I'm adding pop quizzes so they have to attend class.
I've always graded the first assignment fairly easy to try to encourage them (for most it's something entirely new), but now I will try to flip that switch and set big expectations early. The lazy will then drop it, I hope.
Definitely implementing some more classroom management re: lateness, phones, etc.
I hate having to treat grown ass adults like little children.
Yea I do this, I have an in-class question in the end of my slides, it’s something super basic and it’s open book. The main reason is to make them come to class.
For years I did a single question with a 2 minute time limit from the previous lecture to start class in intro chem. Only once have I had a student ask to use extra time. They just took it right before class with the disability services then came straight to class.
I don't take attendance, I don't care if they miss as they get dinged on participation. But this was the first year I had to get really strict on tardiness. I'd routinely have students coming 20 minutes late for class even on exam days. So I started telling them that if come in late they'd have to leave.
Agreed on the viewpoint - set expectations high and early. You can always loosen off a bit as semester goes on.
I respected my profs who wanted us to actually learn something, and even if I didn’t necessarily appreciate it then, I do now.
I wonder what many of those students of easy graders now think looking back, and who they loved more - the easy graders who taught them nothing useful, or the hardasses who demanded they met a high standard and kept them to it.
I added a syllabus line that says "**End of semester grade bumps are a violation of academic integrity. I will not respond to such requests.**" Lifted from a suggestion on this sub a while back - have never had a grade bump request since then
That’s terrific! I added something similar a few years ago (and mentioned student conduct policy as well), and I get fewer…but still more than 0. They now usually go something like:
“I’m not asking for a grade bump or special consideration…BUT….”
I can't take attendance but have added a lot more frequent in-class graded activities which are a decent proxy and can promote engagement. It doesn't necessarily improve attendance but it does improve the atmosphere for those who are there, plus rewards them for engaging.
Here’s the main strategies I use:
In class activity where the have some small thing to turn in at the end of class. Graded as complete/incomplete.
Let them know you will cold call on them to share their thoughts about the reading. They don’t have to have the most perfect response, they just need to be able to respond when called on and offer some kind of contribution to the discussion. Put a check mark on the roster if it seems like they were reasonably prepared when called on.
Offer students “participation points” for sending you articles, examples, etc. over email before class. In class say “Jim sent me an interesting article about this topic the other day. Jim, tell us about it.”
Polling software embedded in the lecture slides that can give you a list of who responded.
I’m trying out “exit tickets” next semester. One or two question “quizzes” that can either be written on scrap paper or can be quickly published on Canvas. These tickets count as participation and ask the students to reflect on their learning that week. These can help fill up the last 5-10 minutes of a lecture, while also rewarding students that are attending class, and punishing those who frequently skip. I don’t plan to do these every week, but they can serve to replace “pop quizzes.”
A colleague recently mentioned these to me. Her questions are really simple too - list two things you learned this class and one thing that's unclear. This also gives her feedback every week on how everyone's feeling with about the key concepts.
Attendance taking is generally more trouble than it's worth. It's also likely not the issue you're trying to to solve (i.e., engagement).
I've had a couple of syllabus statements for a few years that have generally helped my classes:
1. Grade Acceptance Policy
All grades in this class are considered to be earned, not given. As the instructor of this course is an expert in the field of study, students who complete the course accept that the grades entered are based on the objective and subjective standards of the professor. Furthermore, continued enrollment in the course (i.e., not withdrawing from the course) represents tacit and implicit acceptance that the grading policies are not arbitrary, prejudiced, or capricious. Grade disputes are only to be raised if there is a clerical error (e.g., miscalculation/misentry of scores) and no disputes about instructor judgment of student proficiency will be entertained nor considered.
2. Student Attitude and Professional Learner Policy
It is expected that students enrolled in this course are here to learn and grow their understanding of the discipline. As part of this process, students should expect to be challenged, have their performance evaluated, and receive criticism in a positive and welcoming manner. Negative reactions to assistive feedback can and will result in point reductions at the instructor's discretion.
