a certificate once all certificate requirements have been met including the minimum GPA requirement and certificate completion application. If a student wishes to take further non-applicable coursework, he/she must do so under a new application.*                                                                                                              *If previously completed courses (regardless of academic level) may complete requirements for a student’s current certificate, they will be applied to the certificate completion requirements where applicable.

Graduation Approval

All candidates for graduation must be approved by the faculty and the Board of Trustees. Conditions such as transfer credit and incomplete grades should be removed by the beginning of the candidate’s last semester.

Graduation Honors

Graduation honors are available for all graduate, post-graduate, and doctoral programs. Certificate students do not receive graduation honors.

Honors for graduation will be determined by the cumulative GPA earned at Liberty. Note: The cumulative GPA comprises all Liberty University coursework completed at the academic level of the degree being awarded (Graduate or Doctoral) regardless of prior degree conferral, broken enrollment or a program/major change. Cumulative GPA is calculated to the hundredths place and is not rounded. Students must meet the following GPA standards to earn the corresponding academic distinction:

The specific honor calculated on April 1 of the student’s graduation year will be printed in the commencement program and the student will wear that particular honor regalia; however, the final cumulative grade point average will be recorded and that final cumulative GPA will determine the specific honor that will be printed on the diploma and transcript. Students in certificate programs are not eligible for graduation honors.

Graduation Ceremony

Degrees are granted throughout the academic school year. All candidates for degrees may participate in the annual graduation exercises which take place in May.

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Liberty University 2023-2024 Undergraduate Catalog

A PDF of the entire 2023-2024 Undergraduate Catalog.

Liberty University 2023-2024 Graduate Catalog

A PDF of the entire 2023-2024 Graduate Catalog.

• Teaching and Learning Delivery

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Guidance on late submission (to accompany the Policy on Submission of Work for Summative Assessment)

Please note : this Guidance was updated in November 2023 to clarify the example scenarios relating to the procedure for cases where a student receives a pass mark for an assignment (including dissertations) but then fails the unit due to the deduction of marks as a penalty of late submission. New wording has been added under paragraph B 9 in the revised document, with example scenarios 9.2 and 9.3 being slightly revised to provide clarification. A new paragraph (A 5) has also been provided to confirm the aims of the Guidance.

This Guidance accompanies the Policy on Submission of Work for Summative Assessment.

For a full PDF version of the Guidance, please see below:

• Guidance on late submission (PDF)

A. Background

B. Guidance

C. Communications to students

A.      Background

• The Policy on Submission of Work for Summative Assessment was revised and approved in June 2015 for implementation from September 2015. It sets out the University’s policy on the process of submission and sets out the penalties associated with late submission. Updates were also made to the Policy in February 2019 for implementation from September 2019.
• As noted in paragraph 4.5 of the Policy, there is a standard University penalty for all work that is submitted late. This must be used by Schools in relation to large pieces of work (e.g. dissertations/projects) [1] ). It is also the default penalty for all other pieces of work, unless alternative arrangements are agreed by the relevant Faculty. Schools are required to make a case to their Faculty for any exceptions to the standard penalty and, if agreed, any variation must be made clear on each piece of assessment. Faculties should review any variations annually.
• For small pieces of work, in exceptional circumstances a Unit Lead may decide not to accept late submission of assessed summative work. These circumstances must be approved by the Faculty and be detailed within Unit Specifications, and the rationale and consequences must also be clearly articulated in Assignment briefs (see paragraph 4.10 in the Policy on Submission of Work for Summative Assessment).
• The following guidance is provided for Schools to assist in their implementation of these aspects of the Policy. Reference should also be made to the Undergraduate and Postgraduate Degree Regulations , which provide more information in relation to assessment and progression, including compensation and referrals.
• This guidance aims to avoid unnecessary resits/referrals where that is appropriate. The application of the guidance should not lead to exclusion/early exit of students on the basis of a single assessment attempt being subject to a late penalty, unless the student’s total resit allowance has been exceeded.

B.      Guidance

6. Definition of late submission

Any work that has been submitted after a deadline has passed is classed as late except in cases where an extension has already been agreed via mitigating circumstances procedures and DASS extensions.  There should be no discretionary periods or periods of grace.  A student who submits work at 1 minute past a deadline or later will therefore be subject to a penalty for late submission.

This guidance relates to first attempts/first sits only (including deferrals).  Students who submit referral assignments (including carried forward failed credit) after the deadline will be automatically subject to a mark of zero. There should be no sliding scale in operations for resits/referrals and there are no further resit opportunities for referred assignments that are submitted late.

7. Application of penalties for late submission

In cases where a piece of work does not represent an entire assessment or unit, the penalty applies to the individual piece of work , not the total assessment or unit.

No calculations should be made for part-days.  Any work submitted at any time within the first 24 hours following the published submission deadline will receive a penalty of 10% of the maximum amount of marks available.  Any work submitted at any time between 24 hours and up to 48 hours late will receive a deduction of 20% of the marks available, and so on, at the rate of an additional 10% of available marks deducted per 24 hours, until the assignment is submitted, or no marks remain.

If a piece of work is not marked out of 100, the deduction per day is proportional to that for work marked out of 100. For example, for a piece of work marked out of 60, the deduction would be 6 marks per day/24 hours. The reduction is therefore 10% of the total assessment value , rather than 10% of the mark awarded for the piece of work. 

The Policy relates to 24 hours/ calendar days , so includes weekends and weekdays, as well as bank holidays and University closure days. If an assessment deadline is at noon on a Friday and the student submits it just before noon on the following Monday, their penalty would be a 30% mark deduction, based on being late by three days/72 hours.  Schools are therefore advised to consider the implications of deadlines (particularly for hard copy submissions) and are encouraged to avoid deadlines on a Friday.

Schools must make it clear to students that submission dates and times are in UK local time and it is the responsibility of students to ensure that they check the relevant time zone. (This may be of particular relevance to distance learning students).  

Should Schools require both online and hard copy submission of an assignment, the late submission penalty would apply to the piece of work with the earliest submission date.

8. Professionally accredited programmes

The requirements of Professional and Statutory Bodies can take precedence over the requirements of the Policy. Therefore, PSRB accredited programmes which have a deadline/time related Intended Learning Outcome (ILO), for example related to professionalism, are permitted to apply a zero tolerance approach and issue a penalty of zero marks for late submission.

Conversely, in areas where students need a mark/credit for PSRB purposes, they should still be given a mark for work submitted late, if that is a PSRB requirement.

9. Procedure for the handling of cases where a student receives a pass mark for an assignment (including dissertations) but then fails the unit due to the deduction of marks as a penalty of late submission

Students whose assignment mark falls below a pass as a result of a late penalty should not be asked to resubmit the assignment; instead, the original assignment will be used in lieu of a referral, and normal resit/referral procedures will apply*, with unit marks receiving a suffix of ‘C’ or ‘R’, as described below.  If a student’s original unit mark before the application of the penalty was a pass , the mark recorded for the unit will not fall below the minimum compensatable pass mark for the programme.

*If a student has exhausted all their resit credit allowance, the standard regulations (as contained within the Degree Regulations) will apply, in terms of students being required to repeat the level, be issued with an exit award, etc., as appropriate. For students in the final year (level 6) of a UG programme, as reassessment is not permitted in the final year other than for PSRB requirements, if a student’s original mark was a pass before the application of a late penalty, arrangements for dealing with the reduced mark would be carried out via the standard regulations for special compensation in final year.

Example scenarios :

9.1          In cases where a student’s overall unit mark is in the compensation zone (following application of a late submission penalty) and the student has compensation credit remaining, normal compensation procedures will apply. For example, UG marks after the penalty of between 30 and 39 are recorded as 30-39C. PGT marks after the penalty of between 40 and 49 are recorded as 40-49C.

9.2          In cases where a student’s overall unit mark is in the compensation zone (following application of a late submission penalty) but the student has exhausted all their compensation allowance or the unit is a core/compulsory unit which does not permit compensation , the original assignment submission is treated as a referral and the mark is capped, with the final unit mark recorded with a suffix of ‘R’ to denote its treatment as a referral.*

9.3          In cases where a student’s overall unit mark falls below the compensation zone , (following application of a late submission penalty), and has resit allowance remaining the original assignment submission is treated as a referral and the mark is capped, with the final unit mark recorded with a suffix of ‘R’ to denote its treatment as a referral. For example, UG course unit marks that were pass marks before the penalty but that after the penalty fell to below 30 are recorded as 30R (i.e. the minimum compensatable pass mark). PGT course unit marks that were pass marks before the penalty but that after the penalty fell to below 40 are recorded as 40R.

Programmes with minimum compensatable pass marks that are different from the above should adopt an approach that is equivalent but that reflects their pass mark.

10. Procedure for the handling of cases where a student’s original mark was in the compensation zone before the deduction of marks as a penalty of late submission

Students whose assignment mark was in the compensation zone should not be routinely asked to resubmit the assignment*; instead the student’s original mark will be used in lieu of a referral with the students’ unit marks being capped at the lowest compensatable mark (normally 30 for UG and 40 for PGT programmes) and the mark receiving a suffix of ‘R’ to signify that it is being used in lieu of a referral. For example, a UG student whose assignment makes up 100% of the unit and whose original assignment mark was 35, and receives a mark of 5 for the unit as a result of late submission penalties, would have their unit mark recorded as 30R.

