Dialog, UA Faculty and Staff News

Attendance Issues Lead to 'Best Practices' Workshop

Bibliography of resources for this "Best Practices" article.

by Joanna C. Hutt

Dr. Subhabrata Chakraborti (shown in the classroom) and team member Dr. Edd Mansfield presented several ideas and techniques to the Best Practices workshop that help keep attendance higher in their large statistics class. (Photo by John McConnell)

Student surveys taken a year ago in several large introductory lecture classes in the sciences verified an unwanted perception -- that attendance in large classes is a chronic problem. Many students are cutting these classes and their grades reflect their absences.

The perception of attendance issues had led UA's Office for Academic Affairs to pursue data that could direct appropriate responses or actions. The office asked Dr. John Dew, director of the University's continuous quality improvement effort, to find out students' reasons for not going to class. Dew organized focus groups of students who could shed light on the matter, but they didn't show up. He changed his tactics.

He worked with Dr. Hank Lazer, assistant vice president for undergraduate programs and services, to design a survey to collect data. Then he went to the lecture halls and handed the questionnaire out to those in attendance. The questionnaire could be filled out and handed back quickly. The class size ranged from 80 to more than 180.

The problem was real: On that day, 73 percent of the students enrolled in those introductory lecture classes were absent. The data identified three groups, including a high absentee group, which provided reasons for their chronic absenteeism in most of their classes:

The class is offered too early in the morning for me (39 percent).
The instructor reads from the book and I can read it for myself (37 percent).
I can get the grade I want without attending lectures (33 percent).
I've got to focus on other classes that are more important to me or that are harder classes (33 percent).
I can get the information from others in my class (30 percent).

Gathering "Best Practices"

In response to the survey data, Lazer put out a call for presenters and participants in an afternoon event to look at and discuss inventive and successful teaching methods for large lecture classes. The talk-discussion workshop drew a large and varied audience representing areas and divisions from across campus.

Presenters included Mark Klinger, psychology (Arts and Sciences); Jim Salem, American studies (A&S); Edd Mansfield and Subhabrata Chakraborti, information systems, statistics, and management sciences (Commerce and Business Administration); Leslie Dixon, computer science (Engineering); Mary Liz Curtner-Smith, human development and family studies (Human Environmental Sciences); and Stan Jones, physics (A&S). Claire Major, educational leadership, policy, and technology studies, with a specialty in college and university teaching (Education), presented a roundup of ideas and practices at the end of the event. Major has also gathered a bibliography of resources on the subject.

The issue of class attendance and excellence in teaching is a primary concern of UA's Faculty Senate. "It was an inspiring gathering," said Steve Miller, president of the Senate. "It was gratifying to see that many faculty who care enough about teaching practices to be there all afternoon on a Friday."

The Senate has issued a statement regarding attendance, which recognizes the importance of individual faculty members' academic freedom in conducting classes in a manner consistent with their professional expertise and conscience. To see the statement, go to the Senate Web site at http://facultysenate.ua.edu.

According to Lazer, this event marks the beginning of a process to look at the larger picture, the whole scholarship of teaching. He has helped organize a Scholarship of Teaching Project Team to promote the philosophy of teaching, coordinate activities, recognize excellence in teaching, and develop activities that increase communication and skill.

"Plans call for a ‘teaching excellence day' perhaps modeled on UA's Quality Forums," said Lazer. He also hopes to create a Web site where ideas and methods are presented and where discussion and communication can take place.

Seeking Techniques, Being Personal

The use of technology in teaching came up in some way in all the presentations and convinced Lazer of an overarching principle: The student needs to see that something important and informative takes place in real time in the classroom so that there is value added to being in class, said Lazer. "Sometimes with technology, as when the instructor posts the entire lecture notes, a disincentive to attending class is created."

According to Major's synopsis, some of the lessons learned include:

Give students something in class they would not get elsewhere. For example, avoid putting lectures on a Web site. Take attendance. Use in-class quizzes and exams.
Personalize the class. Examine ways to know the students individually, by using seating charts or tent cards on the desks. Keep track of students.
Be available for students.
Be an efficient manager in the classroom: Structure, structure, structure.
Be an effective lecturer by varying methods, knowing your strong points, using technology and other techniques.
Give regular and frequent feedback and receive regular feedback.

Dr. Mark Klinger uses technology to support teaching, but says it evolved over time as he learned what worked and what didn't. His Web site for his introductory cognitive psychology class is www.bama.ua.edu/~mklinger/Webcog/.

In addition to technological techniques, Mansfield's and Chakraborti's strategy includes extensive support outside of class to help ensure students' success in their statistics classes. Included are teaching assistants, undergraduate tutors, and "bootstrapping" study sessions for at-risk students who have been identified as early as possible.

Watch for more activities and events to come in this excellence in teaching initiative. To contribute ideas, techniques, time, and scholarship, contact Lazer at 348-4893 or hlazer@aalan.ua.edu.

Selected Resources for Teaching Large Lecture Courses

Compiled by Claire Major, College of Education

Angelo, T.A., and Cross, K.P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. (2nd edition). San Francisco: Jossey-Bass.

Buchanan, R. & Rogers, M. (1990). Innovative assessment in large classes. College Teaching, 38(2): 69-73.

Davis, B.G. (1993). Tools for Teaching. San Francisco: Jossey-Bass.

Dubrow, H. & Wilkinson, J. (1984). The theory and practice of lectures. In M.M. Gullette (ed.). The Art and Craft of Teaching, (pp. 25-37). Cambridge: Harvard University Press.

Dunn, J.P. (1994). Reflections of a recovering lectureholic. The National Teaching & Learning Forum 3(6): 1-3.

Frederick, P.J. (1983). The lively lecture - 8 variations. College Teaching 34(2): 43-50.

Gibbs, G. & Jenkins, A. (1992). Teaching Large Classes in Higher Education. London: Kogan Page.

Gleason, M. (1986). Better communication in large courses. College Teaching 34 (1) 20-24.

Gullette, M.M. (1992). Leading discussion in a lecture course: Some maxims and an exhortation. Change 24(2): 32-39.

Cashin, W.E. (1985). Improving lectures. Idea Paper No. 14, Center for Faculty Evaluation and Development (www.idea.ksu.edu/papers/pdf/Idea_Paper_14.pdf)

Lowman, J. (1995). Mastering the Techniques of Teaching. (2nd edition). San Francisco: Jossey-Bass.

McKeachie, W.J. (1994). Why classes should be small, but how to help your students be active learners even in large classes. And large classes: Morale, discipline, and order. In Teaching Tips www.psu.edu/celt/reviews.html. (9th ed.). Lexington, Mass.: D.C. Heath.

Mitchell, R.B. (1993). The art and craft of teaching the large lectures. In Enerson, D.M. & Plank, K.M (eds.). The Penn State Teacher: A Collection of Readings and Practical Advice for Beginning Teachers. IDP Center for Excellence in Learning and Teaching. (www.psu.edu/celt/PST/pst.shtml)

Monk, G. S. (1984). Student engagement and teacher power in large classes. In Bouton, C. & Garth, R. (eds). Learning in Groups. New Directions for Teaching and Learning www.psu.edu/celt/reviews.html, 14. (pp. 7-12). San Francisco: Jossey-Bass.

Weaver, R.L. (1983). The small group in large classes. Educational Forum 48: 65-73.

Weimer, M.G. (ed.), (1987). Teaching Large Classes Well. New Directions for Teaching and Learning 32. San Francisco: Jossey-Bass.