assignment extension request wsu

Flexible Assignment Deadlines

Understanding flexible assignment deadlines, what is this accommodation used for, who receives this accommodation.

• How to evaluate the reasonableness of assignment extensions in a class

Considerations to keep in mind when implementing Flexible Assignment Deadlines

• Access Center responsibilities in supporting Flexible Assignment Deadlines
• Faculty responsibilities when implementing Flexible Assignment Deadlines
• Student responsibilities when eligible for Flexible Assignment Deadlines

The information below is adapted with permission from the Stanford Office of Accessible Education .

For students with conditions that are episodic in nature or that impact their ability to devote sufficient time to the assignment, strict assignment deadlines and a reduction in points for late assignments can prevent them from demonstrating their full mastery of class content. The purpose of reasonable accommodations is to ensure access, and this extends to providing flexibility within class policies to ensure students with disabilities are not disproportionately penalized for exacerbations in their condition, as they may be unpredictable and inevitable despite ongoing health and time management practices.

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Students with disabilities who navigate with a wide variety of disability-related experiences are approved for this accommodation. Granting extensions on assignments ensures that the student is not unfairly penalized for having to use alternate means or methods to access written materials and complete their work. Examples of when a student may benefit or be approved for this accommodation:

• Students dealing with fluctuating and unpredictable periods of exacerbations of their condition associated with chronic illnesses or mental health disabilities.
• Students who need frequent rest periods or who are able to work only for short periods of time, such as those with recent concussions, brain injuries, or chronic illnesses.
• Students with reduced or limited stamina who have difficulty sitting, reading, writing/typing for extended periods due to chronic illnesses, physical disabilities, or injuries.
• Students who rely on adaptive technology (e.g., screen readers or speech-to-text software) to read and/or write as this process may be slower than reading with normal eyesight.
• Students with compromised reading abilities arising from a learning disability who need more time to process and complete the volume of reading/work.
• Students with significant executive function impairments who find it difficult to focus and concentrate for sustained periods of time and need to break their work into shorter bursts of time.

How to evaluate the reasonableness of assignment extensions in a class:

The accommodation for Flexible Assignment Deadlines should always be considered on an individual basis, allowing an intentional and critical analysis of how the sequencing of assignments and their corresponding deadlines are essential to the class learning objectives and pedagogical components. While a late assignment policy may be incorporated into the grading scheme and syllabus, this accommodation is intended to modify any stated policies to allow additional flexibility to account for the student’s disability-related need.

The accommodation should be provided unless the accommodation significantly compromises the integrity of the course as offered. If you believe assignment extensions are not possible, then instructors should consult with the Access Advisor to determine the reasonableness of the request within the specific context of your class. The Access Advisor/Coordinator will consult with instructors using the following questions to determine the reasonableness:

• What does the class description and syllabus say about assignment deadlines or late work?
• How is the final class grade calculated? To what extent are assignments factored into the final grade? Are there any alternative grading schemes for assignments (i.e. one assignment grade may be dropped, etc.)?
• Are assignment deadline policies consistently applied? (i.e. Have any exceptions made to the policy for non-disabled students, such as for athletic travel or religious observances? If so, then these exceptions must also be granted to students with disabilities.)
• What is the purpose of the assignment? Is it necessary to have it completed before an exam? Before a discussion?
• Is the material being learned in the class sequential? Does each week’s material build on the material learned in the previous week(s)? (This may shorten the window of time in which an extension can reasonably be granted.)
• Are assignments used as class content when they are due? Are students required to actively participate in class discussions/activities based on the assignment? (e.g. problem sets reviewed as the first lecture on that content)
• Are answer sets released that would impact a student’s ability to request an extension? If so, how important is the timeliness of providing the answer sets to student learning and course sequencing?
• Are there other lab or class sections the student could attend to catch up on missed material?
• Does the assignment involve teamwork? Would failure to complete the assignment on time compromise the educational experience of other students in the class?
• Is it possible for students to “work ahead” in this class?
• Limits are reasonable. Provide clear limits to the number of extensions allowed and the length of such extensions. Note: This is not a “free pass” for students to turn in late work. Agreed upon extensions should be specific and limited to a specific amount of time.
• The instructor’s class policy on late work (e.g., 10 points off a grade for each day late) will remain applicable to students with the Flexible Assignment Deadlines accommodation if they fail to meet the agreed upon disability-related extension, or if they miss deadlines for other non-disability related reasons.
• Students are never required to provide doctor’s notes to justify use of this accommodation.
• Accommodations are not retroactive; instructors are not obligated to adjust/reverse previous grade reductions for late work if the Flexible Assignment Deadlines form is provided after-the-fact.

Access Center responsibilities in supporting Flexible Assignment Deadlines:

Access Advisors/Coordinators will:

• Review documentation and meet with students to better understand their disability-related experiences. Through this interactive process, the Access Advisor/Coordinator will determine if a student is eligible for Flexible Assignment Deadlines to mitigate disability-related impacts throughout the semester. If so, Flexible Assignment Deadlines will be listed as an eligible accommodation on the Faculty Notification Letter.
• Consult and support faculty in determining reasonableness of accommodation or how to implement this accommodation in light of essential class elements.
• Provide support to students and faculty when questions or difficulties arise related to the accommodation.

Faculty responsibilities when implementing Flexible Assignment Deadlines:

Once instructors have been notified of a student’s eligibility for accommodations, instructors should determine the extent to which they can reasonably grant assignment extensions without fundamentally altering the learning objectives. The Access Advisor/Coordinator is available for consultation if you have questions regarding how the accommodation interacts with essential elements of the class and determining if or what adjustments are reasonable.

If you believe the accommodation is not reasonable in light of your class objectives or pedagogical methods, contact the student’s Access Advisor/Coordinator immediately as instructors should never unilaterally deny an accommodation. Instructors are expected to clearly articulate why flexibility is not reasonable.

The instructor should engage in dialogue with the student and/or the Access Advisor/Coordinator regarding assignment extension expectations: delineate the preferred communication process for when the student needs to notify you of a disability-related extension; discuss the typical grace period for an extension, and any critical assignments that cannot be extended.

It is highly recommended that the agreed upon parameters for flexibility be captured in writing using the Flexible Assignment Deadlines Agreement Form presented to them by the student. This written agreement will ensure everyone is operating from the same point of view and that any confusion regarding the agreement can be clarified. Students and instructors are to have an interactive discussion to determine the parameters for flexible deadlines and arrive at an agreement for each type of assignment. Instructors should complete and sign the form, make copies for themselves and return the signed copy to the student. The student will then sign and return to the Access Center. Students and instructors are welcome to include the Access Advisor/Coordinator on these email exchanges for documentation purposes. Sample form:

• Instructor will request consultation with Access Advisor/Coordinator if they believe that extending the deadlines for specific assignments would fundamentally alter an essential element of their class or if they have questions about what a reasonable amount of time extensions is within the context of their class.
• If extensions are pedagogically possible, the instructor will work with the student in good faith to determine a reasonable amount of time and set a new deadline for each eligible assignment.
• Instructor will verify the specific plan for the new assignment due date in writing using the Flexible Assignment Deadlines form and sign this with the student. The student will then return a copy to the Access Center. Both instructor and student should keep copies for themselves.
• The Access Advisor/Coordinator is always available to mediate any concerns about assignment extensions, including concerns about academic integrity and logistics of this accommodation. The Access Advisor/Coordinator remains a neutral party in evaluating what is reasonable as an accommodation and is here to support you.

Student responsibilities when eligible for Flexible Assignment Deadlines:

• Students approved for Flexible Assignment Deadlines must send their instructors the Flexible Assignment Deadlines form via email and request to meet with their instructors at the beginning of the semester, or as soon as they are made eligible for the accommodation.
• Note : The Flexible Assignment Deadlines accommodation is not retroactive to assignments not covered by the agreement.
• Students must collaborate with their instructor(s) to determine the reasonableness of assignment extensions within the context of each class and discuss the parameters of the accommodation and develop protocols for implementation.
• Students may also request guidance from their Access Advisor/Coordinator or request assistance from the Access Advisor/Coordinator in initiating or facilitating the conversation with their instructor to determine the parameters of the accommodation and any necessary protocols.
• Students should clearly understand if or how assignment extensions will be granted with respect to the class learning objectives and structure. This entails knowing the finite number of extensions that can be allowed, how to communicate with the professor when they need to request an extension, and any critical assignments that cannot receive an extension.
• Students who receive flexible assignment deadlines as an accommodation are expected to meet and complete course objectives.

It is highly recommended that the Flexible Assignment Deadlines agreement is summarized in writing using the Flexible Assignment Deadlines Agreement Form presented to them by the student. This written agreement will ensure everyone is operating from the same point of view and that any confusion of the agreement can be clarified. Students and instructors are to have an interactive discussion to determine the parameters of the flexible attendance agreement. Instructors should complete and sign the form, make copies for themselves and return the signed copy to the student. The student will then sign and return to the Access Center. Students and instructors are welcome to include the Access Advisor/Coordinator on these email exchanges for documentation purposes.

• At no time are students required to present documentation to instructors in order to justify a disability-related need for an extension.
• Students should not plan on the extension being automatically provided and should always use this accommodation, if available, with care.
• If a student receives a paper or assignment extension and is unable to meet the deadline, a new extension request must be made.
• The Access Advisor/Coordinator is always available to mediate any concerns about navigating Flexible Assignment Deadlines in a specific class.

Academic Regulations

The Academic Regulation are posted in their original form on our Catalog website . The version on this page is searchable, though formatting is a work in progress. If you don't need the searchable version, you might find the Catalog version easier to read for now.

• To be eligible for admission to Washington State University, an applicant must be a high school graduate or its equivalent, or have completed a more advanced transferable credential from a college or university with approved accreditation (see Rule 6).
• The total number of new students admitted for any one semester will be based on the number of students for whom facilities can be made available.
• Appeal of admission decisions may be made only to the Admissions Subcommittee of the Academic Affairs Committee or its designee.
• Anyone seeking admittance to the Graduate School must follow procedures in the Graduate School Policies and Procedures Manual available in the Graduate School.
• The university reserves a limited number of spaces in the incoming class for the admission of students with exceptional talent. Refer to the admission of students with extraordinary talents component of the Admissions policies section of the university catalog.

First-year student applicants are considered for admission to the university on the basis of their academic records and other supporting documents, which include official transcripts that show coursework through at least grade 11 or its equivalent, completion of the Washington College Academic Distribution Requirements (CADRs), and other relevant materials as requested or as may be provided. On the basis of these criteria, the most qualified applicants are offered admission. 

A complete list of the Washington College Academic Distribution Requirements (CADRs) for admission may be found at the Washington Student Achievement Council’s (WSAC) website, linked here www.cadr.wsu.edu .  Applicants from unaccredited high schools may contact the Office of Admissions for additional information.

• Applicants who have completed a transferable Associate’s degree from a post-secondary institution with approved accreditation (see Rule 6) will be admitted as space allows.
• Applicants without a transferable Associate’s degree, but with at least 27 semester (40 quarter) hours of transferable credit from a post-secondary institution with approved accreditation (see Rule 6) normally may be admitted as space allows provided they have at least a 2.5 cumulative grade point average. Applicants whose cumulative grade point average is lower than a 2.5 will have their academic record reviewed more comprehensively to determine admission eligibility.
• Applicants with fewer than 27 semester (40 quarter) hours of transferable credit will be considered for admission if they also meet the first-year student requirements. Applicants whose cumulative transfer grade point average is lower than a 2.5 may have their academic record reviewed more comprehensively to determine admission eligibility.
• In evaluating admission credentials of students with transfer work whose cumulative transfer grade point average is below a 2.00, all of the post-secondary transfer credit from a previous institution may be disregarded, provided the work was completed not less than four years before the time of enrollment at Washington State University.  After the student has completed 12 semester credits at WSU with a cumulative GPA of 2.0 or higher, the prior credits earned in courses graded C of better will be restored.  Only the courses and credits, not grades or grade points, will be restored.  The courses that were graded C- or below will remain excluded.

Transfer credit is awarded for college-level academic credit earned based on appropriateness for WSU’s academic programs and comparableness in nature, content, academic rigor, and quality to WSU’s curriculum.  One set of transfer course articulation tables will be used for course evaluation by all WSU campuses.  The transfer course search tool articulation tables for courses from approved domestic and international institutions is maintained and monitored by WSU Pullman Admissions transcript evaluators and the Transfer Center in consultation with academic units. Transfer credit equivalencies are subject to change.

a)  Transfer credit is awarded from nationally recognized postsecondary institutions with institutional accreditation from the following approved accreditation agencies (or equivalent for international institutions). 

• Accrediting Commission for Community and Junior Colleges (ACCJC) Western Association of Schools and Colleges
• Higher Learning Commission (HLC)
• Middle States Commission on Higher Education (MSCHE)
• New England Commission of Higher Education (NECHE)
• Northwest Commission on Colleges and Universities (NWCCU)
• Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)
• WASC Senior College and University Commission (WSCUC)

See Rule 14 for information on credit processes for postsecondary institutions with nationally recognized institutional accreditation that is not from an approved accreditation agency. 

b) Transfer credit awarded from approved institutions on the quarter system is converted to 0.67 semester credits.

c) Ninety semester hours shall be the maximum allowed by transfer toward a baccalaureate degree.

d) The maximum combined lower-division transfer credit allowed [from approved accredited institutions, CLEP (College Level Examination Program), AP (Advanced Placement), IB (International Baccalaureate), Cambridge International, military, and any other source] shall be 73 semester credits toward a baccalaureate degree irrespective of when those credits were earned.

e) Junior status, 60 semester credits, and completion of lower-division University Common Requirements (UCOREs) normally will be granted to students who have been awarded the Direct Transfer Associate (DTA) degree from a Washington state public community and technical college. Additional courses, up to the 73-semester credit limit, will be reviewed for transfer on a course-by-course basis.   Certain approved associate degrees may also be considered to have fulfilled the lower-division UCORE for graduation, provided the degree’s general education curriculum approximates the disciplinary breadth of WSU’s UCORE curriculum, but do not guarantee junior status or 60 semester credits. Completion of lower-division UCORE will be granted to students who have been certified by their institution as having completed the University of California Intersegmental General Education Transfer Curriculum (IGETC) or the California State University General Education Breadth Curriculum. For details on specific degrees consult the Office of Admissions and the Transfer Center.

f) Reverse transfer allows students to complete an associate’s degree after transfer to WSU.  Policy details and credit levels vary depending on the community or technical college.  Students who enter WSU with at least 30 transferable quarter credits (20 semester credits) from a Washington state public community college or technical college will receive the support of the Transfer Center to complete the steps for reverse transfer.  Students who enter WSU and later complete one of the associate degrees listed in Rule 6(d) or (f) will receive the benefits described in Rule 6(d) or (f).

g) Students who have completed the Associate of Science Transfer (AS-T) degree from a Washington state public community and technical college normally will receive the same priority consideration for admission as they would for completing the Direct Transfer Associate (DTA) and will be given junior status and 60 semester credits.  Completion of the AS-T degree satisfies UCORE WRTG, QUAN, BSCI, PSCI, and three of the following requirements: HUM, SSCI, ARTS, DIVR, ROOTS, EQJS.  Up to three additional lower-division UCORE may be satisfied via transfer credit, up to the 73-semester credit limit, or via in-residence credit prior to completion of a baccalaureate degree.  An individual course completed within the AS-T degree may not satisfy more than one UCORE category.

h) Completion of all UCORE and the University Writing Portfolio graduation requirement will be granted to students who have completed a baccalaureate degree from another approved accredited institution or the equivalent of a U.S. bachelor’s degree from an international institution with approved accreditation (see 6a), provided that the general education curriculum approximates the disciplinary breadth of WSU’s UCORE curriculum.  Approved degrees will also provide senior standing and 90 semester credits. 

i) Completion of lower-division UCOREs will be granted to students who have been certified as having completed the lower-division general education curriculum from a baccalaureate institution with approved accreditation (see 6a), provided the degree’s general education curriculum approximates the disciplinary breadth of WSU’s UCORE curriculum.  Please consult the Office of Admissions or Transfer Center for more information.  

j) Other degrees will be evaluated on a course-by-course basis for fulfillment of requirements, in the absence of an approved articulation.  Higher degrees do not necessarily fulfill baccalaureate degree requirements.

k) Transfer credit follows WSU policy for repeat credit (see Rule 34), academic forgiveness (see Rule 43), and grades and grade points (see Rule 90). Transfer credit graded below D is considered failing. Transfer credit grades do not count in the WSU grade point average (see Rule 114). 

