Ding! Ding! Ding! In one corner, wearing the red trunks and garish blue fingernail polish is Louis, claiming that low attendance is the result of instructors not making the learning process interesting or exciting enough.
In the other corner, wearing the yellow trunks and condemining psychology's eurocentric focus, is Michael, claiming that students need some sort of external incentives in order to attend class. And now, let's get ready to RUMMMMMMMBBBBLE..... Jokes aside, this is hardly an "either-or" situation. Micheal is correct in that some students need external incentives to make it to class, regardless of how interesting or motivating you are as an instructor. Louis used the term "bribe" but I would see it more in terms of positive or negative reinforcement. And some of these students who wouldn't come to class unless they had these incentives actually learn things in the process and retain that material for the long haul. I would hope that we structure our consequences so that they are reinforcing for our students. On the other hand, Louis is corrent in that we should also take ownership of our own contribution to low student attendance and realize that perhaps we could convey more enthusiasm and excitement about the learning process. And that if we did this, students might actually be intrinsically motivated to attend class. My attendance policy is that students have three unexcused absences. Any unexcused absence after the third results in the loss of a certain number of points off the final grade (usually the equivalent of half a letter grade). I know that this motivates some of my students to attend class. And I'm glad that they're in the classroom, regardless of their motivation. Because once they're there, then I have a chance to excite them about psychology. So, bring on the external incentives. They work! I think that my grading system, however, also encourages intrinsic motivation. All of the assignments (including exams) in my classes are optional with the exception of semi-structured journal assignments that are required. At the beginning of the semester, students know how many points will earn an A, how many points will earn a B, etc. The students are also presented with a portfolio of additional assignment opportunities on the first day of class and I also encourage them to submit proposals to me for additional assignments they might want to do. They know the various types of assignments that are available to them to choose from and how many points these assignments are worth. They then pick and choose assignments according to their strengths and interests. I allow them to do as many optional assignments as they would like to do. This means that students can essentially decide what kind of grade they would like in the class, but it allows for some flexibility in how they express their competency. Someone can earn an A in the course by getting low scores on the exams but by putting together high quality papers or presentations that demonstrate competency. Another student can get an A in the course by showing competency on the exams and the journal assignments. I give exams a respectable number of points in order to encourage students to take at least some of the exams, but I also give them numerous other opportunities to earn points. This system has worked very well for me and the students. My courses are usually writing-intensive because of the required journals, but it turns out that most of the students take at least 75% of the exams and then they all choose additional projects based on their strengths and interests. Some students have written traditional term papers, others have completed annotated bibliographies with presentations, some have made extensive class presentations, some have conducted research projects, some have worked on service projects related to psychology, etc. Students have told me that this really helps to motivate them. The problem I have with this system, however, is how to discourage student procrastination and keep students working on these assignments throughout the semester and not just at the end. I also hope that my presentation style encourages student motivation and attendance. I teach most of my classes this semester through the use of small group activities rather than traditional lectures. For me, that has worked pretty well and overall the students seem to like it. I would love to hear from other TIPSters about how you encourage attendance and inspire students. I would also love to hear more from you, Louis, about how you make your classes "interesting and purposeful enough that the students want to come rather than merely luring them." >From your other posts, I think that you probably do a pretty good job of that, and I would really like for you to provide us with some specific suggestions (e.g., tell me more than just "care about the students" -- tell me specifically how *you* express your care for students). Sorry for the length of this. I intially intended just to affirm both Louis' and Michael's approaches, but ending up sharing a little bit of what I do, too. Rod ______________________________________________ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Heath-Hardwick Hall 115 Phone: 903-233-3312 Fax: 903-233-3476 Email: [EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -----Original Message----- From: Louis_Schmier [mailto:[EMAIL PROTECTED]] Sent: Wednesday, April 03, 2002 10:42 AM To: Teaching in the Psychological Sciences Subject: Re: attendance vs.the lowest score David, first if they "learn" under threat or bribe, you might get short term results like a seal honking a horn with the prospects of getting a fish as a reward. But, without the trainer or the fish, the seal won't honk the horn or go looking for a horn to honk on its own. And so it is with bribe or threat. Students won't be to learn because they want to learn. When the threat or bribe disappears, so will the learning. Studies show that. Second, if few of us are interesting and motivating, that's a sad commentary and a heck of condemnation. The reality is that if you get them into class and are as boring and dull as a proverbial doornail, do you think you will hold their attention and interest. You might get their bodies with threat or bribe, but not their minds or spirits. They'll be turned off and you'll be shut out within seconds. Studies show that. And if few of us are motivating and interesting, maybe that is a weakness we should work on. Make it a good day. --Louis-- Louis Schmier www.therandomthoughts.com Department of History www.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, GA 31698 /~\ /\ /\ 229-333-5947 /^\ / \ / /~\ \ /~\__/\ / \__/ \/ / /\ /~\/ \ /\/\-/ /^\_____\____________/__/_______/^\ -_~ / "If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills" - \____ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- Incoming mail is certified Virus Free. Checked by AVG anti-virus system (http://www.grisoft.com). Version: 6.0.325 / Virus Database: 182 - Release Date: 2/19/2002 --- Outgoing mail is certified Virus Free. Checked by AVG anti-virus system (http://www.grisoft.com). Version: 6.0.325 / Virus Database: 182 - Release Date: 2/19/2002 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
