2. ATTENDANCE “Eighty percent of success is showing up.” Woody Allen

3. Attendance Student views Faculty views The literature & Stats Your “Best (or Worst) Practices”

4. "Classes should have attendance policies, because there is no reason to waste your parents’ or the government’s money. The best way to learn a subject is to go to class." - Brooks Wallace, civil engineering sophomore "If you want to get anything out of your classes, the best thing would be to attend, but we pay the university to go here, so it should be our choice to go or not." - Abbey Windham, theater junior

5. Other Student Views: They are the adults who can decide for themselves what behaviors are in their best interests. They are the adults who can decide for themselves what behaviors are in their best interests. They are customers and it is the seller (university/professor) who is obliged to make the product [class] appealing enough to attract students. They are customers and it is the seller (university/professor) who is obliged to make the product [class] appealing enough to attract students. (Petress, 1996)

6. Faculty Views: How can student absences be categorized as “excused” or “not excused” without faculty “playing God,”? How can student absences be categorized as “excused” or “not excused” without faculty “playing God,”? The attendance procedure issue------ attendance sheet, counting heads, etc. The attendance procedure issue------ attendance sheet, counting heads, etc. Some interpret attendance policies as violating “academic freedom.” Some interpret attendance policies as violating “academic freedom.”

7. The Literature….. Students with higher GPAs skip class less (Wyatt, 1992). Students with higher GPAs skip class less (Wyatt, 1992). Students will attend an elective class more regularly than a required class (Langer, 1998). Students will attend an elective class more regularly than a required class (Langer, 1998). (Friedman, Rodriguez, & McComb, 2001).

8. The Literature (cont’d) “The most common situation in which students are motivated to attend class is if they consider the instructor and/or the material interesting,” as indicated by 84.7% of 144 students surveyed. “The most common situation in which students are motivated to attend class is if they consider the instructor and/or the material interesting,” as indicated by 84.7% of 144 students surveyed. 66.7% indicated they would be compelled to attend a class because credit was given for attendance. 66.7% indicated they would be compelled to attend a class because credit was given for attendance. (Gump, 2004). One thing is for sure, the literature doesn’t always agree-----------

9. …The Other Side: Launius (1997) reports that 84% indicated receiving credit for attendance is a motivator to attend class. Launius (1997) reports that 84% indicated receiving credit for attendance is a motivator to attend class. Numerous studies have confirmed the intuitive relationship between attendance and grades in the college classroom setting (Gump, 2004). [The author lists nine studies.] Numerous studies have confirmed the intuitive relationship between attendance and grades in the college classroom setting (Gump, 2004). [The author lists nine studies.]

10. Additional Effects of Non- attendance: Some instructors take it personally, Some instructors take it personally, resulting in a lowering of faculty morale (Friedman, Rodriguez, & McComb; Launius, 1997; and Wyatt, 1992). resulting in a lowering of faculty morale (Friedman, Rodriguez, & McComb; Launius, 1997; and Wyatt, 1992). Classmates compromise the learning of those who do attend when they require ‘catch up’ instruction during class. Classmates compromise the learning of those who do attend when they require ‘catch up’ instruction during class.

11. The Quiz As Motivation… “…most students like the quizzes.” “…most students like the quizzes.” First quiz: on the syllabus content, ‘open syllabus’ and a simple question. Everyone gets 100% and leaves feeling good. First quiz: on the syllabus content, ‘open syllabus’ and a simple question. Everyone gets 100% and leaves feeling good. Turn the text’s multiple-choice questions into true-false statements for the quiz. Turn the text’s multiple-choice questions into true-false statements for the quiz. Give the quiz in the first minute or two of the class—reduces tardiness. Give the quiz in the first minute or two of the class—reduces tardiness. Count as bonuses their scores on quizzes if they come to more than the minimum number of classes established—about 80%. Count as bonuses their scores on quizzes if they come to more than the minimum number of classes established—about 80%. (Thompson, 2002)

12. More Quizzing Thoughts… Dodge Johnson sees quizzes as mechanisms that assist in making studying a habit, which leads to recognizing the satisfaction of mastering a subject. Dodge Johnson sees quizzes as mechanisms that assist in making studying a habit, which leads to recognizing the satisfaction of mastering a subject. Richard Milich quizzes intermittently, allowing students to use their notes. He throws out the bottom 20 percent of the scores so a missed quiz or two will not adversely affect one’s grade, but many absences will. Richard Milich quizzes intermittently, allowing students to use their notes. He throws out the bottom 20 percent of the scores so a missed quiz or two will not adversely affect one’s grade, but many absences will. (Editorial replies to Thompson, 2002)

13. Class Environment Students divide a sheet of paper into three columns, labeled “Start,” “Stop” and “Continue.” Under “Start,” have students list things not present that would enhance their learning. Under “Stop,” list things that distract. Under “Continue,” list positive contributions that should be retained. Students divide a sheet of paper into three columns, labeled “Start,” “Stop” and “Continue.” Under “Start,” have students list things not present that would enhance their learning. Under “Stop,” list things that distract. Under “Continue,” list positive contributions that should be retained. (Weimer, 2002)

14. Instructors Input You can lead students to learning, but you can’t make them learn. It is the teacher’s job to put salt in the oats so that once the horse [student] gets to the water, he/she is “doggone” thirsty (Weimer, 2002). You can lead students to learning, but you can’t make them learn. It is the teacher’s job to put salt in the oats so that once the horse [student] gets to the water, he/she is “doggone” thirsty (Weimer, 2002).

15. “Education is not a spectator sport; it is a transforming encounter. It demands active engagement, not passive submission; personal participation, not listless attendance.” (Rhodes, 2001)