*However, if the student has exhausted all their compensation allowance or the unit is a core/compulsory unit which does not permit compensation , the student would need to take a referral of the unit for progression purposes, and would receive an ‘R’ suffix.

11.    Shared units/students undertaking units from another School

In the case of shared units/students undertaking units from another School, it would be good practice for the application of any late submission penalties to be clearly communicated to the student’s programme owning School.

12.    Work submitted more than 9 calendar days late

If work is submitted more than 9 but less than 10 calendar days late, this is considered as a  late submission and a penalty will be applied that results in the mark being reduced to zero. The work should still be marked and feedback given.

If the work is submitted more than 10 calendar days late, then it is considered as a non-submission and a mark of zero applied.

13.   Providing feedback in relation to work submitted late

Work submitted within 10 calendar days of the deadline should be marked and feedback provided; the feedback should reflect the mark achieved before the penalty was imposed. If a student submits work more than 10 calendar days late, there is not a requirement for the work to be marked or feedback provided. However, Schools may choose to mark and provide feedback.

C.      Communications to students

14. Schools should ensure that they make clear to students the deadlines for submission of work and how the students are expected to submit (i.e. the format – online or hard copy, etc.)  Students should be advised via the handbook of the penalties that will be applied if they submit late and the implications for feedback. 

15. Students should also be advised that if they submit referred assignments late, a mark of zero will automatically be given.

[1] Large pieces of work, for this purpose, are defined as being single pieces of assessed work carrying a credit weighting of 30 credits or more.

Version 1.5, November 2023

• Policy and guidance
• Assessment and feedback
• Policy on Marking
• Guidance on Moderation, Fairness and Consistency in Marking
• Policy on Submission of Work for Summative Assessment
• Guidance on late submission
• Policy on Feedback to Students
• Grade Descriptors
• Retention of Teaching and Learning Materials
• Policy on Alternative Assessments
• Assessment for Disabled Students
• Policy on Religious Observance
• Guidance for the presentation of Taught Dissertations
• Ethical Approval of research on human subjects

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• Evidence-Based Instructional Practices
• Student/Instructor Interactions
• Supporting Student Learning

Faculty Share Ideas About Late Work Policies

During the pandemic, many instructors have incorporated flexibility in their teaching and identified a need to strike a balance between flexibility, fairness, and high expectations of students. Is it difficult to create flexible course deadlines without creating a lot of extra work for instructors? How can we balance compassion with setting clear expectations of getting work done – keeping in mind that the teacher’s wellness, boundaries, and time limits are as important as the students’. Moreover, too much flexibility can sometimes be a barrier for students who need deadlines and more-specific directions. In a recent session faculty shared strategies for and challenges with determining how flexible their late policies should be, balancing the needs of both students and instructors.

Faculty shared with each other specific challenges to having a flexible late policy and strategies they have used to address these challenges in their courses. Based on the discussions and some prior research done by the facilitators, the following strategies emerged that might be of use to instructors who are seeking to balance flexible late work policies, set clear boundaries, and reach course outcomes:

• As a first step, examine your assessment plans to determine if you might cut down on the number of graded assignments.
• Consider the purpose of the assignments, and the reasons why students might be able to turn them in late. No standard policy applies to all KINDS of assignments (or to all classes). Some assignments build on earlier work (e.g., drafts of papers), while others are discrete assessments (e.g., a presentation that comes at the end of a particular unit of study).
• Communication is key – both in terms of what your late policy is AND “why” your policy is set that way. Help the students understand why a deadline is important (i.e., tied to their learning) or why you have built flexibility into certain assignments (but maybe not others).
• Build in “make-up days”, designated day(s) listed in the syllabus when students can submit late work without penalty.
• Build in grace periods after the deadline date (e.g., if you won’t grade something until a day or so after the due date, can it still be considered on time as long as it is there when you do your grading?).
• If you do include a penalty for late work, you can set that up in Canvas so it is applied automatically. This saves you time in grading and the application of the policy is clear to students.
• Include student input/feedback when setting up deadlines.
• If time management challenges are leading students to turn in work late, help them  develop planning skills by allowing late work that is accompanied by a plan for how they will be on time for the assignment next time (or future assignments).
• The “Message students who” feature of Canvas is a good way to reach out to students who turn in late work, especially for early assignments. You can use that feature to check in with them about challenges/confusion they have with the course early on.

Overall, the participants agreed that when it comes to late work policies, it’s hard to find the right balance between complete flexibility and no flexibility. Nevertheless, it is important to try, in order to purposefully create a learning environment for students whose success we care about. For a more comprehensive view of the ideas shared during the session, and links to further reading on the topic, you can check out these resources:

• Methods for Managing Late Work
• Rethinking Deadline and Late Penalty Policies…Again
• Grading for a Pandemic
• Do Late Penalties Do More Harm Than Good?

Written by:

Devshikha Bose & Teresa Focarile

Center for Teaching and Learning

Arts Sciences

Penalties for late submission of coursework

Planning, time-management and the meeting of deadlines are part of the personal and professional skills expected of all graduates. For this reason, UCL expects students to submit all coursework by the published deadline date and time, after which penalties will be applied.

If you experience something which prevents you from meeting a deadline that is sudden, unexpected, significantly disruptive and beyond your control, you should s ubmit an Extenuating Circumstances (EC) claim via Portico . If the request is accepted, you may be granted an extension. If the deadline has already passed, the late submission may be condoned i.e. there will be no penalty for submitting late.

• If your work is submitted within two working days after the deadline, a penalty of 10 percentage marks, i.e. 10 marks, but no lower than the Pass mark of 40 (or 50 for modules at Level 7) will be applied. For example, if the submission deadline is 17.00 and you submit at 18.00 on the same day, a mark of 68 would become a mark of 58 after the penalty.
• If your work is submitted more than two working days but less than five working days after the deadline, your work will be capped at a Pass mark, i.e. 40 (or 50 for a Level 7 module), assuming the work merits a Pass. For example, if you submitted work at 16.00 four days after the deadline, you would be awarded a mark of 40 for modules at Levels 4-6 or a mark of 50 for modules at Level 7. If your work does not warrant a Pass mark, the Fail mark will be recorded.
• If your work is submitted more than five working days late but within one calendar month of the published deadline, you will be awarded a mark of 1 .
• If your work is submitted more than one calendar month after the published deadline, or two weeks before the Board of Examiners considers the marks for the assessment, whichever is the earlier date , you will be awarded a mark of zero.
• If coursework is submitted late and is also over-length , the greater of the two penalties will apply.
• Where there are extenuating circumstances that have been recognised by the BASc Extenuating Circumstances Panel, these penalties will not apply until the agreed mitigation period has been exceeded.

Further information on extenuating circumstances, including details on where and when to submit the form, can be found in the Arts and Sciences Student Handbook .

Further information:

• Academic Manual Chapter 4, Section 3: Module Assessment
• Academic Manual Chapter 2, Short-term Illness and other Extenuating Circumstances
• Arts and Sciences Student handbook (UCL username and password are required)
• Online reading lists
• UCL 24/7 Student Support Line

Trending Post : 12 Powerful Discussion Strategies to Engage Students

Late Work Policy Options for Secondary Classrooms

Late work is of the most annoying classroom management challenges for middle and high school teachers. If your late work policy is not working out for you, there are alternate options. Let’s look at a few of the most common classroom management solutions.

Student:   “Can I turn this in?”

Teacher:  “When was it due?’

Student:  “September.”

Teacher:  “No, I’m sorry. It’s too late.”

Student:  “What do you mean? Final exams aren’t until tomorrow!”

Teacher:   “Jeremy…it’s December. That assignment was from first nine weeks.”

Student:   “Oh. Well, can’t you go back and change the grade?”

Teacher:   Sigh.

Maybe that conversation comes across as comical, but when it happens in real life (and it does), it’s enough to send us into a little bit of a crank fest. Teachers don’t need to spend hours at the end of the quarter or the semester grading a stack of papers a mile high that was due weeks ago.

A consistent late work policy helps students to learn responsibility and timeliness…both important skills for real life. What’s more, a late work policy makes classroom management more reasonable. But, should that lesson on responsibility come at the expense of relationships, learning, and confidence?

In today’s post, we’re exploring a handful of late work policy options for the secondary classroom. Needless to say, more than these policies exist, but they are among the most common that I have witnessed and experienced. If you have a different system that works, please tell us about it in the comments. Help us gather a teacher-tested bank of late work policies to help educators solve one of their most pressing classroom management issues.

Before choosing a course of action, make sure to consider both your teaching philosophy and the expectations of your administration. You will want to have a late work policy that reflects your beliefs about teaching and learning, and you also need to know that your administration will support your decisions regarding students’ grades.

5 COMMON LATE WORK POLICY OPTIONS

Don’t accept late work. period..

Why? Not accepting late work puts a strong emphasis on the importance of the work you assign. Students know you mean business, and the work from your class should be considered a priority.

Advantages:   Students will turn more work in on time because of the urgency. They will learn responsibility and the importance of deadlines. You have no paperwork headaches to deal with. By collecting more work on time, you are able to assess students’ ability with a given topic more quickly.

Disadvantages:   Parents will be upset. It penalizes all students, even conscientious ones who make a mistake every once in a while (everyone make mistakes).  The zero on the assignment won’t reflect students’ knowledge of course content. Compiling that many zeros will cause some students to give up early in the nine weeks.

