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Eberly College of Arts and Sciences
WVU Foundational STEM Collaborative
and STEM Learning Center
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STEM Collaborative

Course Policies and Best Practices

The FSC Inclusive Course Policies Committee developed the following list of course policies for recommended use in the syllabi of our introductory STEM courses. Before release, these policies were also reviewed by the FSC Student Advisory Group and the FSC Faculty, who provided valuable feedback and recommendations on clarity and tone. 

For more detailed information regarding syllabus preparation and required content, please also visit the Eberly College Curriculum and Academic Policy Committee website. 

Text that is highlighted can be modified or personalized to fit an individual instructor’s teaching style. 

Attendance Policy 

Regular attendance is a critical component of success in this course. By attending class, you have the opportunity to engage with your peers and your instructor. Class time is an excellent opportunity to ask questions and receive clarification on course topics that you find challenging or confusing.  

To encourage collaboration and to incentivize attendance, I will ask clicker-style questions during each class period. These questions will contribute to the participation component of your course grade and cannot be made up if missed. I recognize that you may encounter challenges that can affect your course attendance.  In these situations, communication with me is essential. You may miss up to three class periods for any reason without negatively impacting your course participation grade. 

If there is anything within the course that hinders your ability to participate fully, please do not hesitate to discuss it with me. My goal is to foster a positive, inclusive, and accessible learning environment where all students feel supported and respected and have the opportunity to learn. Your well-being and success in this course are important to me, and I am here to support you.

If you are dealing with ongoing circumstances that affect your attendance, please consult the University Attendance Policy for further guidance and support.

Course Attendance: Recommendations and Best Practices 

  • Courses should have an attendance policy that encourages students to attend class and explains why attendance is important for academic success. 
  • Class attendance should be incentivized but not harshly punitive. WVU Policy does not support punitive attendance policies, such as reducing a student’s letter grade for a specific number of absences. 
  • One way to encourage attendance is using in-class formative assessment (i.e. clicker questions). These questions could count toward a participation component of the course grade or could be used for a course attendance bonus at the end of the semester (i.e., a 1% bonus if >90% of the clicker questions have been answered). 
  • Instructors should keep in mind that many students have factors beyond their control that may result in one or more absences. These include: university excused absences, unexpected childcare needs, sick family members, work schedule changes, and illness. 
  • If recorded attendance/participation is a component of the course grade, consider building in an allotted number of “allowed absences.” 

Exam Policy 

In this course, I aim to provide a variety of assessment activities to allow each student to demonstrate their learning in the course. One important component of assessment is periodic exams. There will be [X] exams given during the semester. Exams will primarily consist of [multiple-choice, open-ended questions, etc.] and will be administered [in person, in the University Testing Center, etc.] . Before each exam, I will communicate with you the relevant topics, number of questions, exam format, and academic integrity expectations. The exam dates are provided on the course schedule. Please put these dates on your calendar and ensure you don’t have any conflicts. 

I understand that high-stakes exams often feel intimidating and cause stress. My goal is to support your learning and to prepare you to be successful on each exam. I am here to help. Please don’t hesitate to reach out if you have any concerns or anxieties while preparing for an exam. 

Exam Recommendations and Best Practices 

  • Multiple lower-stakes assessments are preferred over fewer high-stakes assessments. 
  • To the extent possible, coordinate with instructors in foundational courses to avoid large cohorts of students taking multiple exams for different courses during the same week. 
  • Consider dropping the lowest exam score, replacing the lowest exam score with the final exam, or some other means to allow students a “bad day.” 
  • When resources allow, consider holding an exam over multiple days to accommodate diverse schedules, unexpected conflicts, and religious observances. 
  • Best practices for an extended testing window include using question pools (multiple versions of each question), randomizing exam questions, and holding the release of the exam until all students have taken it. 
  • Provide clear exam instructions and expectations. Student anxiety can often be eased by providing the exam instructions, policies, and exam integrity guidelines before the exam. It can also be helpful to provide students with additional exam details such as the number of questions, question types, and a list of testable learning outcomes. 
  • Provide feedback. Exams should be considered a learning tool as well as an assessment tool. Students should receive timely grades and feedback and have the opportunity to review their exam responses and correct answers to improve their understanding. 
  • Request student feedback. Allow students to provide you with feedback about their exam experience, the exam format, and the exam content. This approach fosters an inclusive environment and empowers students to shape their course experience. 

Makeup Exam Policy 

Make-up exams will only be offered for verifiable University-excused absences or sanctioned events or extreme circumstances. A valid excuse includes situations such as the funeral of an immediate family member, a severe illness or injury, or other serious issues like hospitalization. Please inform me of your exam absence within 24 hours to receive permission to take a make-up exam, unless extenuating circumstances (e.g. hospitalization or medical emergency) make timely communication impossible. 

Final Exam Policy 

Makeup opportunities for the final exam are limited due to strict grade submission deadlines. However, if you experience an extreme circumstance that prevents you from taking the exam, you may be eligible for an incomplete grade. Please email me as soon as possible to discuss your situation and available options. 

Office Hours Statement 

Office hours are dedicated times when I am available to support you—whether you have questions about course material, need study tips, want to discuss assignments, or just want to check in. I encourage you to drop by or schedule a time that works for you! 

When & Where:  

  • In-Person: Room XX (Building Name) 
  • Virtual: (Provide Teams/Zoom link) 
  • Weekly Hours: (List days/times) 

Office hours are drop-in, so no appointment is necessary! However, if you have a scheduling conflict, please email me to arrange a time that works for you. Talking with students is one of the best parts of my job—I look forward to meeting with you! 

Who to Contact 

If there are any unforeseen situations that occur during the semester (missed exam, technology issues, etc.), you should first reach out to your instructor. If you would like to speak with someone other than your instructor, you may also contact the Course Coordinator - [name and email] .