By Lauren Sproule, TLS staff writer
Long-running staples of the education system include tests, raising one’s hand to ask a question, and taking attendance. From elementary school through to high school, attendance was mandatory. But in the world of post-secondary education, it is often encouraged, but not necessarily required depending on both the instructor and the subject matter.
Chantal Dion, a language professor with Carleton’s Department of French, says attendance is fully mandatory in her classes.
“How can you learn a language if you don’t place yourself in the situation that will get you to learn this language, communicate, write, [and] listen?” she asks.
Dion adds it could be argued that a language can be learned just as easily outside of a classroom setting. However, she says the very fact that a student has enrolled in a course means there are learning outcomes the course must meet, namely, teaching a language.
Like many of her colleagues, Dion docks participation marks in her course because students are obviously unable to participate if they are not present in class. She says while attendance for this course is not mandatory, the students benefit greatly if they attend.
“Attendance supports learning here,” she says.
Her sentiments are echoed by fellow professor of language, Nandini Sarma, who speaks four languages herself.
Sarma says content is a good indicator of whether or not attendance in a classroom is mandatory. She argues that if the subject matter presented in a lecture is taken directly from the textbook, or can be found on the course website, attendance is “less important” for the students’ learning.
In the context of language courses, Sarma says attending class allows the students to synthesize their learning and the instructor to recognize their pupils’ progress. She says most language courses are “flipped,” which means a large majority of the grammar and vocabulary is acquired outside of class time and applied in class.
“Communication and interaction with others is key to the acquisition and the assessment of content,” says Sarma.
Conversely, anthropology professor Virginia Caputo says the design of the course itself determines how critical attendance may be, in addition to the role technology plays.
“It’s important in the classes I teach because building a connection with students is, for me, a key part of the learning process,” she says.
“I spend a considerable amount of time at the beginning of each semester establishing trust between me and the students as well as ensuring the classroom is as safe a space as possible.”
Caputo adds that her “sharing knowledge” system of teaching and learning rather than traditional top-down delivery makes it vital for students to attend.
She says she sees her in-class interactions as opportunities to develop and hone her own teaching strategy, adding that she rarely misses any of her classes because of how crucial attendance can be.
“If students miss classes, it’s a missed opportunity for me to connect, hear how they understand the material we are discussing and adjust my teaching strategy accordingly,” Caputo says.
What are your thoughts on attendance? Should it be mandatory for students to attend classes at the post-secondary level? Let us know what you think by leaving a comment below or email edc@carleton.ca.