Teaching in Higher Ed Rethinking Student Attendance Policies for Deeper Engagement and Learning
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Oct 9, 2025 Join Simon Cullen, an Assistant Professor of Philosophy at Carnegie Mellon, and Danny Oppenheimer, a Professor of Psychology, as they explore innovative attendance policies in higher education. They delve into research showing that while attendance boosts success, forced attendance can sour student experience. Cullen and Oppenheimer advocate for giving students choice, revealing that autonomy enhances engagement. They discuss the importance of treating students as adults and suggest ways to scaffold choices that align with their preferences, ultimately transforming classroom dynamics.
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Attendance Predicts Student Success
- Attendance is the strongest single predictor of student success, outperforming preparedness and study strategies.
- Missing class removes exposure to material, making learning far harder.
Ungraded Discussion Had Near-Perfect Attendance
- Danny offered an untested discussion section that was explicitly not graded or monitored, then found nearly perfect voluntary attendance.
- Students apologized when they missed it, showing genuine intrinsic interest.
Rewards Can Undermine Intrinsic Interest
- Rewarding an activity people already enjoy can reduce their later intrinsic interest and creativity.
- This over-justification effect distinguishes autonomous (intrinsic) from controlled (extrinsic) motivation.