Students who have taken college-level, academic work at institutions that are nationally recognized but not from an approved accreditation agency may petition for transfer of appropriate credits.  Petitions may be filed after the student has completed a minimum of one semester (minimum of 15 credits) of satisfactory work at Washington State University. To receive credit, a student must have earned a minimum grade of C in the course for which he or she is requesting transfer credit. Petitions are reviewed and approved first by the Department Chair and then by the College Dean from the unit that offers courses in that discipline. The Vice Provost or designee reviews and approves petitions in cases where there is no equivalent WSU unit. Following approval by the Department and College (or Vice Provost or designee), the petition is then forwarded to the Chair of the Admission Subcommittee for review and approval. Students may contact the Office of Admissions for more information.

Subject to standards established in consultation with academic departments concerned, credit may be granted to entering or enrolled undergraduate or professional students via various means including external examinations.  Approved external examinations include:  Advanced Placement (AP) Program examinations of the College Entrance Examinations Board; the International Baccalaureate (IB) Examinations; and Cambridge International Examinations. 

WSU does not accept credit by examination as transcripted by other institutions.  Students must request official score reports to be sent directly to WSU.  Acceptable scores for receiving credit are published online at wsu.edu/advancedcredit.

Credits by examination shall yield no grade points. Such credits may partially fulfill University Common Requirements (UCOREs) for graduation. Duplicate credit for the same subject taken on different exams like Cambridge A-level or A-S level, AP, or IB will not be granted. Advanced credit policies are reviewed on a regular basis and are subject to change.

Students may request to take a course at WSU for which they have been awarded AP, IB, or Cambridge International credit.  Prompted by the request, all the credit earned from the applicable AP, IB, or Cambridge International examination credit is removed from the overall credits awarded by WSU.  Only the subsequent enrollment in the WSU course will contribute to the total credits earned and grade point average; the AP, IB, or Cambridge International credit cannot be reconsidered for credit for the same course.  Students submit the request to ask for the WSU course to be allowed and for the AP, IB, or Cambridge International credit to be omitted to the Registrar's Office.

(a)  Advanced Placement Program.  Credit for AP examinations will be granted at the lower-division for scores of 3 and above, as determined in consultation with the specific academic department. The acceptable score for receiving credit is published online at wsu.edu/advancedcredit.

(b) International Baccalaureate (IB) Examinations.  Credit is awarded for standard and higher-level examinations with a score of 4 or higher with the exception of non-English Language A exams.  See wsu.edu/advancedcredit for course-by-course equivalencies.  Please contact the Transfer Center for additional details.

(c) Cambridge International Examinations.  Credit is awarded for A- and AS-level examinations.

Credit will be evaluated on the basis of military transcripts received from active duty military and veterans pursuing an education at WSU.  Military credit is limited to a maximum of thirty [30] semester credits.

Transcript Credit: (a) WSU uses the American Council on Education (ACE) "A Guide to the Evaluation of Educational Experiences in the Armed Services" as a framework for evaluating transferable credit documented on the Joint Services Transcript.

(b) ACE recommendations for the amount and level of credit (upper-division or lower-division) are followed if the military course (non-vocational/technical) is applicable to university or departmental requirements.

(c) DANTES Subject Standardized Tests (DSST) and Defense Language Proficiency Tests (DLPT) Exam Credit:  See Rule 17 Credit for Prior Learning.

Prior learning is defined as the knowledge and skills gained through informal education and training, work, and life experience.   Under limited circumstances, WSU assesses academic credit for prior learning through approved academic department challenge examinations and departmental placement examinations.  These sources of academic credit for prior learning are awarded only at the undergraduate level for documented student achievement evaluated by faculty and equivalent to expected learning outcomes for courses within WSU’s regular curricular offerings.  Students should consult with academic units to determine if such an assessment is warranted and available. 

WSU also assesses academic credit for prior learning via external examination sources that include College Level Examination Program (CLEP), DANTES Subject Standardized Tests (DSST), and Defense Language Proficiency Tests (DLPT) exams. Approved credit for these exams is subject to transfer credit limitations as published in Rule 6. 

Credit that is granted for prior learning is identified on students’ transcripts and may not duplicate other credit awarded to the student in fulfillment of degree requirements.  WSU does not accept academic credit for prior learning as transcripted by other institutions.

An auditor is a student who is permitted on a space-available basis to observe lecture class discussions but not take examinations or consume the instructor’s time.  Auditors receive no grades and no credit.  Auditors must be on the official class roster.

Attendance in class as an auditor requires official instructor approval and enrollment.  A student wishing to enroll in classes as an auditor may seek permission after classes begin, provided space is available and the instructor approves the request.  This option is available only for lecture courses.

Auditors must pay the appropriate fee and submit the signed Enrollment Change Form to the Registrar's Office at the student's home campus.  Initial enrollment must be completed by the end of the second week of instruction (census day), or by the add deadline for shorter academic sessions.  

Enrolled students wishing to change their enrollment status from credit to audit, or audit to credit, must submit the Enrollment Change Form by the end of the third week of instruction.

A maximum of two audits are allowed for any semester or term.  A registration fee per audit hour is charged for any semester or term for other than regularly enrolled full-fee-paying students.  Senior citizens are exempt from this fee under the provisions of RCW 28B.15.540, provided the prescribed eligibility requirements are met.  Personnel who have received authorization for the faculty/staff fee waiver are exempt from the audit fee up to 6 hours (including audits) in any one semester or 4 hours (including audits) in the summer session.  The limitation includes any combination of credit and audit hours.  The audit fee is non-refundable.

No university credit will be allowed for auditing courses, nor may students apply for or take special examinations for university credit in courses which they have audited. Students may not take challenge examinations (see Rule 15c) in courses they have audited. (Audit enrollments will be recorded on the student’s permanent record by listing the departmental prefix, course number and the statement, “Audit Only -- No Credit Given.”)

An undergraduate student’s academic level (or class standing) is based on the number of credits earned.   This level is used to meet requirements for enrollment, financial aid and scholarships, housing, etc.   A student’s academic level includes awarded transfer credit.  

An undergraduate student with a prior bachelor’s degree is classified as a post-baccalaureate student regardless of the number of credits earned.   Post-baccalaureate students are not considered graduate students.

Students are classified as having full-time enrollment status based on the total number of credits taken and on how the credits are used.  For instance, the number of credits required to be considered full time for tuition may be different compared to the credits required for enrollment verification or financial aid purposes.

For Enrollment Verification:  

• For the fall and spring semesters, undergraduate students must enroll in 12 or more credits to be considered full time; graduate students must enroll in 10 or more credits; and professional students must enroll in 5 – 10 credits depending on the program.  

• For summer session, undergraduates must enroll in 6 or more credits to be considered full time; graduate and professional students must enroll in 5 or more credits.

For Financial Aid:  The number of credits enrolled in for a term determines a student’s financial aid status and determines eligibility for federal grant, federal loan, and federal work study programs.  In order to maintain financial aid eligibility, students must meet Satisfactory Academic Progress (SAP) requirements.  The complete SAP policy regarding credit completion, GPA, and degree completion time frame is available at https://financialaid.wsu.edu/ .

• For financial aid purposes, full-time enrollment status for undergraduate students is 12 credits, three quarter time is 9 – 11 credits, and half-time is 6 – 8 credits.  For graduate students, full-time enrollment status is 10 credits and half-time is 5 credits.  For students in the professional programs, full-time enrollment status is 10 credits and half-time is 5 credits, except for students in the OMBA program where full-time is 5 credits and half-time is 3 credits.

• Loan Deferments: For all careers, deferments on loans require at least half-time enrollment.

• Loan Programs:  Credit hour requirements for specific loan programs may vary based on the funding type.

For Veterans Benefits:  

• For undergraduate students, full-time enrollment status for a semester is 12 credits, three-quarter-time is 9 – 11 credits, half-time is 6 – 8 credits, less than half-time is 4 – 5 credits, and quarter-time is 1 – 3 credits.   

• For graduate students, full-time enrollment status for a semester is 10 credits, three-quarter-time is 7 – 9 credits, half-time is 5 – 6 credits, less than half-time is 3 – 4 credits, and quarter-time is 1 – 2 credits.  For non-standard graduate terms, a VA adjusted modifier is used to determine what is full time, half-time, less than half time, or quarter time.  

• Full time enrollment status for summer session for undergraduate and graduate students is based on the number of credits taken and the length of the class.  

• Detailed information on training time eligibility can be obtained from the WSU Veterans Affairs Office, at  WSU Military Affiliated Students .

For International Students:  To maintain F-1 or J-1 visa status, international students must enroll in a full-time course of study each fall and spring semesters: 

• Undergraduate students: At least 12 credits with no fewer than 9 face-to-face credits.

• Graduate and Professional students: At least 10 credits with no fewer than 7 face-to-face credits.

Enrollment in Summer Session is not required for continuing students. However, if Summer Session is the initial (first) or final (last) semester for an international student, then full-time enrollment is required.

Academic credit is a measure of the total minimum time commitment required of a typical student enrolled in a specific course. For the WSU semester system a one-semester lecture credit is assigned a minimum of 45 hours, of which 15 hours are spent in instructor-led activities and 30 hours are spent in outside activities. Instructor-led activities include time spent in scheduled course activities organized by an instructor (lectures, discussions, laboratories, studios, ensembles, visual media, fieldwork, etc.), while outside activities are related to students completing course requirements (reading, studying, problem solving, writing, homework, and other preparations for the course). Achievement of course goals may require more than the minimum time commitment.

Based on a 15-week semester and a traditional format, the minimum in-class time commitment must follow these scheduling contact hour policies: 1) lecture—15 hours of lecture per term for each credit hour (1 hour per week); 2) studio—30 hours of studio per term for each credit hour (2 hours per week); 3) laboratory—45 hours of laboratory per term for each credit hour (3 hours per week); 4) ensemble—60 hours of ensemble per term for each credit hour (4 hours per week). Courses which do not have in-class meeting times must follow these guidelines: 5) independent study and internships (including field experiences, professional work experiences, and clinical experiences) — approximately 45 hours per term for each credit hour.

Courses taught during periods of time other than the 15-week semester (e.g., intersessions, fall/spring vacations, weekends, etc.) including short courses and study abroad must adjust the class contact hours to meet the minimum in-class time commitment outlined above.

Courses taught using non-traditional formats (e.g., online, hybrid) must define how the time commitment leads to the achievement of stated course goals and how the course covers the same material in the same depth as traditionally-taught courses subject to minimum in-class time commitments.

As part of the initial approval process for new courses, the Catalog Subcommittee reviews course syllabi for adherence to credit and minimum time commitments. For ongoing adherence to credit and minimum time commitments, colleges review the schedule of classes each term to check a judgment sample of scheduled courses.

High school students may enroll at Washington State University provided they are admitted to the university and pay the appropriate fees. Such enrollments may be for high school or university credit or both. For fall and spring semesters, all eligible high school students enroll through Running Start. For Summer Session, special fees may apply.

No university credit shall be given for work from high schools or vocational business colleges. Recognized exceptions are College Board Advanced Placement (AP) and International Baccalaureate (IB), for which official score reports are required to award credit. Students are awarded transfer credit for Running Start (RS), College in the High School (CHS) and similar programs only when official college transcripts are presented. Credit is not granted on the basis of the high school transcript.

Washington State University encourages students to complete rigorous college preparatory courses in high school, or to take college courses while in high school if they have adequate preparation. In some cases college credit may be awarded when consistent with the following criteria.

• High School Courses : Some high schools may offer instruction at the college level, and when consistent with university and academic department policies, college credit will be awarded if student achievement is validated by an approved national examination such as Advanced Placement or International Baccalaureate or Cambridge International, or a review or examination administered by the university.
• Running Start Program :  Credit will be awarded for college courses taken prior to high school graduation when such courses are completed through the state of Washington’s Running Start Program.
• The course must also be currently available in college or university catalog.  The course, regardless of setting, must use the college or university curriculum;
• Students interested in credit must register and pay fees at the beginning of the term and would be subject to the published grading and tuition refund policies;
• The faculty teaching the course in high school must carry a regular or adjunct faculty appointment; and
• The students taking the course in the high school must be assessed and graded in the same manner any student.  Student work, whether completed for the course offered on-campus or at the high school, must be graded and evaluated by the same standards.

Students may repeat a course in which they have received a grade of C- or below, or a withdrawal (W), or when a course may be repeated for additional credit. Students may enroll more than once in the same course in any given term (fall, spring, or summer) provided that the particular periods of enrollment do not overlap and that other conditions for allowed repeats are met.

