While active learning fits well in the “short game” design, something else is needed to make the course “long game” worth playing for students. We have implemented the “long game” design in our Introduction to Computing course at Grand Valley State University, which earned exemplary course status in the 2017 Blackboard ECP program. The key to the “long game” is the adoption of an experience points (XP) ledger. This instrument allows students to earn XP during lectures, homework assignments, hands-on practice sessions and track the total across the length of the course. School grades used to serve as the “long game” strategy. However, today they are more likely to demotivate students than encourage them to conduct deeper exploration or to appreciate the subject matter. Grades have become a high stakes extrinsic reward. Just as money – in the research of Daniel Pink – is a poor motivator of knowledge workers, grades are a poor motivator of intellectual performance for students. Citation: Machajewski, S. (2017). The short and long game theory for academic courses. Blackboard Inc. Retrieved from http://blog.blackboard.com/the-short-and-long-game-theory-for-academic-courses/