Gameful pedagogy is "an approach that takes inspiration from well-designed games to create learning environments that support student motivation" (Holman, 2018, p. 1). According to Self-Determination Theory (Ryan & Deci, 2000), students are intrinsically motivated when their basic psychological needs for autonomy (the need to make meaningful choices), competence (the need to master optimally difficult challenges), and sense of belonging (the need to have positive interactions with others) are met. Gameful pedagogy incorporates design elements of games, such as choice and safe failure, to motivate students to engage with course content. As such, it requires instructors to fundamentally rethink their course design, especially their assignments and grading systems. Courses at the University of Michigan (U-M) that take a gameful approach are defined by some amount of assignment choice, as well as an additive point system in which students build their grade up from zero. That is, their final grade is a sum of all of their assignment grades rather than an average of those grades. This framework allows students the freedom to fail because there is room to recover from setbacks by completing additional work. Students are encouraged to take learning risks and to step outside comfortable territory. According to the Center for Academic Innovation, U-M instructors from a range of disciplines and across 48 programs have employed gameful pedagogy impacting over 10,000 learners as of summer term 2019. This report shares: (1) faculty perspectives on why they have chosen a gameful approach to their course(s); (2) examples of how they have implemented it; and (3) important considerations for those interested in doing the same.