Dear Colleagues:
My feelings about, knowledge (literature on learning and motivation) about, and interventions related to student attendance have changed/evolved as I have over time as a teacher. In my early years, I took a rather black-white, punitive approach... that is, students must come and should be given higher grades if they do and lower if they don't with few exceptions and little flexibility. My focus was on class and my class only.
I moved to almost the opposite position over time, taking an approach that students are adults, should make their own decisions, it is their money, they can miss out on class if they choose, etc. I began to apply this to attendance and participation for in and out of class learning.
I have moved, more recently, to a third approach (really these are on a continuum; not three types). My "policy" is in some ways ambiguous and in others very simple. I tell the students they are expected to be in class all the time and to be doing the various out-of-class preparation and learning opportunities all the time. Period. I tell them that our class is a learning community and they are responsible, not only to do all they can for their own learning, but to do all they can to facilitate the learning of their peers--including me--and that I have the same responsibilities. When they miss class or come unprepared or do not participate...they hurt not only themselves but others by not offering important contributions to the overall learning of the class. I often have some percent of the grade based, not on attendance, but on in and out of class preparation, small assignments, collaboration, and participation. But, I have no set policy in terms of points given or taken (actually, I don't use points at all anyway), grades raised or reduced, etc. I, in writing, reserve the right to make decisions about participation, collaboration, and make-up work based on students' situation, learning objectives, impact on the class, and the impact on that student's learning. I have had no student complaints, no grade appeals, no problems with colleagues or administrators....so far.
I doubt there is a "right" answer as the importance of attendance per se will vary by your learning objectives, your teaching philosophy, the characteristics and context of the course and department, then norms and culture of the department and institution... What I attempt to do now (and I am NOT saying I do this well yet!) when designing the course, writing course policy and the syllabus, working with students, etc. is to always ask myself very explicitly "What would the impact of this choice or decision or policy be on student learning?" Then I try to do whatever will enhance the learning of my students. I think this is, of course, what we all want and intend to do. But, we are often not explicit about asking this question when writing our policies or responding to students.
Interesting conversation... Kathleen