• Repeating courses graded C- or below. To attempt to improve the cumulative grade point average, a student may repeat courses in which a C- or below was received. When such a course is repeated, only the last grade contributes to the grade point average and total hours earned. Students may repeat a course graded C- or below one time at WSU.  At WSU, additional repeats may be allowed only by special permission of the academic unit offering the course.  Students in the professional programs (MBA, Medicine, Pharmacy, or Veterinary Medicine) may be held to additional restrictions as described in their student handbooks or catalog materials.
• Only courses identified as acceptable equivalents according to the appropriate department, the Transfer Guide, or the Admissions Office are treated as repeats. If courses deemed equivalent in content differ in credit hours, the credit hours of the repeat course supersede the credit hours of the original course.
• For courses repeated at other institutions, credit is awarded following the WSU repeat policy.
• Some courses have been approved for repeat credit, i.e., the student may re-enroll in the course during a subsequent term and credit may be accumulated. Such courses are designated in the WSU catalog as “May be repeated for credit” and will list the maximum credit limitation.
• Courses which have been approved for repeat credit, such as topics, may offer multiple sections of a course during any one term. Students may enroll in more than one section of these courses in any one term provided that the specified particular topics and titles differ.

Washington State University expects students to maintain academic standards of excellence and make satisfactory academic progress toward their degree objectives.  Undergraduate students are in good academic standing if both their current WSU semester and cumulative grade point averages are 2.00 or above, and/or they are eligible to be enrolled.  Students not meeting the criteria above are considered academically deficient.

Undergraduate students are dismissed from the University after the third semester (excluding winter and summer session) in which the cumulative grade point average is below 2.0.  (The three semesters do not have to be consecutive for the dismissal policy to apply.)   Individuals who are dismissed from the university must wait a minimum of two full semesters (fall/spring, spring/fall) to re-enroll for courses offered through any WSU campus.  To re-enroll for courses offered through any WSU campus students must apply for reinstatement and WSU Admissions.  Dismissed individuals may not seek status as a 'non-degree seeking student.' Dismissed students may enroll in summer session.

Former Students Returning (FSR) may seek reinstatement after two semesters (fall/spring, spring/fall) by completing the academic reinstatement process.  Former students petitioning for academic reinstatement must, as part of the reinstatement petition process, provide documentation that demonstrates potential for academic success at WSU.  If seeking reinstatement after more than two semesters, former students must also apply for readmission to the University through the Office of Admissions.  All academic coursework from other institutions completed during dismissed status must be documented and official transcripts submitted to the Office of Admissions.

An undergraduate student who has been reinstated after becoming deficient under Rule 38 or 39 will be on academic notice. The specific conditions of enrollment for students who are on academic notice will be determined by the interviewer or Review Board. Students on academic notice who fail to comply with the reinstatement conditions will be dismissed from the University.

Former students who have not attended WSU for at least four years and whose cumulative GPA was less than a 2.0 when they stopped attending may request a fresh start when they return to WSU.  

A fresh start begins once the student is officially enrolled following the first day of the term.  Initially, the student’s transcript will be marked to indicate that the previous coursework does not count.  All credits and grade points earned will be excluded.

After the student has completed 12 credits at WSU with a cumulative GPA of 2.0 or higher, the prior credits earned in courses graded C or better will be restored.  Only the courses and credits, not grades or grade points, will be restored.  The courses that were graded C- or below will remain excluded.

The restored credits will apply toward University requirements, which are set at the time of readmission to WSU and published in the catalog.

Students apply for a fresh start by contacting the designated office on their campuses:  Pullman and Everett, the Academic Success and Career Center; Global, the student support team or advisor; Tri-Cities, the Learning Commons; and Vancouver, the Engaged Learning and Career Center.

Washington State University is guided by a commitment to excellence embodied in a set of core values. The university aims to create an environment that cultivates individual virtues and institutional integrity in the community. The mission of the university is supported when students uphold and take responsibility for the full scope of these values. The university’s core values are identified in its strategic plan. Under the terms of enrollment, students acknowledge the university’s authority to take disciplinary action for conduct on or off university property that is detrimental to the university’s core values. Students who violate the university Standards of Conduct are subject to discipline, which may include temporary or permanent removal from the university. (See the Standards of Conduct for Students.)

Cases of academic dishonesty shall be processed in accordance with the Academic Integrity Policy, as printed in the Student Handbook and the Faculty Manual and as available from the Office of Student Conduct.

All students will be required to take the regulation placement tests as a prerequisite to enrollment in appropriate courses.

Currently enrolled students will be eligible to enroll for future terms when they meet the following requirements:

• Undergraduate students will be eligible to enroll (barring any holds) when they are continuously enrolled each semester (excluding summer).  They do not need to enroll in summer session classes to maintain their enrollment eligibility.  Undergraduate students may also take one semester off (fall or spring) and will still be eligible to enroll for the next semester.  However, students who are not enrolled for two semesters in a row (fall/spring or spring/fall) will not be eligible to enroll without re-activating their admission as a returning student.  There is no fee for this re-activation. (See Returning Student Application .)
• Graduate students must enroll for at least 2 credits each fall and spring semester.  Unapproved absences, defined as not registering for credits or not being on approved leave, may result in discontinuation from the Graduate School.  (For details, refer to Chapter 5.a.2 in the Graduate School Policies and Procedures Manual.)
• Students in the professional programs of medicine, pharmacy, veterinary medicine, the Doctor of Nursing Practice, and the MBA business career will be eligible to enroll (barring any holds) when they are continuously enrolled each semester (excluding summer).  Students should consult their respective colleges regarding leave of absence policies and options.

Pass, fail grading is a student-initiated option, whereby a student elects to take a letter-graded (A – F) course for a pass, fail (P, F) grade.

Pass, fail grading is available to students with the following provisions:  

Undergraduate Students:

The university allows up to 21 credits to be taken at WSU on a pass, fail basis by students completing a baccalaureate degree at Washington State University. However, departments and programs may deny their majors permission to take, on a pass, fail basis, courses in their major field or courses needed to meet departmental requirements.  

In addition, departments have the prerogative of requesting, from the Office of the Registrar, the letter grade for courses a prospective major has taken on a pass, fail basis. Departments and programs may refuse to accept courses needed to meet requirements if the courses were completed on a pass, fail basis before the student was accepted into the department or program.

In all cases, the advisor’s approval is required for an undergraduate to take an A – F graded course for a pass, fail (P, F) grade.  Requests for pass, fail grading are processed by the campus Registrar's Office.

Graduate Students:

Graduate students are eligible to take A – F graded courses for a pass, fail (P, F) grade with the approval of their committee chair or graduate advisor.  While there is no limit on the number of credits, courses taken pass, fail cannot count toward the required credits for graduation and cannot be used as part of the student’s Program of Study.  Pass, fail grades may not be used for removal of a specific undergraduate deficiency. Credits earned with pass, fail grades are counted toward assistantship minimum credit requirements. 

Professional Students:

Students in the professional careers of Medicine or Pharmacy are eligible for pass, fail (P, F) grading for courses graded A - F only with the consent of their academic department or college.  Students in the professional MBA and business career, or in the Veterinary Medicine (DVM) career are ineligible for the pass, fail grading option.

The P (pass) grades earned by pass, fail enrollees will not be included in computing the grade point average; however, F grades earned by pass, fail enrollees will be included in grade point average computations. 

Information indicating which students are enrolled on a pass, fail basis will not appear on grade rosters transmitted to instructors. Instructors turn in regular letter grades for all students, and grades of A through D are converted to P for those students who are enrolled pass, fail.

Exclusions:

• Courses approved to be graded with one of the satisfactory, fail grading basis (S, F; or S, M, F; or H, S, F; or H, NH, S, F; or S, U) as described in Rule 90f or 90k are excluded from the pass, fail grading option. The grading basis for these courses are indicated in the catalog course description.

• Courses carrying a UCORE designation can be taken for a pass, fail (P, F) grade, but the pass, fail grade will not satisfy a UCORE requirement.

• No courses offered under the HONORS course prefix may be taken pass, fail.

A student may change a regular letter-graded enrollment to a pass, fail enrollment, or vice versa, during the first three weeks of classes in a semester.  After the third week and through the last day of instruction in a semester (end of the 15th week), only a pass, fail enrollment can be changed to a letter-graded enrollment. 

All prerequisites shall be satisfactorily completed before the student may register in a course.  At the time of registration for an upcoming term, in-progress enrollment counts toward meeting prerequisites.  If after grades are entered a prerequisite is no longer met, the course is dropped from the student’s enrollment.

The instructor may waive the prerequisite in the case of a student who has demonstrated competence or who has had academic experience equivalent to that represented by the prerequisite.  However, no student may have the prerequisite waived if the academic unit deems the waiver inappropriate.

The undergraduate major is the in-depth field of study leading to the degree and includes a set of core courses that has been approved by the academic unit offering the major, as well as by the college and the Faculty Senate. The major represents approximately one-third (40) of the credit hours required for the undergraduate degree, though some majors require a higher percentage of the total credit hours. While most majors lead to a degree that shares the same name, some majors lead to a degree with a broader title (e.g., an Accounting major leads to the Bachelor of Arts in Business Administration).

Admission to the Major:  

Major Requirements: Students can be admitted to a major upon enrollment if they satisfy the requirements set by the academic department. Students who are uncertain of their major, exploring majors, or not ready to declare a major will enroll as a Deciding/Exploring student.  Exploring/Deciding students will declare a major before reaching 60 credits.

Academic units will provide students with a specific pathway to the degree that outlines major requirements (for example, grade point average, completion of specific courses) that students must achieve in order to be admitted and maintain eligibility for the major and degree.

Consult the catalog for specific major requirements.

Loss of Eligibility and Re-Entry to the Major:

University Requirements: A student in any major whose GPA falls below 2.0 is academically deficient under Rules 38 or 39 and may be released by the academic department.

A student is eligible to re-enter the major when the cumulative and major grade point averages are at or above the minimum level required by the university; additional departmental requirements for the major may also need to be met.  Requirements for maintaining eligibility and completing the major will be those stated in the WSU Catalog at the time of re-entry into the major.

Departmental Requirements:   A student who falls below the minimum departmental requirements for maintaining eligibility in the major, as approved by Faculty Senate and published in the WSU Catalog, may be released by the department after two semesters of falling below that minimum.  The department must notify the student at the end of the first semester and establish conditions in writing that must be met the following semester of enrollment.  If conditions are not met at the end of the following semester, documentation must be provided to the Academic Success and Career Center along with the request to release the student from the major.

A student may be eligible to re-enter into the same major when minimum departmental requirements are met.  Contact department for information and options for meeting minimum departmental requirements for achieving and maintaining eligibility.  Requirements for maintaining eligibility and completing the major will be those stated in the WSU Catalog at the time of re-entry into the major.

Undergraduate minors and additional majors emphasize study in an area outside a student’s primary major.  An undergraduate minor or additional major is a supplemental academic award that is awarded at the same time that a student’s primary major is completed and the undergraduate degree is conferred. 

Students should consult with the department concerning specific requirements and restrictions for these supplemental academic awards.  The following general provisions apply:

a. Minors: 

1.  An undergraduate student who has been admitted to a primary major may be admitted to pursue a minor with the approval of the offering department or designee.

2.  The minimum university requirement for awarding an undergraduate minor is 16 semester hours, 9 of which must be in upper-division work and taken in residence at WSU or through WSU-approved education abroad or educational exchange courses.  

3.  Departments specify the requirements for the minor in the WSU Catalog, including number of credits, courses, minimum GPA, and any other specific requirements as detailed in the WSU Catalog.

4.  Unless otherwise noted by the department offering the minor, courses forming a minor may also be used to satisfy the requirements of a major.

5.  No student shall be required by their major to complete a minor, though the department may encourage students to complement the primary major with a minor.  

6.  Students may not be admitted to pursue a minor, or be awarded a minor, if it carries the same name as any other current area of study or completed academic awards from WSU.  This includes current or completed degrees; majors; options, concentrations, or subplans within the major; or other supplemental academic awards.  However, a student who has earned a minor may subsequently be admitted to seek a higher academic award with the approval of the offering department (e.g., a student who has earned a minor in English may later return to seek a degree in English).  

 b.  Additional Majors: 1. An undergraduate student who has been admitted to a primary major may be admitted to pursue an additional major with the approval of the offering department. 

2. An additional major requires completion of departmental requirements for the major, exclusive of general education requirements, and any other specific requirements as detailed in the WSU Catalog.  

3. Students may not be admitted to pursue an additional major, or be awarded an additional major, if it carries the same name as any other current area of study or completed academic awards from WSU.  This includes current or completed degrees; majors; options, concentrations, or subplans within the major; or other supplemental academic awards, such as minors.  However, a student who has earned an additional major may subsequently be admitted to seek a higher academic award with the approval of the offering department (e.g., a student who has earned an additional major in Spanish may later return to seek a degree in Foreign Languages, with a major in Spanish). 

4. Note that for each additional baccalaureate degree, students must complete an additional 30 semester hours.  See Rule 118. 

A student may change majors with the approval of the head of the new academic unit or designee.

Students may, with the payment of a service fee, petition for exceptions to the academic calendar deadlines (e.g., withdrawal after the deadline) or petition for withdrawal from an individual course after the student has used the maximum number allowed.  Petitions are considered only in the case of extraordinary circumstances such as a medical emergency and require supporting documentation. Further information is available at the Registrar’s Office website under the link for Petitions.

Undergraduate and professional students may petition through the Registrar's Office.  Graduate students may petition through the Graduate School.  

Petitions for exceptions to the academic calendar deadlines and withdrawal limits must be made within two years of the date of enrollment in the course. 

A student who does not enroll before classes start or pay fees on or before the due date will be assessed a service charge. A charge of $100.00 will be assessed to late registrations that occur after the tenth day of classes. Late payment fees will be assessed those who pay tuition and fees after the due dates.

Students may add course enrollments through the first Sunday of the fall and spring semesters. For summer session or shorter courses, a prorated schedule is followed and may be found at  https://registrar.wsu.edu/deadlines-drop-withdrawal/ .  (NOTE: If the course is being added pass, fail the approval of the student’s faculty advisor is also required.)  

After the first Sunday of the fall and spring semesters, students may add course enrollments only with the permission of the instructor.

A student may drop a course without record up to the end of the 30th day of the fall or spring semester in which the course is offered.  For summer session or shorter courses, a prorated schedule is followed and may be found at https://registrar.wsu.edu/deadlines-drop-withdrawal/ .       If a grade is present, the course may not be dropped without the instructor’s consent.        In exceptional circumstances, students may petition to drop a course following the deadline.  See Rule 57.

Students who wish to withdraw from the institution and disenroll from all of their classes initiate a term withdrawal through the Registrar’s Office website, https://registrar.wsu.edu/term-withdrawal/ .  Students who withdraw from the current term may be entitled to an adjustment of all or part of their tuition (see https://registrar.wsu.edu/tuition-adjustments/withdrawal/ ).  Students seeking to withdraw from a term after completing one or more courses may petition for an exception to the academic calendar deadlines in the event of extraordinary circumstances (see Rule 57).   For sessions that vary from the regular 15-week fall and spring semesters described below, a prorated schedule will be used to determine the term withdrawal deadline.