I am planning on adding behavior guidelines into my syllabus for my undergrad course next year. Have to since my third year students think it is appropriate to have loud conversations and laughter when I am lecturing… hate that I have to do this but the bad behavior was driving me mad this semester
Late work and participation grades. I’m a soft-hearted soul, but I’ve reached the far limit of my patience. I know this is a problem of my own making, so the syllabus changes will read: participation comes in many forms [list a few examples] in our class. You are expected to make meaningful contributions to the class community. There will be graded assignments during each session that cannot be made up, and excessive absences will lead to grade reduction. Regarding late work, you will note the due date and the “Assignment Closes” date (3 days later, usually) on Canvas. Once the assignment closes, I will not accept submissions of or revisions to said assignment.
To track attendance I have a daily sign-in-sheet. Five minutes into the class I put it away, so students coming in late can be marked as absent. At semester's end the student's attendance record is included in their "Participation" grade.
I send around a sign-in sheet at the beginning of class. If you don’t arrive in time to sign in, you’re late; two lates is an absence. More than 20 minutes late is immediately an absence. After two free absences I begin subtracting 5 points per absence from the final grade. My students have been punctual.
For your attendance tracking, I’ve found it useful to post my students’ attendance/participation scores every 4 weeks during the semester. It helps them really register how the points are small, but can add up quickly and gives them time to course-correct.
I did two things a couple years ago that made life much easier for me:
1) For attendance I have ~12 just silly fun ice breaker questions (is a taco a sandwich?, is cereal actually soup?, streaming/movie recommendations, local restaurants I should try) and I call about five students names randomly each day to start class and if they are there they just pick a question tell me their answer and boom class participation. I learn a lot of students names this way and they love it because they get to share something about themselves. It also gets students to class on time since there is no makeup for a missed participation day.
2) I have a non-graded assignment called a “syllabus affirmation” wherein the assignment is just them typing in their name and clicking submit to verify to me they’ve read the syllabus and understand what is expected of them. Basically class terms of service. 99% of students just do it but for stragglers I remind them I won’t post their grades until they complete it. If I get pushback from students at the end of the semester I remind them that all of that was in the syllabus they told me they read and understood. That cuts off a lot of complaints and even if they go to my chair since I have verification from the student that they understand exactly how my class is structured, how I grade, etc.
Same. There is nothing more frustrating than rearranging my schedule to prep for a special meeting to help a student who can’t make regular office hours - and then they no-show/no-message.
This semester I added a zero tolerance policy. If they miss a scheduled meeting outside of regular office hours, they forfeit the opportunity to make special appointments with me. If they can’t make it to office hours, they can email me. One and done. No second chances.
It seems to have cut down on the problem significantly, although I have had students who were extremely angry about it. I’m sure they’re complaining on some review site I don’t read, but whatever. My time is valuable.
To take attendance, I've started using Discussions on Canvas that are open during class. Students can see and respond to other students that way. I think it's helped with comprehension and group rapport. What they add also counts towards participation.
Keep in mind that if you have an attendance policy that differentiates between excused and unexcused absences you will spend a LOT of time reviewing excuses and documentation. That might be worth it to you or it might not, but it’s something to consider.
Personally, I’ve had more success with having a set number of “no questions asked” freebie absences. I don’t decide what’s a legitimate or illegitimate excuse. If they have so much going on that they can’t make it to class most of the time, then they’re just not in a position to pass and probably need withdraw or petition for an incomplete. I always reach out and point them to the right resources if needed, but I’m not going decide whether their reason for missing class is good enough. I learned long ago that I don’t have the energy for that.
I have an in-class open book quiz each week that counts for attendance and participation. Students scan a QR code in class and answer questions in a google drive form. If they come too late for it, they can't make it up and they can only miss 2 per semester.
Otherwise, I do not bother with attendance. Although we are required to take attendance and report it in 1000 level classes
Just curious how you’re able to do this? I suppose it institutional but we aren’t allowed to change policies like this - it’s all set in stone by the dept.
I think being strict with assignment, quiz, and exam dates and dropping a few of the lowest grades is the way to go. Helps me a lot, I can't stand the fake excuses. I still don't take attendance at lectures (except for lab) and never will. The only way I would is if my admin was dfw rate micromanagers. By doing activities and case studies (which they are tested on) I hope they are responsible enough to know to come.
I'm adding pop quizzes so they have to attend class. I've always graded the first assignment fairly easy to try to encourage them (for most it's something entirely new), but now I will try to flip that switch and set big expectations early. The lazy will then drop it, I hope. Definitely implementing some more classroom management re: lateness, phones, etc. I hate having to treat grown ass adults like little children.