Things to consider:  

• If you choose to adopt the “no late work ever” policy, I highly encourage you to seek support from your administration and to clearly communicate this policy with parents early and often.
• It might be a good idea to offer students a “Whoopsie!” pass , which students could use once…or more! per quarter. That way, every student has four times per year that he or she can legitimately make a mistake and not suffer unwarranted consequences. After all, zeros are detrimental.
• Also, consider the executive functioning of your students. I’ve seen this type of policy successfully used with enriched / advanced high school upper-level classes, but with younger students or at-risk classes, this policy would fail.
• Ask yourself how you will allow students to practice the skills so that they master the content. If we are being honest, most high school students will not complete a late assignment they know they will not receive credit for just to “prepare for the test.”

Disclaimer: I have never used this late work policy, and it wouldn’t be the one I would advocate for because it skews the overall grade, and it often causes tension between teachers and their students.

Deduct a % or a letter grade each day the assignment is late. 

Why? This approach offers students an opportunity to earn credit for their work, but there is still a learning experience involved, and students who turned the assignment in on time are rewarded with full credit.

Advantages:   More students will be passing the class because they won’t have as many zeros. The fact that students know the percentage or letter grade opportunity declines every day motivates them to turn it in more quickly. This approach is more than justifiable to both parents and administration.

Disadvantages:   It’s a little bit of a grading nightmare. Knowing how many days late the assignment would be is usually dependent on the accuracy of the date submitted (which the student typically writes on the paper). If your students are anything like mine, we’re lucky if they write down their name…let alone multiple pieces of information. In addition, because students know they will be able to receive  some credit for the assignment, they might wait until the last minute to turn it in.

• Will you have a cut off? In other words, after a certain date (let’s say a week), will students still be able to turn in the assignment?
• How will you ensure accuracy of the date the student submitted the assignment?

Disclaimer: I have used this policy in the past, but I found keeping track of how many days late an assignment was to be a little bit tedious. And, I really want my students grades to represent learning, not to reflect responsibility.

Give a % (let’s say 75% or 50%) of credit for all late work within a unit up until the unit test.

Why? Like option 1, this approach is still a major motivator. No one wants a bad grade on an assignment.  Yet, the penalty is not so severe that it causes students to fail.

Advantages:   It’s simple for teachers to grade late work because it’s all worth the same amount of credit. Students are encouraged to complete their assignments within the window that the information applies to the test.

Disadvantages:   A student who turns in the assignment one day late is earning the same amount of credit as the student who submits the assignment two weeks late. With this approach, students still don’t score well on the assignment, but the grade is not as detrimental to their overall score as a zero.

• What percentage would motivate your students to turn in the assignment?
• What percentage would keep your students passing if they demonstrate understanding of the concept on the assignment (if that’s your goal)?
• Will you automatically give students the predetermined percentage, regardless of accuracy of answers, or will points be deducted from the highest percentage they can possibly earn (for incorrect or incomplete responses)?

Disclaimer: I’ve used this policy, and it was relatively easy for me to manage, but I didn’t love how it impacted students’ grades…or how it impacted my relationship with students. I think this speaks into where the academic world is right now…caught between traditional and standards-based reporting systems.

Have a “no later than” deadline.

Why? Many times, the most value students can get from completing work comes during the unit of study it pertains to. This policy helps both to address student organization and responsibility and to keep assessing late work manageable. Basically, via this route, students can earn full credit up until the deadline you establish.

Advantages:   You don’t have to worry about students turning in assignments months after the due date. Plus, you are being flexible and responsive to student needs, within reason. When using this policy, parent communication is key. If you have given students multiple reminders to complete work and they simply just aren’t doing it, let parents know. This proactive approach will prevent you from possibly having to back-peddle on a late grade after it’s assigned. With this policy, students can always contact you to ask for an extension if they have a valid reason.

Disadvantages: With this approach, your late work stack may still be larger than normal. Depending on how long your units last, you may want to set deadlines before the unit is over. For instance if your Shakespeare unit lasts 7 weeks, you may want to have a mid-point “no later than” date to keep students from having too many assignments outstanding at once.

• Would this approach allow you to better differentiate for students?
• Could this open doors for more self-paced learning and choices in the types of assignments students are completing?
• Will you ask students to email their parents to let them know about assignment due dates to help them own their learning?

Note: With the growing movement of standards-based reporting, this seems to be a more viable option. However, you’ll have to consider what will happen if students don’t meet the “no later than date.”

Accept all late work with no penalty.

Why? Many people contend that a student’s grade should be a reflection of his or her understanding of course material. It should give an accurate picture of their mastery of standards, not of their responsibility or maturity level.

Advantages:   There’s no headache as far as figuring out how many points to take off. You just don’t! Also, students are more motivated to turn in late work because they  can earn full credit if it’s done well. What’s more, there’s a stronger feeling of trust and credibility between teacher and student when teens feel their teachers are on their team.

Disadvantages: In the “real world,” people really are given extensions. However, they aren’t necessarily given an undetermined amount of time to finish a project.

• Would it help parents to communicate late work through a separate indicator? Instead of including it in the grade, would you give students an executive functioning rating or short narrative as a goal-setting point?
• What is the best way to make this manageable? Do students have tentative or suggested due dates? Are zeros then placed in the grade book until the work is turned in, at which point they can earn full credit? If students do not ever turn the work in, do they get an incomplete or a not achieved?

Note: I’ve seen this type of policy work in situations where students can fluidly move among units without the constraints of nine week or trimester report cards. However, it could work in any situation with careful planning.

KEY CONSIDERATIONS

Teach students to advocate for themselves. Instead of receiving an angry call from a parent, if a student is upset about a late grade, they should approach you first. Of course, in order to do so, they need to have a good relationship with you. They need to know you have their best interests at heart. Taking time to invest in our students by having frequent conversations and by teaching students self-advocacy skills will pay dividends.

Differentiate.

You don’t have to stick with just one option. Choose the one that works best for students, but don’t feel boxed in. You know your students best. If a student who usually struggles works exceptionally hard turns an assignment in late but done well, you may consider giving him or her some grace. Reward their effort and their success with full credit!

Students will be more likely to hold themselves accountable to late work policies when they feel they have helped to define them. Invite students to help you create a fair late work policy at the beginning of the year. Throughout the year, check in with them to monitor the pulse.

We all have different stories. During a time period when students are struggling with social emotional issues more than ever, the conversation matters. If a student has late work, talk with them. What is going on in their life? Perhaps they have emotional situations on their plate that are preventing them from being able to focus on school work like they could otherwise.

Use a parent communication app. Remind 101. Class Dojo. There are many platforms that will allow you to send homework reminders to both students and parents. In my experience, using a parent communication reminder app reduced late work drastically.

Reflection Questions.

• What is the goal? What lesson do you want students to learn? Do they really need to complete this assignment to show they are at grade level for this skill or standard?
• How will you manage the gradebook? Will you put in zeros for assignments that are late until they are submitted? If you don’t, how will you remember to go back and enter the missing grades at a later time?
• Should your school implement some type of homework intervention system so that students who have late work can work during their lunch or study hall periods to submit missing work?
• How will you deter students from choosing to turn in work late if they know there is no penalty?
• What will you do about assignment dumping tendencies at the end of the quarter or semester?

Choosing an effective late work policy largely depends on the age, subject, grading system, and track of your students. Teachers need to select a late work policy that encourages independence, responsibility, and work ethic without alienating or punishing students punitively. Which late work policy is the “right” one? The answer is different for each instructor.

Interested in diving further into the late work policy discussion? Listen in on a podcast conversation I had with Todd Bedard from Teachers as Leaders.

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Late Submission and Extension Policy and Procedure

Staff, Student and Academic

Introduction

1.1 Students are expected to meet the published deadlines for the submission of assessments.

1.2 The University recognises that, on occasion, students may encounter circumstances which prevent them from meeting assessment deadlines.

1.3 This aim of this policy is to enable students to submit up to 7 calendar days after the published submission date. For students who have a Student Support and Wellbeing approved automatic 7 day extension, the deadlines in this policy are applicable after the automatically extended deadline.

1.4 Coursework submitted later than 7 days after the published submission deadline or extended deadline will be awarded a non-submission grade (0NS).

1.5 Students wishing to submit late or claim an extension should also read the Guidance for Students on Extenuating Circumstances, Fit to Sit, Extensions and Late Submission.

2.1 This policy is applicable to all registered students submitting assessments on a University of Wolverhampton award at undergraduate and postgraduate taught levels. This includes students in UK and international partnerships and distance learners.

2.2 Where this policy is incompatible with courses which adhere to professional body regulations the professional body regulations and procedures will take precedence. Where this applies further information will be published in the Course Guide.

2.3 This policy does not apply to examinations, tests, group work and practicals. For these assessments students should refer to the Fit to Sit and Extenuating Circumstances Policy and Procedures.

University of Wolverhampton Guidance for Students on Extenuating Circumstances, Fit to Sit, Extensions and Late submission, available at  https://www.wlv.ac.uk/about-us/governance/legal-information/regulations-codes-of-conduct-and-bye-laws/

Fit to Sit and Extenuating Circumstances Policy and Procedures. Available at:  https://www.wlv.ac.uk/about-us/corporate-information/wlv-policies/fit-to-sit-and-extenuating-circumstances-policy-and-procedure/

2.4 This policy does not apply where a student requires longer than 7 calendar days after the published assessment date to submit their assessment. In these circumstances students should refer to the Fit to Sit and Extenuating Circumstances Policy and Procedures.