• Students withdrawing from all of their classes during the first four weeks of the 15-week fall and spring semester will have their permanent records marked "withdrew (date)." (Individual course enrollments will not be recorded.)
• Students withdrawing from all of their classes after the fourth week through the Friday before final’s week (i.e., the end of the 15th week for fall and spring, or according to a prorated schedule for summer term or shorter sessions) will have their permanent records marked "withdrew (date)," and a grade of W will be recorded for each course enrollment. These W grades will not be counted in the number of withdrawals allowed.
• Students on academic notice during the semester of their term withdrawal must obtain permission from the reinstatement coordinator on their campus to re-enroll.

Related Link: Tuition Refund Adjustment Policy

Students are not permitted to attend a class past the second Friday of the semester (census day), or past the add deadline for shorter academic sessions, without being on the official class roster.

Students are responsible for ensuring that they attend all class meetings and complete all in-class and out-of-class work as assigned by the instructor.  Students are also responsible for communicating with the instructor should they need to be absent.

a. Attendance Policy:  The instructor is responsible for determining the attendance policy and for making decisions regarding the policy, including the consequence of missed classes, within guidelines established by the academic unit.  The instructor is responsible for communicating the policy to the students in the course syllabus. 

b. Administrative Drops for Non-Attendance:  Students who have not attended class meetings (including lectures, laboratories, and other meetings) during the first week of the semester or according to a prorated schedule for shorter sessions may be dropped from the course by the department.  Students enrolled in online classes may be dropped if they have not logged into the class during the first week. 

Students should not assume that they have been dropped without checking their class schedules.

c. Absences:  Students should make all reasonable efforts to attend all class meetings.  However, in the event a student is unable to attend a class, it is the responsibility of the student to inform the instructor as soon as possible, explain the reason for the absence (and provide documentation, if appropriate), and make up class work missed within a reasonable amount of time, if allowed.  Missing class meetings may result in reducing the overall grade in the class.

• University Sponsored.  Any student who is required to participate in off-campus, university-sponsored activities such as field trips, musical performances, judging teams, intercollegiate athletic events, etc., should obtain an official Class Absence Request form from the faculty or staff member supervising the on- or off-campus activity. The form must contain specific information concerning the activity and date, be signed by the supervising faculty or staff member, and be submitted by the student at least one week in advance to the individual instructors of the student’s classes.  Alternative forms of the Class Absence Request may also be provided by the supervising faculty or staff member and are acceptable for requesting university-sponsored absences.  It is recommended, but not required, that a student not be penalized for absence from class provided a properly signed form has been filed with the instructor prior to the absence. These university-sponsored absences are subject to an instructor’s attendance policy and are not intended to imply additional acceptable absences. In all instances, it is the student’s responsibility to make up all work missed.
• Military Service Members.  Students who are members of the National Guard or a reserve branch of a military service are occasionally required to miss class for weekend drills, active duty, and related responsibilities and are entitled to make up the class (RCW 28B.10.270).  In such a case, instructors must not penalize students for the absences and must allow them to make-up the missed work. In each instance, it is the responsibility of the student to inform the instructor of the duty before the absence, provide appropriate documentation if requested, and complete the missed work as soon as reasonably possible.
• Flexible Attendance as an Access Accommodation.  Some students have disabilities or chronic medical conditions of an episodic nature that may require flexibility regarding attendance.  The Access Center recognizes that in some cases, allowing absences beyond those normally allowed in a course is a reasonable accommodation.  However, there are courses in which a specified standard of attendance may be an essential part of the course.  When the Access Center determines that flexible attendance may be a reasonable accommodation, instructors will receive notification of approved accommodations and procedures for their consideration.  Final determinations regarding flexible attendance will be determined on a case-by-case basis.  See the Flexible Attendance Guidelines at the Access Center website and Rule 83.   NOTE:  The Access Center does not provide accommodations for acute illnesses that cause extended absences (e.g., mono, strep throat, conjunctivitis).  In these cases, students are to work with their instructors as indicated under c.6. Other Absences.
• Reasonable Religious Accommodation.  Washington State University reasonably accommodates absences allowing for students to take holidays for reasons of faith or conscience or organized activities conducted under the auspices of a religious denomination, church, or religious organization.  Reasonable accommodation requires the student to coordinate with the instructor on scheduling examinations or other activities necessary for course completion.  Students requesting accommodation must provide written notification within the first two weeks of the beginning of the course and include specific dates for absences.  Approved accommodations for absences will not adversely impact student grades. Absence from classes or examinations for religious reasons does not relieve students from responsibility for any part of the course work required during the period of absence.  Students who feel they have been treated unfairly in terms of this accommodation may refer to Academic Regulation 104.  See also Rule 82.
• Adverse Weather Conditions.  When appropriate campus authorities declare a “Yellow / Delayed or Limited Operations” or “Red / Closed” campus condition (BPPM 50.40‐46), or travel to instructional locations is unsafe, classes may be cancelled or delayed.  When a student does not attend due to adverse conditions, the instructor will not penalize the student.  See the Inclement Weather Policy online at each campus website and at the Office of the Provost website.
• Other Absences.  Students must sometimes miss class meetings, examinations, or other academic obligations affecting their grades due to extenuating circumstances. It is the responsibility of the student to provide a written explanation for the absence to the instructor as soon as it is reasonable to do so.  When possible, students should provide appropriate documentation for their absence but instructors cannot require written excuses from health care professionals. 

As long as absences are not excessive, it is recommended, but not required, that the instructor provide and document reasonable arrangements. Determinations regarding the acceptance of an absence are the discretion of the instructor based on the attendance policy as stated in the class syllabus.

Students who attempt to gain advantage through abuse of any aspect of the absence policy (e.g., by providing an instructor with false information) may be referred to the Center for Community Standards.

d. Emergency Notifications:  While the Office of the Dean of Students does not excuse or verify student absences, in the event a student is going to be away from class for an extended period and is unable to contact the instructor in a timely manner, the Office of the Dean of Students may provide an emergency notification on the student’s behalf to the instructors, informing them of the student’s absence and the planned duration of the absence.   An emergency notification should not be required or used to excuse a student’s absence.

It is the responsibility of the student to make contact with their instructors as soon as possible to make arrangements for missed work.  It is up to the instructor to determine what if any arrangements will be made for the student based upon the attendance policy as stated in syllabus.

e. Request for Consideration:  The Office of the Dean of Students and/or the Office of Civil Rights Compliance and Investigation may contact instructors on a student’s behalf when the student’s involvement in a matter implicating the WSU Policy Prohibiting Discrimination, Sexual Harassment, and Sexual Misconduct, Executive Policy #15 is having a significant impact on the student’s academic progress. 

In such cases, the instructor is strongly encouraged to work with the student to address the student’s needs without compromising learning objectives.  It is the responsibility of the student to contact the instructor to make these arrangements.

f. Complaints:  Students who wish to raise a concern about the instructor’s arrangement regarding missed work should follow the procedures for addressing course concerns as presented in Rule 104. 

The final examination week for each fall and spring semester will span five days, from the Monday through the Friday immediately following the 15th week of the semester. Special examinations will be scheduled for the Saturday following the Friday of final examination week. Summer Session final exams will be confined to the designated class meeting times scheduled for the course or lab.

The final examination schedule will be determined before the start of each semester and published in the semester WSU Schedule of Classes by the Registrar based on previous enrollment for that semester. After publication, the schedule cannot be altered except as provided.

The final exam schedule gives the maximum time that may be used for the final, including any administration time.  Classes which are 1 – 3 credits are allowed up to 2 hours.  Classes which are 4 credits or more are allowed up to 2 hours and 50 minutes.

While instructors may use the maximum amount of time scheduled for the final, they are not required to use all of the allotted time and may elect to give a shorter final exam.

During examination week time will be allowed to large courses for special examinations of the entire group. The privilege of giving such special examinations is necessarily limited in terms of periods available for such tests. The courses having the greatest number of students will be given first opportunity to utilize the special examination periods available.

During final examination week, if the scheduled arrangement results in students having three or more examinations scheduled for any one day, any one of their instructors is authorized to excuse the students from the regularly scheduled examination and give a final examination to the students during the special exams time blocks.

In cases of difficulty in arriving at a solution, students shall refer the matter to the chairpersons of their departments or to their academic advisors.

No examinations or quizzes (other than laboratory examinations, make-up examinations and make-up quizzes) may be given during the last week of instruction.  Paper-proctored exams given for Global Campus courses can be exempt from this rule when scanning/emailing in this timeframe is not possible.

A student will not be granted special examinations for the purpose of leaving the institution before the close of the semester.

Instructors wishing to schedule examinations outside of normal class periods have two options: common examinations (Rule 80) and out-of-class examinations (Rule 81). Both of these options must yield priority to officially scheduled class meetings, including lectures, labs, and studios. For example, if a common examination is scheduled during a student's lab time in another course, the instructor of the common examination must accommodate the student by offering alternate examination times.

Common examinations may be requested for courses having an enrollment of at least two percent of the total student body or undergraduate courses with multiple lecture sections.

Up to four common examinations may be scheduled outside the official class meeting time each semester. Common examination periods must be scheduled at the following time blocks:

Monday and Friday: 7:00 to 8:00 a.m.; 5:00 to 7:00 p.m.; and 7:00 to 9:00 p.m.

Tuesday, Wednesday, and Thursday: 7:00 to 8:00 a.m.; 6:00 to 8:00 p.m.; and 8:00 to 10:00 p.m.

One class period shall be omitted to compensate for each common examination given. A class period lost to Labor Day, Veterans Day, Martin Luther King, Jr. Day, Presidents Day, Memorial Day, Juneteenth, Independence Day holiday(s), and/or any other class day omitted from the academic calendar may be counted toward this compensation for a common examination.

For prioritized scheduling, proposed common examination dates and times must be submitted to the Registrar's Office no later than April 1 for fall semesters and no later than October 1 for spring semesters. Common examination times will be confirmed no later than the Friday before priority registration for the future semester. Later requests for common examination dates will be accommodated through the first week of the semester, on a space-available basis.

In cases where an alternate time may be needed to accommodate conflicts, instructors may contact the Registrar's Office for that additional scheduling.

Instructors wishing to schedule examinations outside of normal class periods for a course that doesn’t meet the criterion of common examinations (see rule 80) may request out-of-class examinations.  Officially scheduled class meetings, including lectures, labs, and studios, and common exams have priority over out-of-class examinations. 

Departments may schedule up to four out-of-class examinations at a fixed time for undergraduate (100-400-level) courses.  Out-of-class examination periods must be scheduled at the following time blocks:

One class period shall be omitted to compensate for each out-of-class examination given.  A class period lost to Labor Day, Veterans Day, Martin Luther King, Jr. Day, Presidents Day, Memorial Day, Juneteenth, Independence Day holiday(s), and/or any other class day omitted from the academic calendar may be counted toward this compensation. 

Instructors wishing to schedule out-of-class examinations may submit the request beginning the first week of the term.  The scheduling priority will be common examination times followed by out-of-class examination on a space-available basis.  Except as noted for common examinations as per Rule 80, Rule 81 applies to any out-of-class examination scheduled to be taken at a fixed start and end time, including online examinations.

In cases where an alternate time may be needed to accommodate conflicts, instructors may contact the Registrar’s Office for that additional scheduling.

Washington State University is committed to providing people of diverse religious backgrounds access to education. The university reasonably accommodates absences allowing for students to take holidays for reasons of faith or conscience or for organized activities conducted under the auspices of a religious denomination, church, or religious organization.  

In addition, law requires reasonable accommodation of religious beliefs and practices so that students' grades are not adversely impacted by the absences.  The university will provide reasonable accommodation consistent with the fair, efficient and secure administration of its programs, and consistent with state law.  

• Instructors must reasonably accommodate students who, due to the observance of religious holidays, expect to be absent or endure a significant hardship during certain days of the course. "Reasonably accommodate" means coordinating with the student on scheduling examinations or other activities necessary for completion of the course and includes offering different times for examinations or activities.

• Any student seeking reasonable accommodations under this section must provide written notice to the instructor, within the first two weeks of the beginning of the course and include the specific dates for absences.  Absence from classes or examinations for religious reasons does not relieve students from responsibility for any part of the course work required during the period of absence. 

• The instructor shall inform the student of the decision in writing within seven calendar days of the receipt of the request. 

• Approved accommodations for absences will not adversely impact student grades. 

• The university provides notice to students of this policy on the university’s web site and in course or program syllabi, including grievance procedures.

Any student who believes that she or he has not been appropriately accommodated under this policy may seek review of the decision by sending a written request to the chairperson of the department offering the course, as soon as possible and no later than seven days after learning of the instructor’s decision. After the chair’s decision, the student or the instructor may appeal to the dean’s office. Appeals to the dean’s office must be presented in writing within seven calendar days of the chair’s decision. The decision of the dean or associate dean shall be made within seven calendar days and is final. The University Ombuds is available at any stage for advice or assistance in resolving requests for accommodation. Students should understand that fairness in the examination process is an important consideration in the educational process and that they do have a duty to cooperate in making alternate arrangements.

Washington State University is committed to providing access to education for all of its students. In addition, federal law states that academic requirements must be modified on a case-by-case basis to afford qualified students with disabilities an equal educational opportunity. The nature of certain disabilities may necessitate accommodation of these disabilities in the administration of exams. It is the policy of the university to provide reasonable accommodation consistent with the fair and secure administration of its programs.

Students with disabilities who would benefit from either academic or housing accommodations should submit the online “New Student Application” found on their campus Access Center homepage and upload appropriate disability documentation.  Once the application and documentation have been reviewed, the Access Center on the respective campus will contact the student to arrange an intake appointment/visit and to develop an appropriate accommodation plan.

Instructors will electronically receive the Faculty Notification of Reasonable Accommodations letter once a student has requested and been approved for an accommodation.  Instructors are encouraged to contact the student’s disability services provider if they have questions or concerns about any of the requested accommodations, including the feasibility/extent of flexible attendance accommodations with regards to successful completion of course activities and objectives.  See the Flexible Attendance Guidelines at the Access Center website and at Rule 72.

STUDENT DISABILITY SERVICES OFFICE BY CAMPUS/LOCATION

·          Bremerton:  Access Center  (Pullman)

·          Everett:  Access Center (Pullman)

·          Global:  Access Center (Pullman)

·          Pullman:  Access Center

·          Tri-Cities:  Access Center

·          Spokane:  Student Affairs – Access Resources

·          Vancouver:  Access Center

·          Yakima:  Access Center (Tri-Cities)

·          Extension and other non-campus sites:  Access Center (Pullman)  

Midterm grades will be submitted for students enrolled in undergraduate courses that span the entire regular fall and spring 16-week semester by 5:00 p.m. on the Wednesday of the eighth week.

