Courses at Rutgers University continue to incorporate elements developed during the COVID-19 pandemic, as faculty retain digital tools and students adjust to a mix of in-person and online learning experiences. 

The transition to remote instruction in 2020 required professors to redesign courses quickly, introducing lecture slides, recorded sessions and online discussions. While classes have largely returned to in-person formats, some of these methods remain in use, shaping how material is delivered and how students engage with coursework. 

Tina Crafton, an English professor who previously taught in person and now teaches fully online, said the pandemic led her to restructure her courses in ways that continue to influence her teaching. 

“I continue to use the strategies and methods I developed for the Pandemic and they have undoubtedly made a positive impact on my teaching,” Crafton said. 

During the shift to remote learning, Crafton replaced traditional lectures with slide-based presentations supported by images and videos, and incorporated recorded Zoom sessions alongside structured discussion prompts. She said many of these tools remain central to her courses. 

“Students liked having these Lecture Slides in the course shell to refer to,” Crafton said. “Everyone can concentrate on the experience of the class rather than writing things down.” 

She added that these materials can help students who may struggle with note-taking, though they also require students to review content independently to stay on track. 

The persistence of these digital elements reflects broader changes in course design, as instructors balance accessibility and engagement. While online tools can provide flexibility, they also alter the dynamics of classroom interaction. 

“The greatest limitation of online format can be the lack of real-time interaction,” Crafton said. “In person, the teacher can ask a question and integrate student answers into part of the learning material right on the spot.”

At the same time, Crafton noted that online environments can benefit some students. She said discussion-based features allow students more time to think through responses, which may reduce pressure for those less comfortable speaking in class. 

“Online Discussions allow students to think and consider their responses,” she said. “The easing of anxiety in education is a key factor in success.” 

Student experiences with these formats vary. Miles, a Rutgers student who has taken both in-person and online courses, said he finds it more difficult to stay engaged in virtual settings. 

“I am so much more engaged in person and find myself not that interested or not involved at all with online classes,” Miles said. 

He said the lack of in-person interaction affects his participation and focus, particularly in courses that rely on discussion. 

“My engagement was way down when doing virtual courses,” he said. 

Miles also raised concerns about how online-heavy instruction may affect certain fields of study. He pointed to graduate-level programs, such as those in information science, that rely heavily on virtual coursework. 

“Since almost all Masters of Information courses are taught virtually, students are graduating knowing a lot of theory but lacking the knowledge on actually applying it,” he said. 

The contrast between student and faculty perspectives highlights an ongoing adjustment period in higher education. While instructors continue refining methods introduced during the pandemic, students are navigating how those changes influence their learning. 

Crafton said she has adapted her online teaching approach over time to better meet student needs, incorporating recorded sessions and structured discussions to maintain engagement. These methods, she said, aim to preserve interaction while offering flexibility. 

As universities continue to evaluate post-pandemic instruction, the balance between accessibility, engagement and effectiveness remains a central concern. For both students and faculty at Rutgers, the evolution of course formats reflects an effort to integrate lessons learned during an unprecedented shift in education.

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Attendance expectations vary widely across classrooms at Rutgers University, where some professors enforce strict policies others leave attendance optional. The variation means students often navigate different expectations from class to class depending on the professor and course format. 

Across campus, attendance policies are often influenced by the size and structure of a course. Large lecture classes frequently do not track attendance, while smaller discussion-based courses tend to require students to attend regularly and participate in class activities. 

DeJana L., a former Rutgers student, said many of her large lecture courses did not require students to attend class. “Pretty much all of my large lecture classes had no attendance policy,” DeJana said. “Because the classes were so large there would not be any attendance taken.” 

Even without formal attendance requirements, she said lectures still created an incentive for students to attend in order to keep up with the material, “If you only showed up during exam days there was a high chance you wouldn’t do well if you skipped the lectures, so that was the motivation for attendance.”

Smaller courses, however, often operated differently. Classes focused on discussion, collaboration, or group projects typically had more structured attendance rules. 