2.5 This policy does not apply to assessments taken during a published resit period.

3.1 Coursework submitted after the published submission deadline but within 7 calendar days of that deadline, without an approved extension, will be marked.

3.2 Grades for late submissions will be subject to the following sanctions:

a) Up to 2 days3 after the published deadline A deduction of 10% of the maximum mark available from the actual mark achieved by the student.

b) More than 2 days and up to 7 days after the published deadline A deduction of 20% of the maximum mark available from the actual mark achieved by the student.

c) More than 7 days after the published deadline A non-submission grade (0NS)

3.3 Where the submitted work has met the learning outcomes for the assessment the mark will not be reduced lower than the minimum pass grade.  

3.4 Where multiple versions of an assessment have been submitted it will be the last valid submission before the published deadline that will be marked. If no work is submitted before the published deadline the first assessment submitted after the deadline will be marked in accordance with section 3 of this policy.  

4.1 The purpose of the extensions procedure is to enable an extension to an assessment deadline where exceptional and unforeseeable circumstances beyond a student’s control will prevent them from submitting an assessment by the published deadline.

4.2 The maximum extension that can be granted is 7 calendar days. If the new submission date falls on a day when the University is closed i.e. Christmas and Easter, this will be extended to the next day the University is open.

4.3 Students should apply for an extension at least 7 calendar days before the original assessment submission date. Claims submitted after this deadline will not normally be accepted unless there is evidence that the reasons for applying for an extension were not known at the time.

4.4 Extension claims submitted after the assessment deadline will not be accepted.

4.5 Extension claims must be made through eVision for each affected assessment.

4.6 Students have a maximum of 7 calendar days to submit electronic copies of the supporting evidence via eVision or to provide these to their Faculty Student Services Office.

4.7 An extension can be granted where there is evidence to demonstrate that exceptional and unforeseeable circumstances have affected the student’s ability to submit the assessment by the published assessment deadline.

4.8 Where no evidence is provided within the deadline the claim will be rejected, unless the student provides evidence of good reason for the delay and keeps the Faculty Student Services Office informed of the situation.

4.9 The standard required both in terms of the extent and seriousness of the circumstances and the supporting evidence is at a slightly lower level, than that required for extenuating circumstances, recognising that the possible outcomes of a successful extenuating circumstances claim are more far-ranging than the granting of an extension request. Further guidance is provided in the Guidance for Students on Extenuating Circumstances, Fit to Sit, Extensions and Late Submission.

4.10 Incomplete claims will be rejected.

5.1 Claims will be reviewed by the Faculty Student Records Coordinator or their nominee.

5.2 Students should not wait for confirmation of the outcome of their claim before submitting their work and should submit the assessment no later than 7 calendar days after the published assessment deadline.

5.3 Where a claim is successful the student and the module leader will be notified by email of the new submission date.

5.4 Where a claim is unsuccessful the student will be notified by email. If their assessment was submitted no later than 7 calendar days after the published assessment deadline, it will be marked as a late submission (see Section 3 above).

University of Wolverhampton Guidance for Students on Extenuating Circumstances, Fit to Sit, Extensions and Late Submission – available at https://www.wlv.ac.uk/about-us/governance/legalinformation/policies-and-regulations/

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The instructor is responsible for setting standards for all physical or virtual classroom conduct, behavior, and discipline. Only enrolled students, administrative personnel, and persons authorized by the instructor are permitted access to physical or virtual classrooms. University policy and Colorado state law prohibit all forms of disruptive or obstructive behavior in a physical or virtual classroom or any action which would disrupt scheduled academic activity. All communications with instructors, whether in class, face-to-face, on paper, or by telephone, email, or other means are subject to the same standards for conduct, behavior, and discipline as classroom behavior. Standards of conduct outlined elsewhere (Student Conduct Code, Sexual Harassment Policy, etc.) also apply.

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Veterans and active duty military personnel with military obligations are encouraged to communicate to the faculty about these obligations. These communications need to occur within the first two weeks of a course, or as soon as military obligations are identified, and the student needs to provide relevant documentation to the faculty. If necessary, once the student has self-disclosed and provided proper documentation to the faculty, reasonable arrangements will be implemented to help the student complete their academic coursework.

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All students are expected to follow APA 7 formatting for all assignments. For details, please review the APA 7 guidelines within the CSU Global Writing Center. A link to this resource should be provided within most assignment descriptions in your course.

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Satisfactory Academic Progress (SAP) applies to all students and denotes successful completion of coursework towards a degree in each trimester. Students who fail to achieve minimum standards for grade point average and/or course completion rate (CR) in a Maximum Time Frame (MTF) will face academic consequences; up to and including university withdrawal and loss of eligibility for all types of federal and state aid administered by CSU Global.

The following credit hour guidelines are used when determining Satisfactory Academic Progress:

• All CSU Global credit hours attempted and earned are counted in the evaluation of SAP.
• All transferable credits are counted as credit earned and will count towards MTF and CR but not in the cumulative GPA calculation.
• Incomplete grades in courses will count as credits attempted but not earned until the final grade has been posted, at which point SAP will be re-calculated for MTF, CR, and cumulative GPA with the final grade.
• All repeated courses count as credits attempted but not earned and count toward MTF and CR. Repeated courses do not count toward cumulative GPA except for the final grade received on the last repeat of a course.
• Course withdrawals (grades of W) count as credits attempted but not earned, and count towards MTF and CR but not toward cumulative GPA.
• Students on SAP Probation may be ineligible to transfer to another program until SAP has been met, or an appeal has been approved.

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All students will be evaluated for SAP at the end of each trimester. To remain in Good Academic Standing, students must maintain the following standards:

To remain in Good Academic Standing, students must maintain a cumulative grade point average (GPA) of at least 2.00 and a minimum course completion rate of 66.66% of all courses attempted. The MTF for undergraduate programs is 150% the normal duration of program as measured in credit hours.

Note: The minimum course completion rate of 66.66% takes effect in July 2016. Any prior terms are based on the previous minimum course completion rate of 67%.

To remain in Good Academic Standing, students must maintain a cumulative grade point average (GPA) of at least 3.00 and a minimum course completion rate of 66.66% of all courses attempted. The MTF for graduate programs is 150% the normal duration of program as measured in credit hours.

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Active students who fail to meet the minimum SAP standards after one trimester will be placed on SAP Warning. All students on SAP Warning will receive academic advisement to assist them in improving their academic progress.  Financial aid students in SAP Warning status remain eligible for Title IV funds.

• Students on SAP Warning who achieve the required SAP minimums at the end of their next trimester will be placed back into Good Academic Standing.
• Students on SAP Warning who do not achieve the required SAP standards at the end of their next trimester will be placed on SAP Probation.
• Students on SAP Warning who have not registered and completed coursework within 12 months will be administratively withdrawn.

SAP Probation

Students will be placed on SAP Probation if they fail to meet the minimum SAP standards while on SAP Warning. SAP Probation status is noted on the transcript until the student returns to Good Academic Standing. In addition, students will receive notification of SAP Probation status from the Office of Student Affairs. All students that are placed on Academic Probation must submit an Academic SAP Appeal form in order to continue taking courses during the Probation period. Academic progress during the warning period will be reviewed, and if approved the student will be issued an Academic Plan that will detail what the student must complete in order to get back into good academic standing.  The university will only approve a financial aid appeal if it determines that the student had a documented extenuating circumstance that occurred and prevented the student from successfully completing the coursework, and that the student will be able to meet minimum standards for Satisfactory Academic Progress during the next trimester based on the academic plan developed by the institution.

• If a student meets the required standard within one trimester, he or she will be placed back into Good Academic Standing.
• If a student cannot meet the required standards within one trimester, the student must have an academic plan on file in order to be able to continue.
• If a student cannot meet the required standards within two trimesters in SAP Probation, he or she will be placed on Academic Suspension.
• Students on SAP Probation who have not registered and completed coursework within 12 months will be administratively withdrawn.

Students who are denied academically will be suspended and may file a Provost appeal. If a Provost appeal has not been approved by the end of the trimester in which they were denied they will be withdrawn from the university. Financial aid students in SAP Probation status must appeal to be eligible for Title IV funds, and may not receive financial aid for more than two trimesters of SAP Probation. Please see Financial Aid Satisfactory Academic Policy for more information on federal aid eligibility

SAP Academic Suspension

Students who fail to clear SAP Probation status will be placed on Academic Suspension. Students placed on Academic Suspension cannot re-enroll at CSU Global unless approved by the university via appeal.

Students on Academic Suspension who successfully appeal their suspension can return to the university in SAP Probation II status. Students on SAP Probation II will re-enter the university under the current catalog and university requirements. Students may be granted an administrative waiver to return under their previous program based on the committee decision. Students on SAP Probation II will remain under the guidelines of the catalog in effect at the time of re-entry to the University. Suspension Appeals must be submitted to the Office of Student Affairs at least two (2) weeks prior to the start of the term in which a student plans to re-enroll. Students who are approved to return under SAP Probation II status are ineligible for Title IV funds. Students placed on Academic Suspension retain limited access to their Student Portal for account information and student services.

Students on Academic Suspension who successfully appeal their suspension must enroll and complete classes in the next available term or the appeal will be negated and the student will be suspended.