The assessment should not be interpreted as a formal grade, but rather as an indication of the student’s progress to date.

Midterm grades are advisory and do not appear on the student’s permanent record, the WSU transcript.

Fall and Spring semester final grades will be submitted to the Registrar’s Office by 5:00 p.m. four days after the close of finals week. See https://registrar.wsu.edu/academic-calendar/ .      Final grades for all other sessions will be submitted to the Registrar’s Office by 5:00 p.m. four days after the last scheduled day of the session.  See https://learn365.wsu.edu , under dates and deadlines.      Note:  The timely submission of final grades results in accurate reporting of student information.  Grades and the credits earned enable students to register for future courses or graduate on time.  They are also used for determining financial aid and scholarships as well as academic deficiency or honors.  

Washington State University uses letter grades and the four (4) point maximum grading scale. The grade A is the highest possible grade, and grades below D are considered failing. Plus (+) or minus (-) symbols are used to indicate grades that fall above or below the letter grades, but grades of A+ and D- are not used. For purposes of calculating grade points and averages, the plus (+) is equal to .3 and minus (-) equals .7 (e.g., a grade B+ is equivalent to 3.3 and A- is 3.7). A student’s work is normally rated in accordance with the following definitions:

90a.  A . Student work demonstrates consistently excellent scholastic performance; thorough comprehension; ability to correlate the material with other ideas, to communicate and to deal effectively with course concepts and new material; reliability in attendance and attention to assignments.

90b.  B . Student work demonstrates superior scholastic performance overall, reliability in attendance, and attention to assignments; may demonstrate excellence but be less consistent than the work of an A student.

90c.  C . Student work demonstrates satisfactory performance overall, as well as reliability in attendance, and attention to assignments.

90d.  D . Student work demonstrates minimal, barely passing performance overall; limited knowledge of subject matter.

90e.  F . Student work demonstrates unsatisfactory performance and comprehension or unfulfilled requirements. The grade is failing.

90f.  S . (Satisfactory.)  Grade given upon satisfactory completion of courses approved to be taught with one of the following grading basis, which are designated in the catalog and schedule of classes and are used for both final and midterm grading.      S, F (satisfactory, failing) grades are used to report grades for courses numbered 499, 600, special examinations (Rule 15), and other courses duly authorized for S, F grading by the Faculty Senate.       S, U (satisfactory, unsatisfactory) grades are used to report grades only for courses numbered 700, 701, 702, and 800.      S, M, F  (satisfactory, marginally satisfactory, failing) grades are used to report grades only for designated courses within the College of Veterinary Medicine.         H, S, F (honors, satisfactory, failing) grades are used to report grades only for designated courses within the College of Pharmacy.         H, NH, S, F (honors, near honors, satisfactory, failing) grades are used to report grades only for designated courses within the College of Medicine. 

90g.  P . (Passing.) A satisfactory grade for a course taken under the pass, fail Grading Option. Instructors will turn in regular letter grades for all students enrolled in courses under the pass, fail option but grades will appear on the student’s permanent record as P (Passing) or F (Failure).

90h.  I . (Incomplete.) An incomplete is the term used to indicate that a grade has been deferred. It is for students who for reasons beyond their control are unable to complete their work on time. All outstanding incomplete work (including grades of I, X, and blank/no grade) must be completed and posted to the official transcript prior to the conferral of the degree. It is strongly recommended that students who are granted an Incomplete limit their total number of credits to 18 credits (including credits for the Incomplete course and any new courses) during the semester when they are finishing an Incomplete.  

Students who receive an I grade have up to the end of the ensuing year to complete the course, unless a shorter interval is specified by the instructor. If the incomplete is not made up during the specified time or the student repeats the course, the I is changed to an F. For courses having the S,U grading basis, the I is changed to a U. Instructors are required to submit an Incomplete Grade Report (IGR) to the departmental office with every I given. The IGR must specify conditions and requirements for completing the incomplete, as well as any time limitations less than one year.

90i.  W . This is the term to be used if the student has withdrawn from a course in accordance with Rule 68 or has withdrawn from the university in accordance with Rule 70.

90j.  X . Denotes continuing progress toward completion of special problems, research, thesis, doctoral dissertation (i.e., 499, 600, 700, 701, 702, 800), or flexible enrollment courses; X grades are converted to S or to a letter grade upon completion. An X grade may also be used when no final grade is available due to instructor’s illness or absence, or due to a pending administrative action outside of the instructor's control.  All outstanding incomplete work (including grades of I, X, and blank/no grade) must be completed and posted to the official transcript prior to the conferral of the degree. 

90k. U . (Unsatisfactory.) Student work demonstrates unsatisfactory performance, failed examination, or unfulfilled requirements in courses numbered 700, 701, 702, and 800.

90l. Z . (Failure due to discontinued attendance without withdrawal.) The Z grade is an internal grade indicating that a student earned a failing grade and discontinued all participation in a course without formally withdrawing from the course.  It appears and functions as an F rather than as a Z on the transcript. An instructor entering a Z grade must enter the last date of attendance for each Z grade submitted.  If the last day of attendance is not available, the date of the last exam or assignment recorded must be submitted instead.

Class grade records (the records from which final grades for a given class are determined) are university records which must be maintained for five years after the end of the term. Department chairs or directors are responsible for identifying appropriate storage location, which may include the instructor’s campus office. Both the chair or director or their designees and the instructor shall have ready access to these records.

Final examinations, final projects, and final papers are university records which must be maintained for one year after the end of the term, unless they are returned directly to the student. Department chairs or directors are responsible for identifying appropriate storage location, which may include the instructor’s campus office. Both the chair or the director or their designees and the instructor shall have ready access to these final examinations, final projects, and final papers.

An instructor may not change a grade after the final grade deadline has passed and grades have posted to the transcript, except to correct a previously submitted grade, or to provide a grade for an I, X, or blank / missing grade.  

In the case where a grade is being corrected, the chair of the department is notified when the request is submitted.

Grade changes must be submitted within one year following the end of the term when the course was taught.  In extenuating circumstances or when prompted by an academic integrity violation, exceptions to the one-year limit may be considered by request to the Registrar’s Office. 

On a program leading to an advanced degree, graduate students must attain a minimum grade point average of 3.00 on their graduate programs and a minimum grade point average of 3.00 in all 300-400-level and graduate courses. No grade below C is accepted in any course for graduate credit.

The student’s grade point average (GPA) is computed by dividing grade points earned by the number of credits attempted. Credits attempted for F grades are calculated into the GPA.  Grades P, S, M, H, and NH do not carry grade points, and the credits are not calculated into the GPA. Transfer and other nonresident credit are not computed in the Washington State University grade point average. 

• Credits attempted, excluding those yielding no grade points, equal 9, and divided into total grade points earned, 25.8 = GPA (2.866).  

• The third decimal point is rounded one decimal place to result in a final GPA of 2.870.  The WSU transcript displays two decimal points, 2.87.

• The number 5 is rounded up following standard rounding rules. 

A student’s grade point average (GPA) is determined by adding the grade points earned in all WSU course work and dividing by the total number of credits in which the student has been enrolled at WSU.  I, W, S, P, H, M, U, and X grades are disregarded.

The grades earned at other institutions do not count in the Washington State University grade point average.

Group averages, honor rolls, eligibility lists for honorees, and similar lists are calculated on the basis of grades received in the Registrar’s Office by 5:00 p.m. two working days following the last day of final examinations.

104.  ACADEMIC COMPLAINT PROCEDURES.  A student having complaints about instruction or grading should attempt to resolve those issues directly with the instructor.  If that fails, the student should send an email to the instructor using his or her official WSU email account no later than 20 business days following the end of the semester.  This email should briefly outline the complaint and be copied to the chairperson of the academic department.  

If the complaint is not resolved with the instructor within 20 business days of sending the email, then the student may work directly with the chairperson of the academic department in which the course is offered.  The chair’s decision shall be rendered within 20 additional business days. 

After the chair’s decision, the student or the instructor may appeal to the academic college Dean’s Office. Complaints must be presented in writing to the college dean within 20 business days of the chair’s decision. The written statement should describe the complaint, indicate how it affects the individual or unit, and include the remedy sought from the college dean. The decision of the college dean is the final step and shall be made within 20 business days.  

At the campuses other than Pullman, the procedure is identical except that the program leader shall substitute for the department chair, and the campus chancellor or his or her designee shall substitute for the college dean, if the department chair and/or the college dean is not located on that campus.

The University Ombudsman is available at any stage for advice or assistance in resolving academic complaints. 

Note:  Though chairs and college deans (and program leaders and campus chancellors) may resolve complaints about instruction and grading, they may not change a final grade without the consent of the instructor, except as provided by Rule 105.

a.) Chairperson Acting in Lieu of Instructor:  In the extraordinary circumstances when an instructor is not available, or has failed to respond to the student or chairperson using his or her official WSU email account within 10 business days according to Rule 104, the chairperson of the department may change a final grade.

b.) University Grade Appeals Board:  If a chair, dean, Graduate School Dean, Vice Chancellor for Academic Affairs or designee, or University Ombuds determines that a change of a final grade is warranted for any reason other than academic dishonesty, any one of them may refer the case to the chair of the University Grade Appeals Board for review.  The case must be referred within one semester of the posting of the grade (excluding summer term).  

The University Grade Appeals Board shall have jurisdiction over decisions of any instructor and/or administrator on matters of University course grading appeals.  The decision of the board is final and not subject to further appeal.

Note: Students may not take a grade appeal directly to the board but should follow the procedures for addressing course concerns as presented in Rule 104.

c.) Procedure for academic integrity violations:  Allegations of academic integrity violations are processed through the procedure established in WAC 504-26-415.  A final grade may be changed at any time as a result of this procedure.

Students may apply for their undergraduate degrees online as soon as they have completed 90 credits and are admitted to the major.  Advisors and the students’ major department are responsible for checking that all departmental requirements are met through the advisement report / degree audit.  A graduation fee must be paid at the time of application.  See http://graduations.wsu.edu/ for further information.

The student has the ultimate responsibility for meeting all graduation requirements.   The student plans the program of study each semester in consultation with the advisor.  The degree requirements listed in the catalog and in the advisement report are binding.  Colleges may substitute or waive college-level requirements for individual students.  Departments may substitute or waive departmental requirements for individual students.

The Provost’s Office may substitute or waive university-level undergraduate graduation requirements.  Students may petition to substitute or waive university-level graduation requirements by completing and submitting the University and College Requirement Petition form.

a. The award of a baccalaureate degree requires the satisfactory completion of all University graduation requirements.  The degree grade point average will be posted to the official transcript at the time that the baccalaureate degree is conferred.

b. The award of a baccalaureate degree requires the completion of and posting to the official transcript of all outstanding incomplete work (including grades of I, X, and no/blank grades).

c. The award of a baccalaureate degree and/or diploma requires the student’s good standing in the university and satisfaction of all University graduation requirements.  “Good standing” means the student has resolved any acts of academic or behavioral misconduct, and complied with all sanctions imposed as a result of the misconduct.  (See Rule 45 and the Standards of Conduct for Students.)

1)       The University shall have the sole authority in determining whether to withhold the degree and/or diploma in cases where the student is not in good standing due to acts of misconduct, has not resolved any acts of academic or behavior misconduct, or has not complied with all sanctions imposed as a result of misconduct.  

2)       The University shall deny the award of a degree if the student is dismissed from the University based on his or her misconduct.

3)       A diploma will not be sent until the student has resolved any unpaid fees and resolved any acts of academic or behavioral misconduct and complied with all sanctions imposed as a result of misconduct. 

d.  The grades earned at other institutions do not count in the Washington State University grade point average.

e.  To complete a baccalaureate degree, students shall:

1) Earn a 2.0 cumulative grade point average or better in graded course work.

2) Earn a 2.0 cumulative grade point average or better in graded course work in the major.

3) Complete the departmental and college requirements for an active baccalaureate degree.  Baccalaureate degrees remain active for the purpose of degree completion for eight years following the last inclusion in the WSU catalog.

4) Earn a minimum of 120 semester hours of credit.  At least 30 must be WSU hours; see Rule 6.

5) Earn a minimum of 40 semester hours of credit in 300-400-level courses; 500-level courses will count toward the 300-400-level requirement, but an undergraduate may not be required to complete a 500-level course as a requirement for the baccalaureate degree.

6) Complete the University Common Requirements (UCOREs) for graduation.

7) Complete the university writing requirements, including two Writing in the Major courses and the Writing Portfolio.

(a) To earn a professional degree, students shall complete all requirements specified for the degree.

(b) The award of a professional degree requires the completion of and posting to the official transcript of all outstanding incomplete work (including grades of I, X, and no/blank grades).

(c) The award of a professional degree and/or diploma requires the student’s good standing in the university and satisfaction of all University graduation requirements.  “Good standing” means the student has resolved any acts of academic or behavioral misconduct, and complied with all sanctions imposed as a result of the misconduct.  (See Rule 45 and the Standards of Conduct for Students.)

1)      The University shall have the sole authority in determining whether to withhold the degree and/or diploma in cases where the student is not in good standing due to acts of misconduct, has not resolved any acts of academic or behavior misconduct, or has not complied with all sanctions imposed as a result of misconduct.  

2)      The University shall deny the award of a degree if the student is dismissed from the University based on his or her misconduct.

3)      A diploma will not be sent until the student has resolved any unpaid fees and resolved any acts of academic or behavioral misconduct and complied with all sanctions imposed as a result of misconduct. 

(a) The Graduate School has no residency requirement.

(b) All outstanding incomplete work (including grades of I, X, and no/blank grade) must be completed and posted to the official transcript prior to the conferral of the master's degree.  Once a degree is conferred and posted to the official transcript, no changes will be allowed on the academic record that predates the degree.

(c)  The award of a master's degree and/or diploma requires the student’s good standing in the university and satisfaction of all University graduation requirements.  “Good standing” means the student has resolved any acts of academic or behavioral misconduct, and complied with all sanctions imposed as a result of the misconduct.  (See Rule 45 and the Standards of Conduct for Students.)

1) The University shall have the sole authority in determining whether to withhold the degree and/or diploma in cases where the student is not in good standing due to acts of misconduct, has not resolved any acts of academic or behavior misconduct, or has not complied with all sanctions imposed as a result of misconduct.  

2) The University shall deny the award of a degree if the student is dismissed from the University based on his or her misconduct. 

3) A diploma will not be sent until the student has resolved any unpaid fees and resolved any acts of academic or behavioral misconduct and complied with all sanctions imposed as a result of misconduct. 

