Drop Deadline

• Please remind students that the deadline for an undergraduate to drop an individual semester-length course without collegiate authorization is Monday, November 14.
• After initiating a course drop in MyUI, students must obtain authorization from their academic advisor, then must finalize the drop in MyUI by 11:59 pm on the deadline.
• Deadlines for off-cycle courses may be found using the Registrar’s Course Deadlines Lookup.

Considerations for instructors related to the deadline to drop a course:

• The mark of W will appear on the student’s transcript when they drop a course.
• Ws are neutral marks that do not affect a student’s GPA.
• It is helpful to students if they have a good idea of how they are doing in the course by the drop deadline so that they can make a realistic and well-informed decision about continuing in a course. Sometimes dropping a course can be in the best interest of a student.

Withdrawal Deadline

• The deadline for undergraduates to withdraw their entire Fall 2022 registration without collegiate authorization is 11:59 pm on Monday, November 14.
• After initiating a withdrawal in MyUI, students must obtain authorization from their academic advisor, then must finalize the withdrawal in MyUI by 11:59 pm on the deadline.

Please refer students with questions to CLAS Undergraduate Programs in 120 Schaeffer Hall or clas-undergrad@uiowa.edu. Undergraduate students who wish to drop a course or withdraw their registration after November 14 will need collegiate authorization. 

Supporting Students with Absences

What is a reasonable amount of help to extend to a student at this point in the semester?

It can be helpful for instructors to consider the questions below about the student and the course, using the answers as a guide for any related decisions about giving Incompletes or extensions for assignments, projects, and other work. 

Questions about the student’s performance before the absences occurred:

• Good standing: Overall, was the student’s work submitted for the course to date satisfactory, i.e., at least of average quality?
• Attendance and Participation: Did the student usually attend class (or attend class according to SDS accommodations as discussed with the instructor)? Was the student’s written work generally submitted by the relevant deadlines? Did the student take the previous exams or quizzes at the day and time scheduled? (For the SDS DRADM accommodation, the DRADM Agreement between the instructor and student is the best way to set expectations. If an agreement form has not been completed, it is not too late to do that now.) Student Disability Services encourages instructors with questions to confer with them.
• Communication: Has the student communicated reliably with the instructor as needed?
• Documentation: If the student’s longer absence (more than 1-2 class periods) was related to an emergency, excused activity, medical or mental health reason, did the student provide appropriate documentation?

Questions about the course structure, level, and size:

• Course Structure: Does each part of the course build on earlier components, with the learning outcomes depending on a linear progression of mastery?
• Course Structure: Can the student reenter the course and finish it without making up all missed assignments while still being able to achieve the course’s learning outcomes? 
• Course Structure--Applied Learning: Do students in the course generally learn through interactive and applied, systemic skill building and/or practice during the class? Can this learning be “made up” in a short experiences or alternative activities outside of class?
• Course Structure--Equipment: If make-up assignments include laboratory or other special equipment or setups, how feasible is it (in terms of time, labor, and materials) to provide a reasonable make-up opportunity before the end of the semester?
• Course Level and Outcomes: Does the student have enough prior knowledge about the subject matter, perhaps from related courses, to successfully complete the course and to achieve competency in its learning outcomes with little additional instructional support?
• Course Size: What approach to helping a student would enable the same opportunities to be extended to others in similar situations (in some courses the number of students needing make up support may be very high, and equity then becomes important)?

In all cases, a key factor is whether the student has a reasonable chance to achieve the course learning outcomes.

Incompletes

A student unable to finish a course may ask an instructor for a mark of I (Incomplete), which gives the student until the end of the next full semester (i.e., spring or fall) to complete the work of the course.

• Course instructors may approve a student’s request only if all three of the following conditions are met:
  1. The unfinished part of the student's work is small.
  2. The work is unfinished for reasons acceptable to the instructor.
  3. The student's standing in the course is satisfactory.
• If approved, the student and instructor should agree on a deadline for the work missed and include any other expectations in writing using the Incomplete Agreement Form in order to remind each party of the agreements.

CLAS Undergraduate Student Academic Concern Form

The academic staff in CLAS Undergraduate Programs (120 Schaeffer Hall) have created a reporting form for instructors to use when academic concerns arise related to a student in one of their courses. If you are concerned about a student, please fill out the online reporting form. You will be asked to share your name, the student’s name, and a brief summary of the concern. You can choose whether to remain anonymous, and CLAS staff will determine the appropriate outreach and resources to support the student.

Reasons instructors might use the form:  

• Student has stopped coming to class or stopped submitting assignments with no communication for more than a week.
• Student has not responded to your attempts to outreach via email or ICON website.

For support reporting academic misconduct, please visit the CLAS website on Undergraduate Academic Misconduct for questions and to make these types of reports.

For support with matters related to Title IX, other sexual misconduct claims, or any protected class complaints, please contact The Office of Institutional Equity (OIE) for questions and to learn more about these types of issues