Appeal Process For SAP Academic Suspension

Students who wish to appeal their Academic Suspension are responsible for initiating the process by submitting a SAP Suspention Appeal form to the Student Appeals Committee. Appeals will only be considered if all outstanding student account balances have been paid. If additional college credit has been earned since the last enrollment with CSU Global, the student should submit official transcripts as part of their appeal. If a suspension appeal is approved, students may be required to pay cash until they have returned to good standing and are eligible for federal financial aid.

The Appeal Letter must address the following questions:

• What extenuating circumstances occurred during your previous enrollment to prevent you from successfully completing your coursework?
• What are your goals in pursuing a degree?
• How will you adjust your schedule and commitments to ensure that you have at least 10 hours per week to devote to class participation?
• What is your support network to ensure that you will be able to keep your commitment to school work? How will the people supporting you help to ensure your success?
• What plans will you have in place to address the possible obstacles that could arise, i.e. computer breakdowns/access issues, changes in commitment or needs related to work, family needs, etc.?
• How will you communicate with your advisor, instructor and/or the Office of Student Success when you encounter issues or concerns?
• How can CSU Global best support you accomplish your goals and help to keep you on track?

Students who are denied a suspension appeal may file a Provost appeal. If a Provost appeal has not been approved by the end of the trimester in which they were suspended they will be withdrawn from the university. Students on Academic Suspension who successfully appeal their suspension will be allowed to take courses under a SAP Probation II status with an approved academic plan. Students who do not meet the conditions of the academic plan will be dismissed from the university.

Late Policy

The academic week at CSU Global begins on Monday and ends the following Sunday.

CSU Global has designed programs and courses around best practices in adult and online learning theory. Courses are offered in an eight (8) week accelerated format. Therefore, it is expected that students will gain maximum benefit from courses and stay on pace for successful completion when they are participating fully in each week's activities and completing each week's assignments according to the course schedules. The CSU Global late policy supports maximum classroom success.

Discussion Boards (DB)

The Original Post must be completed by Thursday at 11:59 p.m. MST and Peer Responses posted by Sunday at 11:59 p.m. MST. Please note that late posts will not be accepted after Sunday at 11:59pm MST

Mastery Exercises (ME)

To maximize learning, it is strongly recommended that students complete Mastery Exercises no later than one week after the assigned module. However, students may access and retake mastery exercises until they achieve the score they desire through the last day of class.* Attempts completed after the last day of class will not be accepted unless an Incomplete Grade Request has been approved.

* For courses utilizing Cengage MindTap and Pearson's MyLab and Mastering software, Mastery Exercises are limited to 3 attempts and must be completed during the week that they are assigned. The late policy goes into effect after midnight the Sunday the week the module ends. Exams do not have a late policy, as they are required to be finished during the midterm and final week, respectively.

Critical Thinking (CT) And Portfolio Milestones

CT assignments and milestones are due Sundays at 11:59 p.m. MT. Students are permitted a one week (7 day) grace period during which they may submit an assignment after the original due date without incurring a penalty. Papers submitted between 8 and 14 days after the original due date will be accepted with a potential 10 percent total reduction in grade for late submission. Papers submitted 15 or more days beyond the original due date will not be accepted unless the student has made arrangements with the instructor prior to the original due date of the assignment. Any arrangements for extension must identify the assignments to be included and a due date. Assignments not submitted within 14 days of the original due date will not be included in a request for incomplete grade. All outstanding CT assignments, milestones, and the portfolio project must be submitted no later than the last day of class. No assignments will be accepted after the last day of class unless a student has requested and been approved for an incomplete grade in accordance with the Incomplete Policy.

Portfolio Projects

No late Portfolio Projects will be accepted beyond the last day of class unless a student has requested, and been approved for an incomplete grade in accordance with the Incomplete Policy.

Student Attendance

Students are expected to actively engage in coursework every week in order to effectively master the course material. Active engagement is defined at CSU Global as a submission of an assignment to the grade book, completing a mastery exercise, posting a response to a discussion board, or responding to a student's/instructor's post on a discussion board.

Academic engagement will be monitored on a weekly basis. Students who have not actively engaged for 14 consecutive days will receive an At-Risk Email requesting that the student academically engage in their course within seven days or they will be administratively withdrawn from courses. If the student has not participated after 21 days, the student will be administratively withdrawn from the course.

Students are still responsible for all tuition charges related to courses if a student is withdrawn for non-attendance after the drop deadline each term. Withdrawal for non-attendance may have an impact on financial aid eligibility.

Course Evaluations

The faculty and administration of CSU Global value constructive and professional feedback from students. Information from the course evaluation is used for program and college accreditation. This information also provides faculty with formative feedback that could be used to impact and improve future instruction. The course evaluation is completed electronically by the student. Before completing a course evaluation, a student should reflect on their learning experience in order to provide thoughtful responses to the questions asked in the evaluation. The faculty and administration expect students to adhere to the tenets of professionalism when rating the course and faculty, especially when providing written comments. Any irrelevant or inappropriate comments will not be considered in relationship to impacting course instruction or as evaluative of faculty performance.

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Late submission of coursework

Meeting your deadlines, plan your workload.

You'll be given a deadline by which work is to be completed and handed in. You should always aim to submit work before the deadline. This ensures you should never have any problems with a late submission. A simple tactic is to set your own deadline, perhaps several days in advance of the last possible date for submission and to organise your work around that. 

You should familiarise yourself with the primary submission methods for coursework and online examinations of each department that you are taking a module with. Each assessment must be submitted by the deadline published in order to gain a mark. If you are concerned that you cannot complete an assessment by the deadline you should contact your department before the deadline or consider making a late submission claim.

If you have difficulty in managing your workload, you can seek advice from a number of sources, including from staff in your department including your personal tutor,  SU Advice  and your  Student Services Hub .

Missing a deadline

It is your responsibility to inform your department of any circumstances affecting your ability to submit on  time. It is at the discretion of the department to comment on work submitted later than the deadlines for formative feedback only (ie. no formal marks will be awarded).

Please  contact your department  for support and advice if you are concerned about your deadlines.

Late submission policy

There is a single  policy for the late submission of coursework and online examinations  (.pdf) for both undergraduate and postgraduate taught programmes of study.

The policy states that all assessments submitted after the deadline will receive a mark of zero, unless there are valid circumstances resulting in your late submission.

Reasons you can't meet a deadline 

There may be times when you are unable to undertake, complete or submit a piece of coursework or an online examination on time due to circumstances beyond your control. You can still submit work late if you have submitted a valid late submission claim alongside evidence of your circumstances.

These guidance notes cover circumstances which affect your ability to submit coursework or online examinations by the deadline.

There are separate policies and guidance on  extenuating circumstances  concerning performance in coursework or online examination and your ability to submit at all .

Reasons accepted

These circumstances are defined as the inability to submit work by the deadline due to reasons beyond your control. Accepted circumstances include:

• medical reasons
• practical reasons
• reasons of a personal nature
• genuine emergencies which could not reasonably have been expected

This is not an exhaustive list of ‘accepted’ circumstances and our departments will consider all claims.

Reasons not accepted

The following are examples of circumstances which are not normally considered to be relevant for the instatement of marks due to failure to meet a deadline:

• minor ailments and illnesses on the day of coursework, such as colds, coughs, sprains, headaches
• personal disruptions or events which could have been anticipated, such as holidays, weddings, changing address or employment, religious holidays or festivals which are usually known in advance
• general pressure of work is not taken to be circumstances beyond your control, as you are expected to plan your work schedule
• excessive demands on time or pressure of employment which could have been anticipated
• financial constraints commonly experienced by students
• misreading/confusing the coursework or online examination deadline
• oversleeping on the day of the deadline
• transport problems, such as car breaking down or delayed public transport

It is not appropriate, nor possible, to list all of the potential circumstances that a student may encounter which would be accepted by the Extenuating Circumstances Committee. The list above should give you an indication of the types of circumstance that are not normally accepted by the Committee.

You should note that extenuating circumstances claims for marks instatement of work submitted after the relevant Late Submission deadline can only be considered under the Extenuating Circumstances Policy. This covers cases where you were unable to complete an assessment by the original deadline/the relevant Late Submission deadline due to a circumstance or event that could not reasonably have been anticipated and includes coursework, submitting an online examination or attendance at a coursework test/presentation.

If you miss your coursework deadline and believe that you have circumstances which have affected your ability to submit on time, then you should submit an  extenuating circumstances form  within seven calendar days (including weekends and/or holidays) of the deadline explaining those circumstances and providing any relevant evidence. You should also submit your coursework so that it can be marked if your claim is accepted. 

Online examinations over 23 hours 59 minutes or take-home exams

If you miss submitting your online examination, which is over 23 hours 59 minutes in length, or your take-home exam by the deadline and believe that you have circumstances which have affected your ability to submit by the deadline, then you should submit an  extenuating circumstances form  within 24 hours detailing those circumstances and any relevant evidence. You also need to submit your work within 24 hours so that it can be marked if your claim is accepted.

Online examinations under 23 hours 59 minutes

If you miss submitting your online examination which is less than 23 hours 59 minutes in length by the deadline, this will be treated as a missed assessment, for which you will be given a 0. You will need to submit an  extenuating circumstances claim  if circumstances outside of your control prevented you from submitting on time. 