(d)  To complete a master's degree, a student shall:

1) Earn no fewer than 30 semester hours of credit with a minimum of 21 semester hours of course work for a thesis degree program or 26 semester hours of course work for a nonthesis degree program.

2) Earn a minimum grade point average of 3.00 on a graduate program in all upper-division and graduate course work completed for the master’s degree.

3) Earn a minimum grade point average of 3.00 for all course work taken as a graduate student.

4) Successfully complete graduate examinations.

(b) All outstanding incomplete work (including grades of I, X, and no/blank grade) must be completed and posted to the official transcript prior to the conferral of the doctoral degree.  Once a degree is conferred and posted to the official transcript, no changes will be allowed on the academic record that predates the degree.

(c). The award of a doctoral degree and/or diploma requires the student’s good standing in the university and satisfaction of all University graduation requirements.  “Good standing” means the student has resolved any acts of academic or behavioral misconduct, and complied with all sanctions imposed as a result of the misconduct.  (See Rule 45 and the Standards of Conduct for Students.)

(d)  To complete a doctoral degree, a student shall:

1) Earn no fewer than 72 semester credit hours beyond the baccalaureate degree to include the minimum requirements as listed in the Graduate School's Policies and Procedures and as established by the academic program.

2) Earn a minimum grade point average of 3.00 on a graduate program and in all 300-400-level and graduate course work completed for the doctoral degree.

One baccalaureate degree from WSU requires a minimum of 120 semester hours.  For each additional baccalaureate degree, the student must complete an additional 30 semester hours, as well as satisfy all requirements of the college and the second degree program.  For a second or subsequent baccalaureate degree, the first baccalaureate degree from WSU is understood to fulfill all University requirements for graduation, including the upper-division requirements, University Writing Portfolio, the minimum hours for the first degree (120), as well as the University Common Requirements (UCOREs).

Credit earned during summer sessions may be applied toward the fulfillment of requirements for baccalaureate and advanced degrees in the same manner and subject to the same rules as credit earned during semesters of regular academic years.

Students will be recommended for their degrees at the end of the semester or term in which they complete their requirements. Diplomas will be dated the Saturday following the last day of final examination week for the fall semester, the day of commencement for the spring semester, and the Saturday following the last day of instruction for summer session.

An undergraduate will be named to the President's Honor Roll under either of the following conditions:

• By achieving a grade point of 3.75 while enrolled in at least 9 graded credits in a single semester at Washington State University, provided that the cumulative GPA is a 2.0 or better.
• By achieving a cumulative grade point average of 3.50 based on at least 15 cumulative credits of graded work at Washington State University, provided that the semester GPA is a 3.0 or better.

Candidates for baccalaureate degrees who have completed at least 30 hours of graded work (grades in which grade points are awarded) at Washington State University will graduate summa cum laude if the cumulative grade point average for work completed at Washington State University is 3.90 or better, will graduate magna cum laude if the minimum cumulative grade point average is 3.70 but less than 3.90, and will graduate cum laude if the minimum cumulative grade point average is 3.50 but less than 3.70.

The appropriate Latin phrase will be printed on the diploma and on the final transcript. Qualified students electing to participate in the Honors College who complete its requirements satisfactorily, regardless of whether they qualify to graduate summa cum laude, magna cum laude, or cum laude, will receive a certificate of completion and a printed notation on the final transcript.

Computation of graduation honors will be done prior to the end of the final semester to allow for publication of the appropriate honors in advance of graduation. However, following the student’s final semester, the Registrar will recompute the student’s GPA including the last semester’s work, and only this computation will determine official graduation honors.

Federal law requires Washington State University to annually notify students currently in attendance at the University of their rights under the Family Educational Rights and Privacy Act (FERPA). See https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html .

 Under FERPA, a student has the right to:

1. Inspect and review his or her education records. “Education records” means those records that are directly related to a student and are maintained by Washington State University or by a party acting for Washington State University.

2. Request the amendment of the student’s education records to ensure that they are not inaccurate, misleading, or otherwise in violation of the student’s privacy or other rights.

3. Consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent.

4. File with the Department of Education a complaint concerning alleged failures by Washington State University to comply with the requirements of FERPA.

Federal law also requires that WSU employees, prior to receiving access to education records, receive training about the rights of students and their education records as governed by FERPA (Family Educational Rights and Privacy Act).

Washington State University may release directory information contained in a student’s education records. “Directory information” means information contained in an education record that would not generally be considered harmful or an invasion of privacy if disclosed.

Directory information includes the following: name (including any former name); local and permanent addresses; telephone numbers; email addresses; major and minor fields of study; participation in officially recognized sports; weight and height of members of athletic teams; dates of attendance; enrollment status (e.g., undergraduate, graduate, full-time or part-time); class standing (e.g., junior, senior); status as graduate assistant and assignment; degrees, certificates, and awards received, including the President's Honor Roll; and the most recent previous educational institution attended by the student.

Restricting directory information:  Students may request that WSU not release directory information by choosing "FERPA Restrictions" under their profile in myWSU.  When students restrict their directory information, their names will not be published in the campus directory, and WSU will not release their names in any WSU press releases, including President's Honor Roll notification to hometown newspapers.  In addition, WSU will not be able to verify any degrees earned without signed consent.

Granting access to education records:  Students may authorize a parent, spouse, employer or other third party to access their official WSU records, including account balances, class schedules, financial aid, scholarships, and grades. Students designate which information to share (access is read only) by choosing “Third Party Access” under their profile in myWSU.  Alternatively, students may request that their education records be shared with specific individuals or departments by providing a written, signed request.

The Washington State University policy on student records can be found in the Washington Administrative Code 504-21 online.  Contact the Office of the Registrar at 509-335-5346 or see http://www.registrar.wsu.edu/ferpa-rights-and-privacy/ for more information.

Undergraduate students who have been admitted to the major, graduate students accepted to degree candidacy, and matriculated professional students can expect that a degree will be granted if they are currently enrolled and meet all requirements as listed in Academic Regulations 110-118.  However, because of serious reductions in financial support, loss of faculty, or for other significant reasons, the university may find it necessary to discontinue a degree.

When an undergraduate or professional degree is discontinued, further admission to the major will cease with the effective date of the degree’s discontinuation. For graduate degree programs, admissions will be suspended with the filing for discontinuation and terminated with the effective date of the discontinuation. 

Academic leadership of the college and campus has the obligation to provide for individual needs of currently enrolled students so that they may complete their degrees within a reasonable time period, typically no longer than four years.  Possible options include the following:

1.       Departments and programs may waive or substitute departmental degree requirements in order to award a degree (approval of the graduate school is required for graduate students) when accreditation or licensure allows; 

2.       The Provost’s Office may substitute or waive university-level undergraduate graduation requirements by petition;

3.       When necessary, students may be advised to complete their requirements in similar or related degree programs;

4.       Undergraduate and professional students may be allowed to complete remaining requirements at another institution; and

5.       Graduate students may be allowed to take courses or conduct research at another institution when approved by the student’s graduate committee and the graduate school. 

In all cases, all financial obligations are the responsibility of the individual student involved, except as otherwise noted in the Washington State University Catalog or the Graduate Studies Policies and Procedures Manual.

Students having questions or concerns about degree programs that have been discontinued should contact the college dean or campus chancellor.  The Provost’s Office and University Ombuds are also available at any stage for advice or assistance.

No agent, solicitor, or university individual or group shall be permitted to canvass or solicit faculty members during office hours in the interests of business, charity, or any other purpose not directly connected with university interest or official duties.

Extensions: What They Mean and When to Ask for Them

Requesting an extension from your instructor or professor can be intimidating. You might worry it will make you look irresponsible or that they will doubt your reasons. Before you ask for an extension on an assignment, check this article out.

By Britney Cox — January 26, 2023

For most college students, the scariest part about the college experience is deadlines and navigating these deadlines with a busy schedule. Why are deadlines so soon or so far away? How much time do I need to work on this assignment to complete it in time? We have all asked these questions to ourselves when faced with a deadline. Some of us get it done immediately, and some procrastinate until the last second because we know we can hand it in by midnight on Friday. However, sometimes Friday arrives, and we are nowhere near completing our assignment. This is one such instance that you should ask your professor for an extension.

An extension on an assignment is exactly what it sounds like. It is when you ask your professor or instructor to accept your work later than the specified deadline, whether or not that deadline appears on your course's syllabus. Though it might not feel like something you can do, you have the right to at least ask. There is no set number of days that an extension generally entails. Normally, you or your professor will specify the number of extra days past the deadline to complete your assignment. Sometimes if you are in a tough spot, which I will spell out later, you might get a few extra weeks, or you might even need to take an incomplete in the course if the assignment is a major one worth most of your final grade. Whatever the case, try to work on your assignment diligently until it is completed if you just happen to get an extension.

Though there is nothing set in stone for when an extension is to be asked for, there are still some more innate reasons that your request might be successful. Because of this, there is no guarantee that you will receive an extension just because you have the courage to ask. Your best bet is to check your course's syllabus and see if your professor has anything specifically discussing the use of extensions. Typically, the best way to ensure you get an extension is if something major comes up within your life that is out of your control. This might include a severe illness (especially if you have spent time in the hospital), the death of a loved one (though you might have to provide proof of this), or other significant life occurrences. Most professors, believe it or not, have a heart and will understand your situation.

Alongside the more obvious reasons to ask for an extension, you might have forgotten about the assignment or procrastinated too long to the point where getting the assignment done is not at all possible. Whatever the reason is, you will want to send an email that is kind, understanding, and possibly a little beg-worthy. When crafting this email, you should apologize upfront. You might state whatever the reason is that you are asking for an extension. Then, you may say that you understand if an extension cannot be granted and that you will turn in what you have on the deadline, even if it's incomplete. To end the email, you might want to thank them for the time it took to read the email and respond to you. In this situation, as well as many other important situations, kindness is key and will get you a lot further.

Once you have written your email, you should have your answer soon on whether you will receive an extension. If you do, great! If the professor does not give you a set amount of time to hand it in, offer a reasonable date yourself. This shows them that you have plans to finish your assignment and are not putting it off until later. On the other hand, you might not get your extension approved. It is not the end of the world if this happens to you. Just try your best to get what you can done and hand it in by the deadline. Partial work is better than a zero.

Britney Cox

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• MyAccess Student Portal
• MyAccess Faculty & Instructor Portal

All communications from the WSU Access Center will go to your @wsu.edu email address, not your MyWSU message system. 

• Accommodations
• Access Center /
• Student Support /

Student and instructor signing with ASL.

Types of Accommodations

Reasonable accommodations remove or reduce barriers to the university environment, allowing students an equal opportunity to engage in learning.

To receive accommodations through the Access Center you will need to submit the appropriate application through MyAccess as well as documentation verifying the presence of a disability or chronic medical condition. After we receive the appropriate application and documentation, you will be contacted to meet with an Access Advisor to determine the most helpful accommodations. If you wish to apply for academic and housing accommodations, please complete BOTH applications and upload documentation relevant to each request.

Accommodation Application Links

Please review the Documentation information before applying. The Housing Accommodation Verification Form and the Health Care Provider: Disability Verification Form are helpful guides if you or your provider are unsure of what to provide to support your request.

Acute Illness 

Acute Illness : Under WSU Academic Regulation 72 , a student who may miss class, examinations, or other academic obligations, due to acute illnesses (e.g., mono, flu, COVID) may provide a written explanation of the absence to their instructors as soon as it is reasonably possible to do so.

Acute Illness Academic Accommodation

Instructors will make arrangements for students based on the attendance policies in their syllabi. Students are not required to provide their instructors with documentation from healthcare professionals.

If you believe your acute illness causes or exacerbates a disability (a sensory, mental, or physical impairment), you may request reasonable accommodations through the Access Center. To begin the process, please contact your access advisor or submit an application for academic accommodations if you will be working with the Access Center for the first time.

Please note that the Access Center generally requires documentation from a qualified healthcare professional who has diagnosed your health condition causing the disability.  Access Center advisors will review your documentation, and schedule time to discuss your needs.  Once the Access Center determines a student qualifies for a reasonable accommodation it will notify your instructor and the faculty/student should work together to implement accommodations.  Where faculty have concerns about the requested accommodation then the faculty, student and your Access Center advisor should meet and discuss alternative accommodations, where appropriate, in accordance with WSU policies.  It is recommended students promptly engage the Access Center where an accommodation for a disability may be needed for a course. 

A student who believes they have been denied reasonable accommodations or otherwise subjected to discrimination or harassment on the basis of a disability may contact Compliance & Civil Rights (CCR) or the ADA Coordinator for information about supportive measures and WSU grievance processes:

Kiara Drake, ADA Coordinator

509-335-8288

[email protected]   | [email protected]

French Administration Building, Room 225

PO Box 641022 Pullman, WA 99164-1022

access.wsu.edu | ccr.wsu.edu

Alternative Formats

Alternative formats : These are materials presented in a way other than a traditional paper, book, or multimedia format and are adapted to be accessible for students with various disabilities. This may include large print, digital, audio, and braille. Some students need textbooks, class materials, or exams in an "alternative format" to what is provided, for example, in a digital format so that they can enlarge the text on their screen to a readable size, or have the textbook or exam read to them using text-to-speech software. 

This refers to digital versions of printed documents. Popular digital formats include simple text (TXT), Adobe's Portable Document Format (PDF), Microsoft Word (DOC or DOCX), the open electronic book format called EPUB, Kindle, HTML, and others. When viewed on an electronic screen, the text and imagery in these files can be enlarged, adjusted for color and font style, etc. In addition, the text in these files can be read with text-to-speech software or a screen reader to produce audio output.

Enlarged Print

A reformatted version of a document or exam in which the text, images, line-spacing and other content have been enlarged to improve readability. Tables, technical diagrams, equations, or complex layouts are generally converted to lists, and images are enlarged. Working with the original source electronic publishing files and modifying the layout and images will ensure all information is kept in a sensible reading order, and the integrity of all graphics is maintained. 

Braille is a writing system that uses patterns of raised dots that readers feel with their fingertips. Braille can be embossed from a computer connected to a device known as a braille embosser. Tactile graphics are also a vital accompaniment in braille text materials, enabling readers who need this accommodation to understand maps, tables, diagrams, flowcharts, floorplans, and other illustrations. Put simply; tactile graphics are pictures you can feel.

Assistive Technology & Equipment

Assistive technology : Assistive or adaptive devices, hardware, software, or equipment that provides equal access to physical and online environments. Assistive technology can increase a person’s function, independence, participation, and productivity. Examples can include but are not limited to, text-to-speech software, speech-to-text software, digital voice recorders, Smartpens, or assistive listening devices.