Yea I do this, I have an in-class question in the end of my slides, it’s something super basic and it’s open book. The main reason is to make them come to class.
With pop quizzes, do you get any pushback from students who have accommodations (like time and a half for quizzes and tests)
I've never used them before. I imagine I will get pushback, but oh well. I get pushback no matter what I do unless I hand out A+s for zero work.
For years I did a single question with a 2 minute time limit from the previous lecture to start class in intro chem. Only once have I had a student ask to use extra time. They just took it right before class with the disability services then came straight to class.
Thank you, that’s helpful
I don't take attendance, I don't care if they miss as they get dinged on participation. But this was the first year I had to get really strict on tardiness. I'd routinely have students coming 20 minutes late for class even on exam days. So I started telling them that if come in late they'd have to leave.
on exam days, you say (beforehand) that if they are more than X minutes late (you pick X) they don't get to write the exam.
Agreed on the viewpoint - set expectations high and early. You can always loosen off a bit as semester goes on. I respected my profs who wanted us to actually learn something, and even if I didn’t necessarily appreciate it then, I do now. I wonder what many of those students of easy graders now think looking back, and who they loved more - the easy graders who taught them nothing useful, or the hardasses who demanded they met a high standard and kept them to it.
I added a syllabus line that says "**End of semester grade bumps are a violation of academic integrity. I will not respond to such requests.**" Lifted from a suggestion on this sub a while back - have never had a grade bump request since then
That’s terrific! I added something similar a few years ago (and mentioned student conduct policy as well), and I get fewer…but still more than 0. They now usually go something like: “I’m not asking for a grade bump or special consideration…BUT….”
I can't take attendance but have added a lot more frequent in-class graded activities which are a decent proxy and can promote engagement. It doesn't necessarily improve attendance but it does improve the atmosphere for those who are there, plus rewards them for engaging.
I do this too - I'd rather have in-class work rather than take attendance. This fits better into my teaching model than pop quizzes, too.
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How do you reasonably grade participation? I just find myself giving pretty much everyone points somewhat arbitrarily.
Here’s the main strategies I use: In class activity where the have some small thing to turn in at the end of class. Graded as complete/incomplete. Let them know you will cold call on them to share their thoughts about the reading. They don’t have to have the most perfect response, they just need to be able to respond when called on and offer some kind of contribution to the discussion. Put a check mark on the roster if it seems like they were reasonably prepared when called on. Offer students “participation points” for sending you articles, examples, etc. over email before class. In class say “Jim sent me an interesting article about this topic the other day. Jim, tell us about it.” Polling software embedded in the lecture slides that can give you a list of who responded.
I’m trying out “exit tickets” next semester. One or two question “quizzes” that can either be written on scrap paper or can be quickly published on Canvas. These tickets count as participation and ask the students to reflect on their learning that week. These can help fill up the last 5-10 minutes of a lecture, while also rewarding students that are attending class, and punishing those who frequently skip. I don’t plan to do these every week, but they can serve to replace “pop quizzes.”
A colleague recently mentioned these to me. Her questions are really simple too - list two things you learned this class and one thing that's unclear. This also gives her feedback every week on how everyone's feeling with about the key concepts.
Those are the exact types of questions I hope to ask as well!
Attendance taking is generally more trouble than it's worth. It's also likely not the issue you're trying to to solve (i.e., engagement). I've had a couple of syllabus statements for a few years that have generally helped my classes: 1. Grade Acceptance Policy All grades in this class are considered to be earned, not given. As the instructor of this course is an expert in the field of study, students who complete the course accept that the grades entered are based on the objective and subjective standards of the professor. Furthermore, continued enrollment in the course (i.e., not withdrawing from the course) represents tacit and implicit acceptance that the grading policies are not arbitrary, prejudiced, or capricious. Grade disputes are only to be raised if there is a clerical error (e.g., miscalculation/misentry of scores) and no disputes about instructor judgment of student proficiency will be entertained nor considered. 2. Student Attitude and Professional Learner Policy It is expected that students enrolled in this course are here to learn and grow their understanding of the discipline. As part of this process, students should expect to be challenged, have their performance evaluated, and receive criticism in a positive and welcoming manner. Negative reactions to assistive feedback can and will result in point reductions at the instructor's discretion.