Absence from in-class tests, practical assignment and presentations

If you have been unable to attend a coursework test, such as a timed in-class test, a presentation or a practical class, you should inform your department as soon as possible.

Some types of assessment, such as certain in-class tests, practical assignments or presentations, may not be covered by this policy. Where it is deemed impossible to accept a late submission request due to the nature of the assessment, this information will be available from the school/department (eg. in the module outline or departmental handbook). In such cases, a student who is unable to undertake the assessment by the deadline due to extenuating circumstances should submit an Extenuating Circumstances claim instead of Late Submission.

Postgraduate dissertations 

Postgraduate taught dissertations or equivalent are not counted as coursework and are therefore not covered by the standard policy on the late submission of coursework. Students can request an extension for their postgraduate dissertation if they find that, due to extenuating circumstances, they will be unable to submit the dissertation by the published deadline.

You can only request an extension before the current deadline for your dissertation and should speak to your supervisor as soon as you begin to have concerns about the deadline. 

Informal extensions

You can request an informal extension from your  department or school  of up to four weeks.

Please write to your Department explaining the reasons for needing an extension and when you hope to submit your dissertation by. Each request is considered on a case-by-case basis and your Department or School will notify you of their decision.

There are no registration fees for an informal extension.

Formal extensions

You will need to submit a formal extension request if:

• You require a longer extension than four weeks.
• You have had a formal extension granted to you previously.
• You have been given the opportunity to resubmit your dissertation by the Board of Examiners and need an extension to the resubmission deadline.

Formal extensions can be submitted via the  online form . Requests are will be considered by your Department or School, and final approval is granted by the Faculty Dean.

When an extension is approved, a registration fee of £100 for each term is payable.

Due to the time that it takes for a formal extension to be considered for approval, we recommend submitting your request as soon as you can, and preferably no later than 14 calendar days (including weekends and bank holidays) ahead of the deadline. A request submitted after your deadline has passed will not normally be approved.

What to do if you have missed the deadline

If the deadline for your dissertation has already passed and you have not been able to submit your work, you may be eligible to submit an  extenuating circumstances claim .

Dissertation marks and other results

If you are granted an extension, this date will be used to determine when your marks will be considered by Board of Examiners. If you submit your dissertation before the extended deadline, your results will still go to the next Board of Examiners based on the extension deadline given, not your submission date. 

Your Department or School can let you know when this will be but you should note that there could be a delay of several months between when you submit your dissertation and when your results are available.

What to include on your form

You should include on the  extenuating circumstances form  details of the specific piece(s) of coursework or online examination examinations that you are submitting late and describe the circumstances that prevented timely submission of the work. Make sure you explain the impact these circumstances had on your ability to submit your coursework or online examination by the deadline.

Documentary evidence

Where you are able, it is in your interest to submit independent and reliable supporting evidence as part of your extenuating circumstances application. Supporting evidence should be relevant to the circumstances described in both nature and timeframe. Without supporting evidence, the Extenuating Circumstances Committee/Board of Examiners may not be able to take action on your claim.

See our  guidance on documentary evidence .

Longer-term extenuating circumstances or non-submission of work

If you have experienced significant (longer term) extenuating circumstances that prevent you from either submitting your work at all, or submitting within the relevant late submission timeframe, you should  submit an  extenuating circumstances form . You should clearly explain how your extenuating circumstances affected your ability to submit your work on the form.

Processing your application

Late submission requests for coursework will be accepted for consideration by the relevant departmental Extenuating Circumstances Committee in line with the deadlines stated above, unless model answers have been released. It is at the discretion of the department to comment on work submitted later than the applicable late submission deadline for formative feedback only (that is, no formal marks will be awarded).

Each department has an Extenuating Circumstances Committee which will normally meet at least twice during the year. The Committee will decide whether your work should be marked and whether that mark will count towards your formal assessment (i.e. no formal marks will be instated). The department will advise you of the outcome.

Further information

If you need any further help and advice, please contact or visit the Student Services Hub or SU Advice who will be happy to assist you.

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Assignments and late submission

What happens if i submit an assignment late do i receive a penalty on my grade.

Penalties for late submission may include:

• reduction of your mark by 5% per working day (or part working day) after the submission date
• not being permitted to submit the assignment
• assignment not being marked if it is submitted five working days after the original submission date without an approved extension or beyond the five working days after any approved extension (including those granted under any Learning Access Plan or Special Consideration application)

For more information see the Assessment Procedure - Adjustments to Assessments .

Speak with your academic as early as possible if you are having difficulties completing an assessment task. Your academic will clarify your options and the penalties for late submission.

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Late Submission: Understanding Policies & Managing Deductions

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In a world where deadlines are critical and time is of the essence, missing submissions can be a real game-changer. Picture this: you’re racing against the clock to complete an important task, only to realize that your submission will be delayed.

Late submission may seem like a setback, but it’s an opportunity in disguise. We’ll delve into strategies for avoiding last-minute rushes and share tips on effective time management to help you avoid late submission policy, late penalties, and loss of points. Buckle up as we highlight the contrast between procrastination and punctuality, revealing how meeting deadlines with precision can enhance productivity and reputation.

Key Takeaways

• Understanding the reasons behind late submissions can help you address the issue effectively. By identifying common causes such as poor time management or technical difficulties, you can provide targeted solutions and support to your students or team members.
• Implementing clear and fair late submission policies is crucial for maintaining consistency and accountability. Clearly communicate the consequences of late submissions, including any deductions or penalties, to ensure everyone understands the expectations.
• Setting up automated systems or tools can streamline the process of handling late submissions. Utilize learning management systems or project management software that allows for easy tracking, submission extensions, and notifications to keep everyone informed.
• Apply your late submission policies consistently and fairly to avoid any perception of favoritism or bias. Treat all individuals equally and enforce the policies consistently across all assignments or projects.
• Effectively managing late submissions involves proactive communication and support. Encourage open dialogue with students or team members to address any challenges they may be facing and provide guidance on how to improve their time management skills.
• Consider implementing a progressive deduction system for late submissions, where the penalty increases with each subsequent late assignment. This approach can motivate individuals to prioritize timely submissions and discourage repeated lateness.

Understanding Late Submissions

Late submissions can be a common concern for students. To better understand late submissions, it is important to consider gradebook policies, the professor’s stance on late work, available submission options, circumstances, penalty, points, and reason.

Gradebook policies play a significant role in handling late submissions. These policies help establish guidelines for how late work is handled and graded. By setting clear gradebook policies, professors ensure consistency in addressing late submissions across all students. For example, a policy might state that assignments turned in one day after the due date will receive a 10% deduction in grade points.

It is worth noting that gradebook policies, including missing submission policy, late submission policy, and late submission penalties, can be customized based on different scenarios or class requirements. Some professors may choose to have stricter policies, while others may provide more leniency depending on their teaching philosophy or the nature of the assignment itself.

Understanding a professor’s stance on late submissions is crucial for students as it helps them plan their assignments accordingly. Each professor may have their own approach when dealing with late work and missing submission policy. Some professors might accept late assignments without penalty up to a certain point, while others may deduct points or refuse to accept them altogether.

Furthermore, a professor’s stance on late submissions could influence any penalties imposed or accommodations provided for extenuating circumstances such as illness or personal emergencies.

To accommodate different situations faced by students and professor, educational institutions often offer various submission options, especially through online platforms. These platforms typically provide multiple methods of submitting assignments electronically which allow flexibility for those with legitimate reasons for submitting work past the deadline.

Late Submission Policies

Late submission policies are an important aspect of academic life that students need to understand. These policies outline the rules and procedures for submitting assignments after the designated due date, including the late submission policy. By familiarizing themselves with these policies, students can navigate the late submission process effectively.

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A clear understanding of how late submissions work is crucial. When a student fails to submit their assignment on time, they may be subject to late submission penalties imposed by their instructors or educational institutions. These penalties can vary and may include grade deductions or missed opportunities for feedback.

Knowing the key components of the late submission system is essential for students. This includes understanding when assignments are due, how to request extensions (if applicable), and any specific guidelines regarding late submissions set by professors or institutions.

Implications

Understanding the implications of late submissions can serve as a strong motivator for students to meet deadlines. Late submissions not only have immediate consequences such as grade deductions but also potentially impact overall academic performance and student-professor relationships.

When assignments are submitted past the due date, it often means that students miss out on valuable feedback from instructors that could help improve their work in future assessments. Consistently submitting assignments late may create a negative impression on professors and affect their perception of a student’s commitment and reliability.

Late submissions can also disrupt a student’s workflow by causing unnecessary stress and anxiety as deadlines approach rapidly. By recognizing these implications, students are more likely to prioritize meeting assignment deadlines and develop effective time management skills.

Setting Up Late Submissions

Enable options.

To effectively handle late submissions, professors have the ability to enable specific options within their course management system. These options provide them with greater control and automation in managing and grading late assignments. By enabling certain features, professors can streamline the process of handling late submissions.

Enabling specific options allows professors to automate penalty calculations for late assignments. This means that instead of manually calculating penalties for each individual student who submits their assignment after the deadline, the system will automatically apply the appropriate deduction based on predefined rules set by the professor. This not only saves time but also ensures consistency in applying penalties across all students.

Enabling options provides professors with a streamlined way to manage and grade late submissions. The system can be configured to display all late assignments in one centralized location, making it easier for professors to keep track of which students have submitted their work past the deadline. This helps reduce confusion and ensures that no assignment goes unnoticed or ungraded.