Text-to-speech (TTS)

Text-to-speech (TTS) is a type of assistive technology or software that reads digital text aloud. Text-to-speech software will allow students to listen to their digital books, course materials, or exams as they read them.

Speech-to-text (STT) software

Speech-to-text (STT) is a type of assistive technology or software that converts spoken words into text. Speech-to-text software will allow students to translate their spoken words into text.

Screen Reader

A screen reader is a software program that allows students who are blind or who have low vision to read the content on a computer screen with a voice synthesizer or braille display. The user uses different combinations of keystroke commands to instruct the screen reader to read the information on the screen.

Digital Voice Recorder

An audio recording device that allows a user to record lectures "in the moment" for easy replay later. Some may have a download feature that can be used to save the recordings on the user’s computer to be reviewed and saved.

An electronic pen that can be used to write notes and record audio. In addition, when paired with special Smartpen notebooks, the written notes can be used to navigate the audio recording, enabling users to hear what was said when a particular note was written. Digital copies of the notes and audio recordings can also be downloaded to the user's computer and reviewed using Smartpen desktop software.

Notetaking Software

Note taking tools that record spoken or audio information to help students capture information more effectively. Some of these tools use browser or cloud-based apps that can be used online or offline to allow the user to take better notes, pinpoint important information, keep recordings of class meetings, and review them at their own pace.

Assistive Listening Device (ALD)

Assistive listening devices include FM, infrared, and loop assistive listening devices. This type of technology allows people to focus on a speaker or subject by eliminating extra background noises and distractions, making places like auditoriums, classrooms, and meetings much easier to participate in. The assistive listening device uses a microphone to capture an audio source near to its origin and broadcast it wirelessly over an FM (Frequency Modulation) transmission, IR (Infra-Red) transmission, IL (Induction Loop) transmission, or other transmission methods. The person who is listening may use an FM/IR/IL Receiver to tune into the signal and listen at his/her preferred volume. Audio from participants without a microphone may not be amplified.

Captioning is the process of displaying text on a television, live or recorded videos, computer screen, or other visual display to provide communication access to spoken and audio information. Closed captions supplement dialogue and other relevant parts of the sound, such as background noises, phone ringing, and other audio cues that need describing. Deaf or hard of hearing students, or those with auditory processing disorders need audio materials transcribed or closed captioned. There are several types of captioning accommodations which include: 

• Closed Captioning: Closed Captioning is synchronized, timed text displays of a video’s audio content (e.g., speech and non-speech sounds) and are commonly produced in advance for pre-recorded material.  Closed Captions are visible ONLY when selected and activated, such as when they are visible on a television screen, they are called “closed captions” [CC].
• Automatic Speech Recognition (ASR) also known as Automatic Generated Captioning:   ASR captions and transcripts are machine generated and are created by detecting spoken sounds and converting them into words. ASR can be enabled for many live events/lectures in Zoom, PowerPoint presentations, Panopto, TEAMS and recorded videos such as found in YouTube. Please be aware that auto-generated Zoom captions may NOT always be an acceptable substitute for Closed Captioning or CART accommodations because automated captions are not always accurate and may not provide an effective means of communication for everyone. However, they support Universal Design Principles and can be effective for many individuals. ASR can offer support in case a live captioner is not available for live events or when accurate captions are not available for recorded videos.
• Real-Time Captioning – (CART):  CART stands for Communication Access Real-Time Transcription. CART captioners are professionals who provide an accommodation for students who are Deaf, hard of hearing or who have auditory processing disorders, to help remove barriers to communication access. The captioner uses a stenographer's device to input everything that is spoken. The live captions are streamed to the student through a separate bridge link where they can read the text on their own computer display, projection screen or mobile device. CART may be provided by a live captioner on-site and is in the room with the student, or CART may be provided remotely.

Classroom Accommodations

Access to powerpoints/lecture materials before class.

Students with certain disabilities may have great difficulty writing down fast-paced information or capturing the lecturer while trying to pay attention simultaneously. Having access to PowerPoints or lecture materials before class reduces the amount of material a student must capture and increases a student’s understanding of the material heard in class or online.

Accessible Furniture

To accommodate a wide range of mobility needs, adaptive furniture or alternative seating may be provided to students for whom standard classroom desks and chairs are inaccessible due to a physical disability. Examples might be adjustable height tables for wheelchair access or for someone who needs to stand, padded & adjustable chairs, yoga balls, stools, and podiums. Request accessible furniture for the classroom here. 

Advance Communication Regarding Projects / Assignments

In classrooms and online classes, the student's request for advance information regarding assignments accommodation will appear on their Faculty Notification Letter in a customized note. Instructors should provide information as far in advance as possible, so students have sufficient time to work on their assignments or access additional resources. A 1–2-day deadline extension may be reasonable if advance communication is not provided. Please consult with an Access Center Coordinator if you have questions about this accommodation.

Alternatives To Group Work

Alternative options to completing in-class and/or out-of-class assignments and projects within a group. Students and instructors communicate with each other regarding any possible alternatives.

Alternatives To Presentations

In classrooms and for online/remote courses, students with the Alternative to Presentations accommodation may request an alternative to presenting in front of a class. Students and instructors should communicate regarding the details of the alternative options in the course. The student should be held to the same expectations for meeting the fundamental learning outcomes of the course. The instructor or student can consult with the Access Center if needed.

American Sign Language (ASL) Interpreting

ASL interpreters allow students who are Deaf or hard of hearing and use ASL, to follow what is being spoken through an ASL interpreter.  The interpreter’s job is to facilitate communication between you and your Deaf student(s) and between the Deaf student(s) and hearing classmates. The interpreters may be in person or work remotely. Sometimes the interpreter may ask people to speak up or repeat what was said if they cannot hear them to interpret. Two interpreters may be assigned as a team, depending on the length and pace of a class or event.

Approval to Record Lectures

This accommodation allows students with certain disabilities to record lectures and reviews the information presented in class at a later time. Lectures may be recorded using a digital recorder, smartphone, tablet, laptop, notetaking tool, or a Smartpen. Students with this accommodation must sign an agreement not to distribute or share any material received as an accommodation.

Breaks to stand/walk or leave class as needed

Breaks are approved for students to accommodate medical conditions; medication needs, or to mitigate disability-related symptoms. In classrooms, students with this accommodation may stand up, move about, or leave the room when needed. For online/remote courses with live-streamed class meetings, students may mute themselves and turn off their cameras if they need to take a break.

Classroom Relocation Due to Access

Students who cannot travel long distances or travel to their next classroom in a short amount of time may be approved for this accommodation. The Access Center will work directly with the Registrar’s office on their campus to discuss classroom relocation needs. The instructor and department may be consulted.

Call On Student Only When Hand Is Raised

In classrooms, this accommodation allows students the opportunity to decide when they participate in class discussions. The student should still be held to the same participation expectations as the rest of the class; this accommodation only modifies how they participate. For online/remote courses that use live-streamed class meetings (with or without chat), this accommodation is still applicable. This accommodation allows students the opportunity to raise their hand using the chat box or raised hand feature in Zoom to indicate when they will participate in class discussion

Classroom/Lab Assistant:

A classroom/lab assistant’s role is to facilitate a student’s classroom participation if elements cannot be made accessible through other means. Activities performed by a classroom or lab assistant may include describing visual content, helping to navigate websites, capturing information on the whiteboard, manipulating objects in the direction of the student, and other assistance. Assistance is determined case-by-case, based on the student’s needs, course content, course format, and essential course/academic program requirements.

Disability-related Flexible Attendance

This accommodation potentially provides relief from requirements for physical attendance in classes due to the nature of their chronic, episodic, or temporary disability. In some cases, reasonable attendance adjustments are determined case-by-case, based on the student’s needs, course content, course format, and essential course/academic program requirements. Students with this accommodation must still meet all the course’s core learning objectives and curricular outcomes. The student and instructor should have an interactive discussion regarding this accommodation. To assist with this accommodation, the Access Center has provided the following helpful resource: Understanding Flexible Attendance.

Disability-related Flexible Assignment Deadlines

This accommodation may extend assignment deadlines for students with chronic, episodic, or temporary disabilities. Sometimes, allowing students to turn in work beyond the date normally allowed in a course is a reasonable accommodation. Students with this accommodation must still meet all the course’s core learning objectives and curricular outcomes. The student and instructor should have an interactive discussion regarding this accommodation. To assist faculty with this accommodation, the Access Center has provided the following helpful resource: Understanding Flexible Assignment Deadlines

Emergency Evacuation Assistance:

Students with certain disabilities may require specialized assistance in the event of an evacuation. Specifics will be discussed with the student and communicated with the instructor and campus safety as needed.

Food, Water, or Medication During Class

Some students may need to take medication during their class time and should be allowed to do so to manage medical conditions or mitigate symptoms of their disability. Some medicines must be taken with food and/or water. This should also be allowed, provided that doing so does not pose a safety issue for others. If it does, the student should be allowed to leave the classroom to self-medicate.

Give Notice Prior to Calling on Student:

Student is given advance notice of when they are to be called upon in class (e.g., emailed the day before) or provided question(s) they will be asked in advance so they may prepare their response.

Laptop/Tablet for notetaking and in-class written work

Students with certain disabilities may require the use of a computer or other assistive tools to help capture lecture information or perform in-class activities. For example, students who are color-blind may need to adjust color filters to help differentiate between colors. Students who have fine motor issues may need to type rather than write. Students with vision challenges may need to use technology on their laptop or devices to adjust their display and font size. Students with this accommodation are approved to use laptops, tablets or other assistive tools to remove access barriers.

Leave 10-15 minute early, or arrive 10-15 minutes late to allow for travel time:

For some students with mobility or other disabilities that prevent them from quickly traveling between classes, this accommodation allows them to leave early or arrive late to class as needed. Students should make arrangements with instructors to capture what is missed if the early departure or late arrival occurs due to disability. Students with this accommodation should be marked as fully attending the session if attendance is taken.

Note Taking Services

In classrooms, students with disabilities may use various types of technology or note-taking tools to support their learning. Certain notetaking technology may require that the student sits in a specific area to best access the audio or what is spoken. Some students may be approved for a peer notetaker to capture notes. Peer notetakers take their own notes and share these with the student approved for this accommodation.

Preferential Seating

Students may need to position themselves in classrooms to best access information or exit quickly with the least distraction to others. Students will communicate their seating needs to the professor if they need assistance.

Syllabus provided prior to the start of class:

A syllabus is a document that outlines all the essential information about a college course. It typically includes the topics students will study and the due dates of any reading, assignments, quizzes, or exams. Some students with disabilities that impact executive functioning may require more time to read and understand the course syllabus. Having the syllabus before the start of the class will remove barriers related to time management, organization, and planning, and assist the student with being better prepared for class, understanding assignments, staying organized, managing their time, and meeting deadlines.

Testing Accommodations

To accommodate a wide range of mobility needs, adaptive furniture or alternative seating may be provided to students for whom standard classroom desks and chairs are inaccessible due to a physical disability. Examples might be adjustable height tables for wheelchair access or for someone who needs to stand, padded & adjustable chairs, yoga balls, stools, and podiums.

Assistance with Scantron

This accommodation is available for students that need assistance reading and/or writing during exams due to disabilities that make it difficult to transfer their answers to a scantron. In this case, students may need tests given in an alternative format or assistance from a scribe.

Computer for Written Responses

Some students may require access to a laptop, computer, or word processing program during exams to access spell check features or certain assistive technology such as text-to-speech or speech-to-text software; therefore, exams may need to be provided in digital format.

Dim Lighting

For students with light sensitivity that may trigger symptoms related to their disability or medical condition, alternative lighting, such as a dimly lit room, is offered as an accommodation.

Distraction-reduced environment

For in-person exams, students who qualify for a distraction-reduced testing space need a location with minimal outside noise and commotion. Visual distraction should also be minimal. Generally, providing these students with a separate room for testing (away from the main testing space) is most appropriate. Most students with this accommodation test in the Access Center’s testing services classroom or an individual private testing room. Students with this accommodation may test with a few other students who also have distraction-reduced testing in the same space. Note: Seating students in the back of a crowded classroom, in a hallway, or asking the class to remain silent, does not constitute a reduced distraction environment. This accommodation is not needed for remote exams unless students are asked to test together in the same Zoom room with microphones and/or cameras on. 

A reformatted version of a document or exam in which the text, images, line spacing, and other content have been enlarged to improve readability. Tables, technical diagrams, equations, or complex layouts are generally converted to lists, and images are enlarged. Working with the source electronic publishing files and modifying the layout and images will ensure all information is kept in a sensible reading order, and the integrity of all graphics is maintained. 

Extended time

This accommodation addresses many limitations, such as lack of focus, anxiety, processing speed issues, reading disorders, compromised memory, etc. The extended time of 1.5x or 2.0x means the student should have the additional time added to the time given to the class to complete the exam. For example: if an exam is 1 hour, and the student has 1.5x, they should have 1.5 hours to take the exam. This accommodation applies to both in-person and all online/remote exams where the exam is timed. For tests provided online or in Canvas, instructors must set the extension within Canvas to allow the student extra time. 

Four Function Calculator

For in-person and remote exams, students who are eligible for this accommodation should be permitted to use a four-function (add, subtract, multiply, divide) calculator on any in-class work or exam that requires mathematical computation, unless one or more of those four functions are an essential part of the learning outcomes in the course.

Limit Final Exams to one (1) per day

Even with breaks, the impact of a student’s disability may limit their stamina or the amount of time they can sit, stand or concentrate on more than one exam per day. Alternatively, the student’s extended testing time may be too long to effectively perform more than one final exam per day. Students with this accommodation should work with instructors to arrange to take only one final exam per day.

Listen to Music During Exams

 Students may need to use headphones or earbuds to listen to music during test-taking activities to assist with calming, concentration, or symptom management.

Make up exams

When a disability-related absence occurs, students with this accommodation may arrange with their instructors to make up exams they may have missed without being penalized.

Math 100 Testing Accommodations

Due to the nature of Math 100, access to 4-function calculators and/or unlabeled formula cards is not permitted. Students may arrange to take the exam during their instructor’s office hours or arrange a different time to take the exam with their instructor. Once finished, the student may double-check their answers with a multiplication table that the math department provides and review the exam with their instructors.

Memory Aids

For in-person and remote exams, a single instructor-approved reference sheet such as a multiplication table or formula card is approved to help trigger a student’s memory, unless doing so fundamentally alters the learning outcomes of the course. Examples include unlabeled formulas, unlabeled diagrams/flow charts, terms and definitions written in the student’s own understanding, etc. A memory aid is not to contain answers to tests or compromise the integrity of the exam in any way.

Find more details about using memory aids as a testing accommodation.