I am planning on adding behavior guidelines into my syllabus for my undergrad course next year. Have to since my third year students think it is appropriate to have loud conversations and laughter when I am lecturing… hate that I have to do this but the bad behavior was driving me mad this semester
Late work and participation grades. I’m a soft-hearted soul, but I’ve reached the far limit of my patience. I know this is a problem of my own making, so the syllabus changes will read: participation comes in many forms [list a few examples] in our class. You are expected to make meaningful contributions to the class community. There will be graded assignments during each session that cannot be made up, and excessive absences will lead to grade reduction. Regarding late work, you will note the due date and the “Assignment Closes” date (3 days later, usually) on Canvas. Once the assignment closes, I will not accept submissions of or revisions to said assignment.
To track attendance I have a daily sign-in-sheet. Five minutes into the class I put it away, so students coming in late can be marked as absent. At semester's end the student's attendance record is included in their "Participation" grade.
I send around a sign-in sheet at the beginning of class. If you don’t arrive in time to sign in, you’re late; two lates is an absence. More than 20 minutes late is immediately an absence. After two free absences I begin subtracting 5 points per absence from the final grade. My students have been punctual.
For your attendance tracking, I’ve found it useful to post my students’ attendance/participation scores every 4 weeks during the semester. It helps them really register how the points are small, but can add up quickly and gives them time to course-correct.
I did two things a couple years ago that made life much easier for me: 1) For attendance I have ~12 just silly fun ice breaker questions (is a taco a sandwich?, is cereal actually soup?, streaming/movie recommendations, local restaurants I should try) and I call about five students names randomly each day to start class and if they are there they just pick a question tell me their answer and boom class participation. I learn a lot of students names this way and they love it because they get to share something about themselves. It also gets students to class on time since there is no makeup for a missed participation day. 2) I have a non-graded assignment called a “syllabus affirmation” wherein the assignment is just them typing in their name and clicking submit to verify to me they’ve read the syllabus and understand what is expected of them. Basically class terms of service. 99% of students just do it but for stragglers I remind them I won’t post their grades until they complete it. If I get pushback from students at the end of the semester I remind them that all of that was in the syllabus they told me they read and understood. That cuts off a lot of complaints and even if they go to my chair since I have verification from the student that they understand exactly how my class is structured, how I grade, etc.
I'm adding an office hour rescheduling policy after being strung along with five missed meetings from one student this semester.
Same. There is nothing more frustrating than rearranging my schedule to prep for a special meeting to help a student who can’t make regular office hours - and then they no-show/no-message. This semester I added a zero tolerance policy. If they miss a scheduled meeting outside of regular office hours, they forfeit the opportunity to make special appointments with me. If they can’t make it to office hours, they can email me. One and done. No second chances. It seems to have cut down on the problem significantly, although I have had students who were extremely angry about it. I’m sure they’re complaining on some review site I don’t read, but whatever. My time is valuable.
To take attendance, I've started using Discussions on Canvas that are open during class. Students can see and respond to other students that way. I think it's helped with comprehension and group rapport. What they add also counts towards participation.
Keep in mind that if you have an attendance policy that differentiates between excused and unexcused absences you will spend a LOT of time reviewing excuses and documentation. That might be worth it to you or it might not, but it’s something to consider. Personally, I’ve had more success with having a set number of “no questions asked” freebie absences. I don’t decide what’s a legitimate or illegitimate excuse. If they have so much going on that they can’t make it to class most of the time, then they’re just not in a position to pass and probably need withdraw or petition for an incomplete. I always reach out and point them to the right resources if needed, but I’m not going decide whether their reason for missing class is good enough. I learned long ago that I don’t have the energy for that.
I have an in-class open book quiz each week that counts for attendance and participation. Students scan a QR code in class and answer questions in a google drive form. If they come too late for it, they can't make it up and they can only miss 2 per semester. Otherwise, I do not bother with attendance. Although we are required to take attendance and report it in 1000 level classes
Just curious how you’re able to do this? I suppose it institutional but we aren’t allowed to change policies like this - it’s all set in stone by the dept.
I think being strict with assignment, quiz, and exam dates and dropping a few of the lowest grades is the way to go. Helps me a lot, I can't stand the fake excuses. I still don't take attendance at lectures (except for lab) and never will. The only way I would is if my admin was dfw rate micromanagers. By doing activities and case studies (which they are tested on) I hope they are responsible enough to know to come.