This paper is in conversation with Dyer (2023). Grading and assessment are integrated elements of 21st-century higher education with many viewpoints, and the two papers are two of these perspectives. In this paper, I present a course structure that focuses on scaffolding with student empowerment, growth, and success at the forefront of the design. I also present options for program assessment that focuses on skills and competencies as outcomes. Each instructor and program should consider their own values, outcome goals, and the context of the student body and university when designing assessments.