Class Attendance and Excused Absence

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I. General Principles

The University recognizes that student participation is integral to the learning process, the measurement of student progress, and the fulfillment of course learning outcomes. At the same time, students may experience circumstances that necessitate absence from class.

Students shall not be penalized for an excused absence. Faculty are responsible for providing students with a reasonable and academically appropriate opportunity to demonstrate mastery of course learning outcomes following an excused absence, subject to the constraints outlined in this policy.

Faculty members will provide students with clear syllabi that articulate attendance expectations, the role of participation in achieving learning outcomes, and requirements for graded work, assessments, and experiential activities.

Students are responsible for all material covered and work assigned in any class, including during periods of excused absence.

II. Student Responsibilities

Except where prior notification is required, students missing graded work or required interactions due to an excused absence must:

  • Notify the instructor of the absence at the earliest reasonable opportunity or no later than one week following the period of absence; and
  • Arrange for completion of missed work in accordance with instructor guidance.

For absences requiring prior notification (e.g., religious observances, university-sponsored activities), students must follow the timelines specified in Section V.

III. Faculty Responsibilities and Make-Up Work

Instructors shall provide students with an opportunity to make up graded work or otherwise demonstrate attainment of course learning outcomes following an excused absence.

Make-up work:

  • May differ in format from the original assignment or activity;
  • Must provide a reasonable and academically appropriate opportunity to demonstrate mastery of course learning outcomes; and
  • Shall be counted equitably in the calculation of the final grade.

Instructors will determine the nature and timing of make-up work and communicate expectations clearly to the student.

Engagement and Participation-Based Learning

In courses where learning outcomes are substantially achieved through real-time participation, collaboration, discussion, or other forms of engagement, instructors should provide alternative means for students to demonstrate learning where feasible. However, such alternatives may approximate—but may not fully replicate—the original instructional experience.

Instructional Constraints

The University recognizes that certain instructional activities are inherently constrained by time, space, sequencing, materials, or coordination with other participants. These may include, but are not limited to, laboratories, studios, performance-based courses, clinical experiences, co-op placements, and externally facilitated instruction.

In such cases:

  • Instructors are expected to make reasonable efforts to support student progress through alternative assignments or activities where feasible;
  • Full equivalency of the missed experience may not be achievable within the constraints of the course.

When required experiential components cannot be completed within the semester, a student may be assigned an Incomplete (I) grade and allowed to complete outstanding requirements in a subsequent term, where appropriate.

IV. Extended Absences and Feasibility of Course Completion

In some cases, the number or timing of excused absences may substantially limit a student’s ability to achieve the core learning outcomes of a course. This may occur, for example, when absences approach or exceed approximately one-fifth (20%) of required interactions or are concentrated in critical portions of the term.

“Required interactions” are defined as activities that contribute directly to course learning outcomes and for which absence would otherwise affect student progress. These may include, but are not limited to:

  • Class meetings or instructional sessions
  • Structured discussions or collaborative activities
  • Required submissions or engagement through course platforms
  • Participation in instructor-led or instructor-directed activities

In such circumstances, the student may:

  • Withdrawal (i.e. W grade) where appropriate; or
  • Request an I (Incomplete) garde, particularly when absences occur late in the term and remaining requirements can be completed within a defined period.

This provision reflects the point at which meaningful participation and mastery of course outcomes may no longer be feasible within the structure of the course, rather than establishing a fixed attendance limit.

V. Categories of Excused Absences

A. Excused Absences Requiring Prior Notification

1. University-Sponsored Activities

Students representing the University or participating in officially sanctioned events (e.g., athletics, academic competitions, conferences, student government) shall be granted excused absences.

  • Students must notify instructors in advance.  In the rare instance when prior notification is not feasible, student must notify instructors no later than one week after the absence;
  • Instructors may request verification from appropriate University personnel.

2. Major Religious Holidays

Students observing work-restricted religious holy days shall be accommodated without penalty.

  • Students must submit written notice at least two (2) weeks prior to the anticipated absence;
  • Faculty must provide appropriate accommodations consistent with University policy.
  • See University Policy on Work-Restricted Religious Holy Days. For a calendar of work-restricted religious holy days

B. Excused Absences with Post-Absence Notification

1. Illness

Illness of the student or a member of the student’s household (permanent or campus) or immediate family constitutes an excused absence.

  • Illness includes both physical and mental health conditions;
  • Instructors may require verification if stated in the syllabus;
  • Standards for verification must be applied consistently across physical and mental health.

2. Death in the Family

The death of an immediate family member or member of the student’s household (permanent or campus) constitutes an excused absence.

Immediate family includes spouse, child, parent/guardian, sibling, grandparent, or grandchild, including step and in-law relationships.

C. Excused Absences for Extended or Ongoing Circumstances

1. Pregnancy, Childbirth, or Related Conditions

Students affected by pregnancy or related conditions are entitled to reasonable academic accommodations consistent with federal law and University policy.

Students may seek assistance through:

  • The Disability Resource Center (for qualifying conditions); or
  • The Dean of Students Office (for academic coordination and support).

2. Military Duties

Military obligations constitute an excused absence.

  • For short-term absences (<30 days), students should coordinate directly with instructors;
  • If needed, the Center for Military-Connected Students will assist in facilitating accommodations;
  • For extended deployments, students should consult with advisors and the Center for Military-Connected Students to determine appropriate academic actions.

3. Jury Duty or Court Appearances

Students called for jury duty or required court appearances shall be granted excused absences.

  • Advance notice and verification are required;
  • Students are responsible for determining whether to request deferral based on academic circumstances.

VI. Unexcused Absences

Absences not covered under this policy may be treated as unexcused and addressed in accordance with the instructor’s syllabus and course policies.

VII. Syllabus Expectations

Faculty should clearly communicate in their syllabi:

  • Attendance and participation expectations;
  • The role of engagement in achieving learning outcomes;
  • Policies and procedures for make-up work;
  • Any known limitations related to experiential, lab, studio, or performance-based activities.

VIII. Policy Intent

This policy is designed to:

  • Protect students from academic penalty due to legitimate excused absences;
  • Preserve the integrity of course learning outcomes; and
  • Recognize that, in some instructional contexts, the ability to fully replicate missed learning experiences may be limited.