Students may require a paper exam for all exams and quizzes that are typically administered in an online or digital environment. Students who cannot take their exam online may need their exam converted to a paper form and utilize an on-site proctor or may need to be proctored via Zoom. If an instructor cannot proctor the student via Zoom, they will need to provide a printable version of the exam to the proctor 24 hours before the exam date.

• Scribe: Some students cannot use text-to-speech software and may require a human scribe to access their exam. A scribe will sit with them through the exam and will only write and submit the student’s verbalized answers to the questions for the exam. They cannot provide any additional information to the student.
• Reader: Some students are unable to use speech-to-text software and may require a human reader to be able to access their exam. A reader will sit with them through the exam and will only read the questions for the exam. They cannot provide any additional information to the student.

Private Room

This accommodation means that the student needs to take an exam in a private location with low stimuli, on their own. The testing proctor can still monitor the exam but must be mindful of creating distractions. These may be reserved conference rooms or private testing rooms with no students or unnecessary people around. Hallways or rooms where people frequent, are not acceptable as private rooms.

Rest/Medication Breaks

Rest or medication breaks are approved for students to accommodate medical conditions, and medication needs, or to mitigate disability-related symptoms.

Speech-to-text software

Speech-to-text (STT) is a type of assistive technology or software that converts spoken words into text. Speech-to-text software will allow students to dictate their answers to exam questions.

Sound Stickers (Voice Recording)

Sound Stickers are small Livescribe Dot Paper stickers for recording and playing back audio notes.  They may be used for notetaking or to record assessments for students who require their exam to be read aloud.

Text-to-speech

Text-to-speech (TTS) is a type of assistive technology or software that reads digital text aloud. Text-to-speech software will allow students to listen to their exams as they read them.

Use of Access Center Proctoring Office Required

Students who cannot be proctored virtually due to disability, or because their accommodations would cause them to be flagged by virtual proctoring methods, can use the Access Center on their campus and be proctored in person. If you have questions about testing processes, please contact your campus's Access Center/Services.

Wheelchair Access

Students with this accommodation must have clear paths to access all campus areas. Continually assess the entrances and exits, testing locations, classrooms, hallways, and paths to ensure that there are clear pathways for students who use wheelchairs. Identify any barriers that may be in their way. Make sure desks in your testing environment and classrooms or adjustable tables are organized to accommodate the wheelchair user.

Extension request for Admissions Hold

Wsu admissions.

Policies and Procedures

Wsu policies and procedures manuals.

• WSU Business Policies and Procedures (BPPM)
• WSU Business Policies and Procedures Forms Index
• WSU Executive Policy Manual
• WSU Safety Policy and Procedures Manua l
• WSU Board of Regents Policy Manual
• WSU Title 504 WAC Rules

Computing, E-mail, Mail, Telecommunications, Web Use

• Cellular Device Authorization and Agreement
• Commercial Partner Underwriting of Newsletters
• WSU Extension Policy on Use of Image Name and Materials in Photos Video Audio or other Digital Media
• WSU Extension Image and Voice Recording-Consent Form WSUE 2010-1
• WSU Extension Approval Request for Use of Social Media and Related Online Communications
• WSU Extension Policy on Email Communication and Management of Email Lists
• WSU Extension Policy on Mailing List Management
• Network Services Account Request Form
• WSU Extension Disclaimer for Reused Web Material
• Website and Other web-based Content
• Text Messaging Policy EP36

Professional Conduct and Lobbying

• Assisting in the Development of Organizations
• Buying Selling and Trading Livestock Crops or Other Commodity Transactions
• Conflict of Interest
• Depositions and Court Appearances
• Policy Prohibiting Discrimination and Harassment EP15
• Summary of Ethics Laws and Policies BPPM 10.21
• Extension Employees and Proposed Legislation
• Complying with Federal Subpoenas and Orders
• Outside Consulting for Pay or Other Benefits
• Ownership or Operation of a Farm or Other Outside Business
• Political Campaign Activities
• Reporting State Lobbying Activity BPPM 10.25
• Reporting Federal Lobbying Activity BPPM 10.26

Ask a Professor: How to Ask for an Extension on an assignment

Assessing the Situation

Understand Your Professor's Policies

How to write a polite and professional email: After that, you'll understand How to Ask for an Extension on an assignment

Follow-Up and Be Prepared

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Effective communication with professors is a crucial skill that can greatly impact your academic journey, especially when it comes to requesting an extension on an assignment. Knowing how to ask for an extension in a clear and respectful manner is essential. In this article, we will explore the significance of effective communication when asking for an extension and discuss common reasons that may necessitate one. By approaching extension requests professionally and respectfully, you can increase the likelihood of receiving a positive response from your professor and maintain a healthy student-professor relationship.

As students, we may encounter various situations when we really need assignment help . That's when knowing how to ask for an extension becomes important. Unexpected personal emergencies, health issues, overlapping deadlines, or an increased workload can all be valid reasons. However, it is crucial to approach the request in a professional and respectful manner. By doing so, you demonstrate your commitment to your education and show respect for your professor's time and expectations.

It is important to understand that professors are not obligated to grant extension requests. They have their own regulations and considerations to keep in mind. Therefore, to improve your chances of receiving a favorable response, it is crucial to effectively articulate your request. Acknowledge the significance of the assignment, express understanding of the potential impact on your grades, and suggest a fair deadline for completion.

By mastering the art of effective communication and knowing how to ask for an extension professionally, you can navigate the process with confidence. Remember to be respectful, provide valid reasons, and propose realistic solutions. Through open and respectful communication, you can foster understanding and cooperation with your professors, ensuring a smoother academic experience.

Assessing the Situation:

When you are faced with the problem "How to Ask for an Extension on an Assignment" it is important to assess the situation carefully before contacting your professor. Here are some key steps to consider:

• Evaluate the validity of your reasons for requesting an extension: Take an honest look at the reasons behind your request. Are they legitimate and reasonable? Ensure that you have valid grounds for needing additional time to complete the assignment.
• Consider the assignment's requirements: Review the assignment guidelines and instructions carefully. Understand the scope, complexity, and time required to fulfill the task. Assess whether your initial estimation of the workload was accurate and if it aligns with the given timeframe.
• Evaluate your workload: Reflect on your overall workload, including other assignments, exams, and commitments. Determine whether the combination of tasks makes it genuinely challenging to complete the assignment on time. Be mindful of the workload distribution and prioritize accordingly.
• Take personal circumstances into account: Sometimes unforeseen personal circumstances can arise, such as illness, family emergencies, or unexpected events. Consider whether these circumstances significantly affect your ability to complete the assignment within the given timeframe. Ensure that your request is reasonable and supported by genuine circumstances.
• Determine a realistic and justified timeline extension: Based on your evaluation of the above factors, determine a timeline extension that is realistic and justifiable. Consider the additional time required to produce quality work without compromising other academic responsibilities.

Remember that ask for an extension on an assignment should be a balanced decision made in case of real need and with proper justification. A careful assessment of the situation will allow you to address the professor with a well-founded and reasoned request, which will increase the likelihood of a positive response.

Plan Ahead:

Planning ahead is crucial to avoid the need for extensions and ensure a smooth completion of assignments. Here are some important steps to follow:

• Be aware of assignment deadlines and schedule your work accordingly: Familiarize yourself with the deadlines for all your assignments. Create a calendar or use a planner to keep track of important dates. Break down the assignment into smaller tasks and allocate specific time slots for each task. By staying organized and proactive, you can effectively manage your time and reduce the chances of needing an extension.
• Anticipate potential challenges and allocate extra time: Recognize that challenges may arise during the assignment process. It could be difficulties understanding the material, technical issues, or unexpected circumstances. Make room in your agenda for some extra time to take into consideration these possible obstacles. By doing this, you build a buffer that enables you to deal with unexpected events without requesting an extension.
• Avoid leaving assignments until the last minute: Procrastination can lead to unnecessary stress and increase the likelihood of needing an extension. Start working on assignments as soon as they are assigned. Break them down into manageable chunks and work on them consistently over time. By avoiding last-minute rushes, you give yourself ample time to complete the assignment to the best of your ability.

By planning ahead, you take control of your assignments and reduce the need for extensions. Being aware of deadlines, anticipating challenges, and avoiding procrastination enable you to manage your workload effectively. Remember, effective time management is a valuable skill that not only helps you meet deadlines but also allows for a more balanced and less stressful academic experience.

Understand Your Professor's Policies:

Understanding your professor's policies regarding extensions is crucial when requesting additional time for an assignment. Here are some steps to help you navigate their policies effectively:

• Check your instructor's syllabus or course policy for an understanding of how to ask for an extension on an assignment: Review the syllabus or any documents describing course policies provided by your instructor. Pay particular attention to any specific information regarding assignment due dates and extension requests. Understand your instructor's guidelines and expectations for extensions.
• Take note of any specific instructions or guidelines provided: Your professor may have outlined specific procedures or requirements for requesting an extension.Any instructions given, such as whether you need to submit a formal request, the request's format, or any other supporting paperwork that may be needed, should be noted down. Respecting your professor's policies and committing to following the established procedures are demonstrated by following these directions.
• Respect the professor's discretion in granting extensions: It's important to remember that the decision to grant an extension ultimately lies with your professor. Respect their authority and judgment when considering your request. Keep in mind that they may have multiple students requesting extensions and various factors to consider. Approach the request with professionalism and an understanding that the professor's decision is final.

By familiarizing yourself with your professor's policies and guidelines, you demonstrate your commitment to following their expectations. Respecting their discretion in granting extensions shows your understanding of the academic process and your willingness to comply with their decisions. Understanding the policies helps you navigate the extension request process smoothly and increases the likelihood of a positive outcome.

How to write a polite and professional email: After that, you'll understand How to Ask for an Extension on an assignment.

When requesting an extension from your professor, it is important to communicate your request in a polite and professional manner. Here are the key elements to include in your email:

• Begin by extending a cordial and respectful greeting to the lecturer as appropriate: Use a formal salutation at the beginning of your email, like "Dear Professor [Last Name]" or "Hello Professor [Last Name]." A professional tone is established in your email by addressing them respectfully and using the correct title.
• Clearly state the purpose of your email, mentioning the specific assignment and deadline: In the opening paragraph, clearly state the purpose of your email. Mention the specific assignment that you are requesting an extension for and include the original deadline.
• Explain the reason for your extension request concisely, while being honest and transparent: In the following paragraph, concisely explain the reason behind your extension request. Be honest and transparent about your circumstances, whether they are personal, academic, or related to unforeseen events. Keep your explanation clear and to the point.
• Express your understanding of the potential impact on your grades and the importance of the assignment: Acknowledge the potential impact that the extension may have on your grades. Demonstrate your understanding of the importance of the assignment and its role in your overall academic progress. This shows that you take your responsibilities seriously.
• Propose a new deadline and provide a plausible explanation for the requested extension: Suggest a new deadline for the assignment that allows you sufficient time to complete it effectively. Provide a plausible explanation for why you need the extension, making sure it aligns with the reasons you mentioned earlier. Justify the new deadline based on the circumstances you are facing.
• Provide a strategy describing how you'll finish the work in the extra time: Confide in your professor that you have a strategy in place to finish the work in the extra time. Describe the precise actions you'll take to assure both the quality of your work and a timely submission. This demonstrates your dedication and foresight.
• Express gratitude for the professor's consideration and sign off respectfully: In the closing paragraph, express your gratitude for the professor's time and consideration of your request. Thank them for their understanding and mention how their support will assist you in meeting the assignment requirements. Sign off your email respectfully, using phrases such as "Thank you for your consideration" or "Best regards."

By crafting a polite and professional email, you demonstrate your respect for your professor and increase the chances of receiving a positive response. Remember to maintain a courteous tone throughout the email and ensure that your request is supported by valid reasons and a well-thought-out plan.

Follow-Up and Be Prepared:

After sending your extension request email to your professor, it's important to follow up and be prepared for the response. Here are some steps to take:

• Be patient and allow time for the professor to respond to your email: Professors have busy schedules, so it's essential to be patient and give them time to review your request. Avoid sending multiple follow-up emails too soon. Respect their workload and wait for a reasonable amount of time before expecting a response.
• You should be ready for both a favorable and unfavorable response: Even though you may be hoping for a favorable reaction, it's crucial to be ready in case it's not. You should mentally prepare yourself to accept your professor's decision politely since they might not always offer extensions. You will be better able to navigate potential solutions if you are psychologically prepared.
• If you are granted an extension, make sure that you meet the new deadline and do your work at a high level, because you will not have another attempt "how to ask a professor for an extension": If your professor has granted your request for an extension, respect his or her decision by meeting the new deadline. Use the extra time wisely to complete the assignment to the best of your ability. Maintain the same level of dedication and perform to a high standard that reflects your commitment and appreciation for the extension.
• If denied, accept the decision gracefully and consider alternative solutions: If your request for an extension is denied, accept the decision respectfully. Understand that professors may have various reasons for their decision, such as maintaining fairness or adhering to course policies. Instead of dwelling on the denial, focus on alternative solutions. Seek help from a tutor, utilize academic resources, or consider rearranging your priorities to ensure timely completion of the assignment.

Remember that the response to your extension request is ultimately up to your professor. By being patient, prepared for different outcomes, and flexible in finding alternatives, you display maturity and professionalism. Regardless of the response, maintain a positive attitude, and continue to work diligently on your academic responsibilities.

Conclusion:

Finally, effective communication and professional behavior are of paramount importance when wondering how to ask for an extension on an assignment. By planning ahead, understanding your instructor's policy, and approaching your request with respect, you increase your chances of receiving a positive response. However, it is important to remember that students should be responsible for their work and that extensions should only be used as a last resort.

Planning ahead and managing your time effectively can minimize the need for extensions. By familiarizing yourself with assignment deadlines, anticipating challenges, and avoiding procrastination, you can stay on track and complete your work within the given timeframe.

Understanding your professor's policies regarding extensions is crucial. By adhering to their guidelines and respecting their discretion, you demonstrate your commitment to the academic process and foster a positive student-professor relationship.

While extensions may be necessary under certain circumstances, it is important to approach them as a last resort. Taking responsibility for your assignments, seeking help when needed, and prioritizing your workload can help prevent the need for extensions.

Remember, effective communication, planning, and responsibility are key to navigating the process of requesting an extension. By demonstrating professionalism and respect, you not only increase the chances of a favorable response but also develop valuable skills that will serve you well throughout your academic and professional journey.

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Select: All - Admissions - Candidature Support Funds - Candidature Variations - Compliance - Confirmation of Candidature - Dual Awards - Candidature Plan - Examinations - Extensions - Intellectual Property - Master of Research - Offshore Arrangements - Program Transfers - Research Continuity Plan - Research Progress Report - Scholarships - Supervision - Training and Support - Supervisor and HDR Candidate Compact - Research end-user engagement

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