Configure Deductions

In order to maintain fairness and consistency when grading late assignments, professors have the ability to configure deductions based on different stages of lateness. By setting up deduction criteria, they can establish clear guidelines for how much points will be deducted depending on how late an assignment is submitted.

Configuring deductions allows professors to customize penalty criteria based on their assessment of lateness severity. For example, they may choose to deduct a certain percentage of points per day or per hour that an assignment is overdue. By tailoring these deductions according to their own standards and expectations, professors ensure that penalties are proportionate and reflect the impact of lateness on overall performance.

Applying Policies

Late submission policies are an integral part of academic institutions. These policies are typically linked to specific activities within a course curriculum, serving as benchmarks for determining deadlines and penalties for late submissions.

It is crucial for students to be aware of the activities associated with late submission policies. By understanding which assignments or assessments have strict deadlines, students can plan their time effectively and avoid unnecessary stress. For example, if a research paper has a deadline that cannot be extended, students need to prioritize completing it on time.

Professors also play a vital role in enforcing these policies by modifying warning settings. By customizing warning messages and notifications, professors can effectively communicate expectations to their students regarding approaching deadlines. This allows students to stay informed about important due dates and take necessary actions accordingly.

Modifying warnings helps create an environment where students are consistently reminded of upcoming deadlines. It acts as a gentle nudge towards completing tasks on time while preventing last-minute rushes or potential late submissions. With clear communication from professors through customized warnings, students have the opportunity to manage their workload efficiently and submit assignments promptly.

Managing Late Submissions

Late submissions can be a common occurrence for students, but it is essential to have effective strategies in place to manage them. There are two key aspects to consider.

Viewing Policies

Students should have access to view the late submission policies for each course they are enrolled in. By being able to see these policies, students can understand the consequences of submitting work after the deadline. This transparency ensures clarity and reduces confusion among students.

When viewing the late submission policies, students can familiarize themselves with important information such as any penalties or deductions that may apply, as well as any specific instructions on how and where to submit late assignments. For example, some courses may allow a grace period where assignments submitted within a certain timeframe will receive reduced marks while others may not accept any late submissions at all.

By having access to this information upfront, students can plan their time effectively and make informed decisions about whether or not they should attempt a late submission based on the potential impact on their grades. It also helps promote accountability by ensuring that everyone understands what is expected of them regarding deadlines.

Enabling Settings

Enabling specific settings within an online platform is crucial for activating the late submission feature. Professors need to enable these settings so that the system functions properly when handling late submissions from students.

By enabling these settings, professors ensure fairness and efficiency in dealing with late assignments. The system can automatically timestamp when an assignment was submitted after the deadline and calculate any applicable penalties or deductions accordingly. This eliminates manual tracking and calculation errors while providing consistency across all student submissions.

Enabling settings allows professors to set clear parameters for accepting late work based on their individual course requirements. They can specify things like maximum allowable lateness or different rules for different types of assignments (e.g., essays versus quizzes).

Late Submission Deductions

Configuring settings is an essential aspect of handling late submissions . Professors have the flexibility to adjust parameters related to late assignments based on their preferred approach. By customizing these settings, they can accommodate different scenarios that may arise.

Professors have the ability to establish deduction criteria for penalizing late submissions. These criteria outline specific guidelines that help students anticipate the penalties they may face if they submit their assignments after the deadline.

The purpose of deduction criteria is to maintain consistency in grading late assignments. By establishing clear guidelines, professors ensure fairness and transparency in assessing work submitted beyond the due date. This also helps students understand the consequences of submitting their assignments late.

For example, a professor might set a policy where each day a student submits an assignment late results in a certain percentage point deduction from their overall grade. This criterion provides clarity and allows students to plan accordingly when facing potential delays or challenges with meeting deadlines.

Understanding deduction criteria is crucial for students as it enables them to make informed decisions about managing their time effectively and prioritizing tasks appropriately. It also encourages accountability by emphasizing punctuality and responsibility in meeting deadlines.

Enabling Policies

Missing submissions.

Late submission policies not only apply to assignments that are turned in after the designated deadline but also address cases where students fail to submit an assignment altogether. This ensures that all students are held accountable for completing their work on time. Professors may have specific procedures in place for handling missing submissions, which can vary depending on the course and institution.

For example, some professors may allow students to submit a late assignment within a certain grace period, while others may require students to provide valid reasons for their absence and follow a separate process for making up missed work. By implementing policies that address missing submissions, educators can maintain fairness and consistency.

Late Policy Settings

Late policy settings play a crucial role in determining how penalties are applied based on the duration of lateness. These settings allow professors to customize their approach according to their grading philosophy and the specific requirements of each assignment.

By customizing late policy settings, instructors can align them with their expectations regarding punctuality and academic integrity. For instance, they can choose whether or not to accept late submissions at all or specify different penalty structures based on various factors such as percentage deductions per day or week of delay.

Having clear late policy settings provides a framework for assessing penalties proportionate to the degree of lateness while still allowing flexibility when necessary. It helps establish consistent guidelines across all assignments and promotes transparency between faculty members and students regarding expectations related to deadlines.

Modifying Late Policy Warnings

Viewing warnings.

Students should have the ability to view warning notifications regarding late submissions . This feature is crucial as it helps students stay on track and avoid missing assignment deadlines. By promptly viewing these warnings, students can take necessary actions to submit their work on time.

Imagine you’re a student working on multiple assignments simultaneously. It’s easy to lose track of deadlines or get caught up in other responsibilities. However, if you receive a warning about an upcoming deadline for a particular assignment, it serves as a helpful reminder to prioritize that task. This way, you can allocate your time effectively and ensure timely submission.

For example, let’s say you’re engrossed in studying for an important exam when suddenly you receive a notification about an approaching deadline for your essay submission. Thanks to this warning system, you are instantly reminded of the impending due date and can adjust your study schedule accordingly.

Adjusting Settings

On the other hand, professors also play a vital role in managing late submissions by being able to adjust settings related to late policy warnings. As teaching methods evolve and requirements change over time, it is essential for professors to have control over these settings.

By adjusting the settings based on their evolving approach towards handling late submissions, professors can ensure that the late submission system remains up-to-date and aligned with current requirements. Regularly reviewing and modifying these settings allows for continuous improvement in managing late assignments effectively.

For instance, let’s consider a scenario where professors realize that they need more flexibility when dealing with exceptional circumstances that may lead to late submissions from students. By adjusting the settings accordingly – such as extending grace periods or allowing additional attempts – they create an environment that accommodates unforeseen challenges while maintaining fairness among all students.

In conclusion, understanding and effectively managing late submissions is crucial for maintaining a smooth workflow and ensuring fairness in any organization or educational institution. By implementing clear late submission policies and setting up appropriate systems, you can streamline the process and minimize disruptions caused by late work. Utilizing tools that allow for policy modifications and enable warnings can help in providing timely reminders to students or team members.

It is important to remember that late submission deductions should be fair and consistent, taking into account individual circumstances while also upholding deadlines as a fundamental aspect of accountability. By communicating these policies clearly and consistently, you can foster a culture of responsibility and punctuality. Furthermore, regularly reviewing and modifying your late submission policies based on feedback and evolving needs will help ensure their effectiveness.

To effectively manage late submissions, it’s essential to strike a balance between flexibility and accountability. Encourage open communication with students or team members who may be facing challenges that lead to late submissions, while also emphasizing the importance of meeting deadlines. By implementing these strategies, you can create an environment that promotes productivity, growth, and success.

Frequently Asked Questions

How do i set up late submission policies.

To set up late submission policies, navigate to the settings menu in your platform and find the “Late Submissions” tab. From there, you can specify the rules and parameters for late submissions, such as the duration of grace period or any penalties applied.

Can I modify my late policy warnings?

Yes, you can easily modify your late policy warnings. Simply access the settings menu on your platform and locate the “Late Submission Policies” section. From there, you can customize the content and timing of your warning messages to suit your needs.

What are some common deductions for late submissions?

Common deductions for late submissions include a percentage reduction in grade points or a fixed penalty deducted from the overall score. The specific deduction amount may vary depending on individual course requirements or instructor discretion.

How do I manage late submissions effectively?

To manage late submissions effectively, establish clear guidelines and communicate them clearly to students at the beginning of each assignment or project. Utilize automated systems that track submission times and apply penalties accordingly. Consistency is key in enforcing these policies.

Are there benefits to enabling late submission policies?

Enabling late submission policies provides flexibility for students who may face unforeseen circumstances that prevent timely completion of assignments. It allows them an opportunity to submit their work without facing severe consequences while still maintaining accountability within reasonable limits.

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• 💻【Upgraded to 5G wifi】This laptop tablet has dual-band 2.4g + 5g WiFi and Bluetooth 5.0, providing high efficiency and low energy consumption to transfer data. With a built-in dual camera, you can take photos and videos. It's also more convenient to make video calls to family and friends, or online lessons.
• 💻【Upgraded to Powerful Performance CPU】ZONKO 10.1 inch tablet is powered by 12nm 2.0Ghz T610 Octa-Core CPU processor, which maintains a smoother video performance, it is designed for multitasking, making it easy to switch between different apps.
• 💻【Upgraded to Android 12 Operating System】Newest android 12 system - ideal for family entertainment, daily productivity, remote learning, Zoom meeting, etc.
• 💻【Upgraded to many accessories】Equipped with case, wireless keyboard, mouse and touch pen. The android 12 tablet is rich in multifunctional accessories to meet your daily needs of life and work.