“Smaller, more discussion-based classes definitely had stricter attendance standards,” DeJana said. “Usually you were allotted a certain amount of absences, for example four unexcused absences for the semester.” According to DeJana, exceeding the allowed number of absences in these courses could sometimes result in grade penalties. 

Michael K., a current Rutgers student, said his experience reflects similar differences across classes. 

“It really depends on the professor,” Michael said. “Some classes have very strict attendance policies where missing more than a couple classes affects your grade, while others are much more flexible and treat attendance as optional.” 

Michael shared that he believes flexible policies can be helpful for students who balance academic responsibilities with work, commuting, or other obligations outside of school: “I tend to prefer the more flexible policies because college students have different responsibilities outside the classroom,” he said. “In my experience, I’ve still been able to keep up with the material and perform well academically even in weeks when I couldn’t attend every class.” 

While attendance policies are often intended to encourage engagement, students being physically present in class does not always guarantee that they are actively learning. 

“I think it mostly ensures people show up rather than actually making them engaged,” Michael expressed. “Someone can be sitting in a classroom but not paying attention at all.” 

DeJana expressed a similar perspective, noting, “Attendance doesn’t necessarily mean paying attention.” However, she added that attending lectures can still help students retain information, even if they are not actively taking notes during class, “Even if you show up to lecture and don’t take notes, if you are actively listening you’re bound to still absorb some information that you could later recall in exams.”

Attendance expectations in college often differ from those in high school, where students are typically required to attend class daily and attendance is closely monitored by administrators. At universities, instructors generally have greater flexibility in designing course policies, including whether attendance will factor into grades. 

Classroom expectations have also evolved in recent years following the shift to remote and hybrid learning during the COVID-19 pandemic. During that time, many universities temporarily moved courses online, which introduced new levels of flexibility for students and instructors. Although most classes have since returned to in-person instruction, the experience of remote learning has continued to influence conversations about how strictly attendance should be enforced in traditional classrooms. 

Michael said that policies focusing on student participation and coursework may be more effective than simply requiring students to be present, “When classes focus more on the quality of assignments and participation in discussions rather than just attendance, it creates a better learning environment.” 

Students shared that the current system — in which professors determine their own attendance policies — can work as long as expectations are clearly outlined in course syllabi. 

DeJana said the balance between flexible lecture policies and stricter expectations in smaller classes generally feels reasonable, “Attendance being optional in large lectures gives flexibility while also providing accountability.” She continued, “If you never show up your grade will suffer.” 

Because attendance policies are typically determined by individual instructors, students often review course syllabi carefully at the start of each semester to understand expectations. As classroom formats continue to vary across departments and disciplines, attendance policies remain one of the ways professors shape how students engage with their courses.

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Artificial intelligence tools such as ChatGPT and Grammarly are becoming a regular part of how students at Rutgers University study, but faculty responses to their use remain sharply divided. 

While some students say AI helps them better understand course material, some professors argue the technology undermines learning and contributes to academic dishonesty. The contrast reflects an ongoing debate across higher education over how, or whether, AI should be integrated into the classroom. 

Michael, a current Labor Relations student at Rutgers, said he uses AI tools primarily as a study aid rather than a substitute for completing assignments. 

“I do use AI tools like ChatGPT and Grammarly for studying,” Michael said. “I mainly use them to help me understand difficult concepts, break down readings into simpler explanations, generate study questions, or organize my thoughts before I start writing. I treat it more like a study partner or tutor rather than something that writes my assignments for me.” 

According to Michael, AI’s usefulness lies in its ability to provide immediate clarification when students encounter dense readings or unfamiliar concepts. He said he is careful to avoid using the tools in ways that would violate course rules. 

“I avoid using AI to write full essays or complete assignments that are meant to reflect my own analysis,” he said. “I also don’t use it during exams or for anything that would clearly violate academic integrity policies. I try to use it as a learning aid, not as a shortcut.” 

However, faculty members who oppose AI use say the distinction between “study aid” and “shortcut” is often blurred in practice. 

Dr. Tom Cioppa, a Rutgers professor in the Social Sciences, said he has serious concerns about AI tools in academic settings, particularly regarding cheating and student engagement. 

