The concept of ''non-disposable assignments'' (NDAs), including those referred to as ''renewable assignments,'' has grown in popularity in recent years in select education circles, particularly alongside an enthusiastic push toward open pedagogy. Unfortunately, little organized literature exists to effectively define, implement, and empirically evaluate what is ultimately an age-old though infrequently applied practice of assigning students a learning activity that provides impact or value outside the traditional student-teacher dyad. In contrast to the often-detested ''disposable assignment,'' NDAs can be defined by their openness and, accordingly, their ability to reach others, even beyond classroom boundaries. It is this very characteristic that likely underlies anecdotal reports of NDAs' success at promoting student excitement, engagement, productivity, and achievement. In this report, we briefly review supporting rationale and guides for the implementation and innovative applications of these utilities of open pedagogical practice. Further, we provide a framework for conceptualizing NDAs wherein the openness of assignments can be viewed to influence others across three key dimensions: time, space, and impact/value, or ''gravity.'' This model is further exemplified through a succinct review of representative NDAs applied at our own institution. Based on this framework, we endeavor to promote a launching ground for empirical research focused on effective practices and learning outcomes for NDAs and, accordingly, support for open pedagogy. Together, the current model and research strategy presents a path for future integration of NDAs in the individual instructor's open-education toolkit to benefit innovation in the classroom for students and humankind.

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