An adjunct professor specializing in educational leadership, whose students are often working professionals, emphasizes the importance of attendance in classes. These students attend sessions after long workdays, and the professor acknowledges their effort. Rather than viewing missed classes as a lack of commitment, the professor sees it as a challenge shaped by various demands. Despite the flexibility of accessing course materials online, attendance is still linked to better outcomes (Mowreader, 2025). The focus is on improving attendance by designing classes that offer unique in-person value.<\/p>\n
The professor argues that in-person sessions should provide experiences that cannot be replicated elsewhere. Instead of forcing attendance, the aim is to structure courses so students feel compelled to attend (McGrew, n.d.). For many students, missing class is a difficult decision influenced by work, family, and other obligations. Often, when class content can be accessed later, attending in person becomes less critical. Students also report missing classes due to illness, mental health, and logistical challenges (Georgetown University, 2025).<\/p>\n
To make in-person classes essential, the professor designs sessions where the learning happens through active participation. Short lectures lead into activities that are difficult to replicate alone, such as case discussions, scenario analyses, and simulations. This approach makes attendance feel necessary as the work is not simply conveyed through slides.<\/p>\n
Additionally, the professor plans for predictable conflicts by encouraging early communication and planning. While recognizing the importance of personal events, the focus remains on consistent learning. Perfect attendance is not glorified; staying home when sick is encouraged to protect others.<\/p>\n
Attendance is not incentivized through points. Instead, students must demonstrate mastery of the material, with absentees required to complete specific tasks related to missed sessions. This approach discourages casual absences by increasing the workload for those who miss classes.<\/p>\n
A course navigator tool helps absent students quickly access necessary materials and tasks, maintaining their connection to the course. This method does not eliminate challenges like fatigue or conflicts but replaces mere attendance with a focus on learning integrity. The goal is to create sessions where students attend because they offer valuable, in-person learning experiences.<\/p>\n