“AI and cheating go hand-in-hand with students,” Dr. Tom said. “I have yet to see any valuable application for AI in my classrooms, but I have seen a very large amount of cheating since students first became aware of AI models such as ChatGPT two years ago.” 

Dr. Tom said his concerns extend beyond academic integrity to how AI affects students’ learning habits.

“AI makes finding information so easy that it discourages students from actually having to do any heavy lifting to find the information they are looking for,” he said. “AI rewards laziness rather than personal inquiry and initiative.” 

He added that AI-generated summaries may encourage surface-level engagement with material rather than close reading and critical analysis. 

“Perhaps most insidiously, it provides ‘executive summaries’ rather than delving into deep details,” Dr. Tom said. “The last thing students need in this day and age is encouragement to read less, which, unfortunately, they are already doing in ever-growing amounts.” 

Because of these concerns, Dr. Tom said he does not permit the use ofAI in his courses. 

“I do not use AI in my courses, which are in the social sciences,” he said. “I am sure in certain academic disciplines it makes total sense to have students learn and use AI. But social scientists study people, not 1s and 0s.” 

Rutgers currently allows individual instructors to set their own policies regarding AI use. University guidance published by Rutgers Information Technology advises students to follow course-specific rules and notes that unauthorized AI use may constitute a violation of academic integrity policies. 

This decentralized approach means expectations can vary widely across classes. Michael said navigating these differences requires attentiveness and communication. 

“Yes, different professors definitely have different rules,” he said. “Some allow AI for brainstorming and outlining, while others restrict it heavily. I always check the syllabus and, if I’m unsure, I ask. I navigate it by staying transparent and making sure I’m following whatever guidelines the professor sets for that course.” 

The lack of uniform standards reflects broader uncertainty in higher education as institutions adapt to rapidly evolving technology. Supporters of limited AI integration argue that students will encounter similar tools in professional environments, while critics worry that reliance on AI may weaken foundational skills. 

For now, the debate continues largely at the classroom level. As students experiment with new tools and professors enforce varying policies, AI’s role at Rutgers remains unsettled. 

What is clear, however, is that artificial intelligence is no longer a hypothetical issue on campus. Whether viewed as a helpful study companion or a threat to learning, AI is reshaping how students study, and how professors define academic work.

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A former student at Rutgers University says delays and inconsistent guidance within the university’s academic advising system complicated her course planning during her final semester, highlighting the role advising plays during time-sensitive registration periods. 

The student, who completed her degree in December of 2025 with a major in cognitive science and a minor in theater, said she encountered challenges scheduling appointments and clarifying degree requirements while working with both general academic advisors and a department-specific advisor. 

“It wasn’t as helpful as I wanted it to be. It didn’t always feel like I was getting the right information,” the former student said. “Almost 50% of the issues would be resolved and that I would constantly have to schedule additional appointments.” 

Academic advising helps students plan coursework, understand graduation requirements and navigate academic policies. At large universities, students often consult both centralized advising offices and departmental advisors depending on their major or program. 

According to the former student, securing appointments during registration periods took longer than expected: “Three weeks for a meeting with a general academic advisor and close to a week for a cognitive science counselor,” she explained. 

She also shared that those delays made it more difficult to finalize course selections before deadlines, particularly when she needed clarification about how certain classes would apply toward her degree. 

The student also described discrepancies between her advisors, “They would offer conflicting information about capstone courses, even when I knew taking those classes would move my degree requirements forward.”

Because she was completing both a major and a minor, she said she navigated multiple advising channels and sometimes needed to confirm information independently. She said she reviewed degree requirements on her own and consulted professors when questions arose about course eligibility.

The former student ultimately completed her program requirements but said resolving advising questions often required multiple appointments. Her experience illustrates how advising processes can affect students’ academic planning, particularly when deadlines are approaching.

Academic advising remains a central resource for students as they prepare course schedules and track progress toward graduation. Experiences can vary depending on program requirements, advising structures and the timing of registration cycles.

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