• 【Excellent Performance】The Dell Latitude 5290 detachable 2-in-1 laptop comes with a more powerful CPU and a more convenient operating system to meet the various needs of all types of people.
• 【Processor】8th Gen Intel Quad-Core i5-8350U, 1.6 GHz base frequency, up to 3.4 GHz. Six-core, eight-way processing provides maximum high-efficiency power to go.
• 【Storage & Memory】8GB RAM manages multiple applications while ensuring operational efficiency; 256GB Solid State Drive has both the system speed and the space to store data for a variety of needs.
• 【Display】12.3 Inch FHD Touchscreen (1920x1080) - provides higher image quality and clarity, showing more detail and making images more lifelike.
• 【Operating System】Windows 10 Pro - Enhanced security, remote management, and virtualization capabilities for more complex and demanding work environments.

• Aspect Ratio:16:9
• Chromebook runs on Chrome OS - An operating system by Google that is built for the way we live today. It comes with built-in virus protection, updates automatically, boots up in seconds and continues to stay fast over time. (Internet connection is required).
• All the Google apps you know and love come standard on every Chromebook, which means you can edit, download, and convert Microsoft Office files in Google Docs, Sheets and Slides.
• Get access to more than 2 million Android apps from Google Play to learn and do more.
• Chromebooks come with built-in storage for offline access to your most important files and an additional 100GB of Google Drive space to ensure that all of your files are backed up automatically.

• Convertible Ease: The slim and convertible Aspire 3 Spin 14 is made for all around productivity. With its ultra-responsive 14" IPS touchscreen and AES Pen support, it easily flips, stands, folds, and spins to the way you work.
• Designed for Real-World Performance: the Intel Core i3 processors offer reliable performance, multitasking capabilities, and fast connectivity to work and learn.
• Internal Specifications; 8GB LPDDR5 RAM and 128GB NVMe SSD
• Easy-to-Use Touchscreen: Take notes, sketch, or share your work with ease on the ultra-responsive 14” WUXGA (1920 x 1200) IPS touchscreen—with WACOM AES Pen Support, Acer BlueLightShield, and a 16:10 aspect ratio to boot. (Pen Sold Separately)
• Thin, Light, and Versatile: With its versatile 360° hinge design, easily transition between laptop or tablet mode—or anything in between! And at 18.9 mm thin and 3.4 lbs. light, this 2-in-1 convertible laptop is made to keep up with you!

• Introducing Copilot on Windows 11, your everyday AI companion - Copilot empowers you to create faster, complete tasks with ease and lessens your cognitive load - making one complicated task, simple.
• Immersive 13" touchscreen – Adapts to your surroundings, adjusting the color balance to best suit your environment.
• Hinges on your every move – Adjust the angle with built-in Kickstand, adding Surface Pro Signature Keyboard[1] for instant laptop productivity.
• Like pen on paper, only better – Take notes more easily in your own handwriting. Sketch ideas and diagrams. It’s all natural with Surface Pro 9 and Surface Slim Pen 2[1].
• The perfect angle for video calls – Surface Pro 9 1080p HD camera features an updated angle that places you squarely in the frame.

• [performance Tablet With Keyboard] This 2 in 1 tablet with 8 GB RAM, 64 GB ROM(512GB expandable). large storage space for your daily entertainment and work needs. 10 inch tablet with Case, Support Bluetooth, FM, and WiFi. Latest Android 11 with Powerful processor, 1.8Ghz Speed, you can enjoy a smooth experience.
• [Computer&Tablet Mode] This Computer Tablet, Its perfect combination of computer and tablet pc. Tablet with Keyboard, Wireless Mouse and foldable protective case, it can flexibly turn tablet into a laptop mode. Help you open the office mode at any time.
• [Google Certified Android 13 Tablet] This Tablet passed the GMS. with lastest android 13 system, not the go edition. compatible more apps than android 10. you can download apps like Facebook, Twitter, Instagram, and more. Enhance your experience and allow you to enjoy reading, watching, Learning surfing internet and more. It is a really good companion for your leisure and entertainment.
• [Functional Android Tablet] Android 13.0 Tablet equipped with a 1.8 GHz powerful processor,2.0 + 8.0 MP Dual camera support, tablet with dual stereo speakers and fast-transmitting Type C data interface support, Dual wifi Mode being able to connect to the internet quickly and stay connected，let you enjoy a faster Internet experience. Long battery life ensures a 8-10 hours mixed use for daily life.
• [Package include] Package Come with 1* 10 inch tablet, 1* keyboard, 1* Pen, 1* Protective Case, 1* mouse, 1* screen protector, 1* Cable, 1* Charger. This 2 in 1 Tablet contain Complete accessories as a computer. Can meet most occasion in daily life. Can be a best gift for birthday and festivals. Tablet with 1 year warranty. Any queries, please feel free to contact us.

• HP Elite X2 1012 G1 2-in-1 Touchscreen Business Tablet Laptop,with Backlit Keyboard, Fingerprint, This pre-owned product has been professionally inspected, tested and cleaned by Amazon qualified vendors.
• 12” Display(1280x800) resolution for stunning clear visuals.
• Intel Core M3-6Y30 1.1Ghz, Windows 10 Pro 64Bit-Multi-language surpports English/Spanish
• The PC memory has been upgraded to 4GB for enhanced high bandwidth to easily switch back and forth between open applications; Hard drive has been upgraded to 128GB SSD for fast boot up and speedy data transfer
• Configured to tackle all the most commonly needed tasks right out of the box. All Renewed computers are backed by a 90-day warranty and 90-day tech support to ensure a smooth, easy, and secure introduction.

• The 360 degree hinge allows 'Laptop' mode for everyday computing, 'Tent' mode for sharing things, 'Stand' mode for binge-watching, or 'Tablet' mode for more intuitive interaction.
• 4GB LPDDR4X Memory (Soldered); 64GB eMMC Storage; Octa-Core MediaTek MT8183 Processor (8-core, 2.0 GHz); Integrated ARM Mali-G72 MP3 Graphics
• 11.6" HD (1366 x 768) IPS, glossy, touchscreen, 250 nits; The attached capacitive stylus pen works on most capacitive touchscreens. The capacitive stylus slim aluminum design is durable and portable
• 1 x USB-C 2.0, 1 x USB-A 2.0, 1 x MicroSD card reader, 1 x Headphone / mic combo; HD Audio with 2 x 2W Stereo Speakers; 802.11AC (2 x 2) & Bluetooth 4.2
• Everything is Original from Lenovo, One-year warranty from Manufacturer. Chrome OS, chromebook is a computer for the way the modern world works, with thousands of apps, built-in cloud backups. It is secure, fast, up-to-date, versatile and simple. Idea for online course, online school, students, zoom meeting, or video streaming.

• Muir, Nancy C. (Author)
• English (Publication Language)
• 504 Pages - 10/04/2011 (Publication Date) - John Wiley & Sons (Publisher)

• The performance you'll applaud. The entertainment you'll love: versatile Chromebook packed with performance features you want and long battery life so you can play, chat and create longer
• Thin and light with four versatile modes: easily convert from laptop mode to tablet, stand or tent mode for notetaking, drawing and other daily activities that feel as natural as pen on paper
• Google play store: the millions of Android apps you know and love on your phone and tablet can now run on your chrome device without compromising their speed, simplicity or security
• Processor: intel(r) celeron(r) N4000, Dual-Core, 1.1 GHz Base frequency, up to 2.6 GHz burst frequency
• Display: 14.0-Inch diagonal HD SVA micro-edge WLED-backlit multitouch-enabled edge-to-edge glass touchscreen (1366 x 768)

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CS231n: Deep Learning for Computer Vision

Stanford - spring 2023, assignments.

There will be three assignments which will improve both your theoretical understanding and your practical skills. All assignments will contain programming parts and written questions. For practical reasons, in office hours, TAs have been asked to not look at students’ code.

• Assignment 1 (10%): Image Classification, kNN, SVM, Softmax, Fully-Connected Neural Network
• Assignment 2 (20%): Fully-Connected Nets, Batch Normalization, Dropout, Convolutional Nets, Network Visualization
• Assignment 3 (15%): Image Captioning with Vanilla RNNs, LSTMs, Transformers, Generative Adversarial Networks

All assignments are due at 11:59 PM Pacific Time. All deadlines will be posted on Ed and on the Schedule page.

Assignments are submitted via Gradescope . You will be automatically added to the course on Gradescope before the start of the quarter. If that is not the case, please email us to sort it out. If you need to sign up for a Gradescope account, please use your @stanford.edu email address. Further instructions are given in each assignment handout. Do not email us your assignments.

For submission instructions, follow the steps listed on the appropriate assignment handout.

Late Policy

See the late policy on the home page .

Collaboration Policy

Study groups are allowed and students may discuss in groups. However, we expect students to understand and complete their own assignments. Each student must write down the solutions independently (without referring to written notes from the joint session) and hand in one assignment per student. If you worked in a group, please put the names of your study group at the top of your assignment. When in doubt about collaboration details, please ask us on Ed .

Honor Code : There are a number of solutions to assignments from past offerings of CS231n that have been posted online. We are aware of this, and expect that all work submitted by students will be their own. Like all other classes at Stanford, we take the student Honor Code very seriously.