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Attendance Monitoring

The Learning, Teaching and Assessment Strategy, as approved by Academic Council, states:

 “(A6.2) Colleges and Schools will develop realistic procedures for the monitoring of student attendance at classes which (i) facilitate the identification of students failing to engage with the programme and (ii) allow the estimation of overall student attendance as one measure of student participation.”

Guidelines

General Principles with regard to student attendance and engagement in programmes of study are available here.

For the coming academic year (2012-2013), schools are requested to attach a particular priority to the monitoring of attendance in first year and develop procedures for implementation of an attendance monitoring policy for subsequent years. In practice, this means:

• Monitoring the attendance of, and taking steps to engage, first years.
  
• The compilation of summary reports on attendance at discipline level (or as otherwise deemed appropriate) to be sent to the relevant Dean of College at the end of the first semester. The report should include a summary of the steps taken to address and re-engage students whose absence has been noted.
  
• Communicating attendance requirements to students verbally at induction, in class and through course handbooks, websites and other opportunities.

More extensive use of technologies to lessen the administrative load and improve the accuracy of monitoring is being investigated and information in respect of such will be advised in due course.

The simplest method of monitoring attendance is through a paper register, for example: 

• Copy students names and/or ID numbers from the class list into a document, with the dates of scheduled classes for a week or two week period;
  
• After each class, strike through any unfilled boxes, to prevent students signing in at a later date;
  
•  Periodically review records to identify non-attenders.  Follow school guidelines to contact at-risk students and attempt to reengage them.

 A format such as that below, (ID numbers are optional), will allow the lecturer to identify at a glance those students who are not attending.

Some Practical Issues – suggestions from colleagues

There are 250 students in my class. How I can validate the sign-in sheets?

Occasional sampling can communicate to students that the sign-in sheets are validated.  For example, occasionally call on a student from the list to answer a very simple question.  Keeping the question simple should ensure the student can answer the question and prevent any possible embarrassment.

I have multiple classes in my lectures and therefore multiple class lists

In cases where there are multiple class lists for a particular lecture, some choose to take attendance for certain classes on particular days.  This prevents multiple class lists circulating resulting in possible disruption or confusion.

How can I estimate attendance without taking a register?

While it is preferable to keep attendance for all classes, it may not always be practical.  For years other than first year, it is acceptable to keep an estimate of attendance numbers. 

For example, know the capacity of the lecture room and count either filled or empty seats.

When should I take attendance?

It is preferable to keep attendance for all classes, but if, for years other than first year, you are only occasionally taking a register, pick a day that tends to have lower attendance, such as Friday afternoons or Monday mornings to encourage attendance on those days.

I regularly use clickers to enhance the learning in my classes.  Can I use data associated with these for attendance reporting?

If you already use clickers for educational purposes, you will have an indication of the number of students connected to the PRS in a given class and this information can be used to support attendance reports.  It is not advisable to use clickers solely for the purpose of attendance monitoring. 

Can I use Blackboard to Monitor Attendance?

The Performance Dashboard in a Blackboard course can be a good indicator of a student’s engagement with the resources you provide, in particular highlighting those students who are not accessing the course at all, or not for some time.

Some schools are using the Blackboard grade centre to record attendance at tutorials.  Tutorial groups are set up in the grade centre and tutors enter a value representing attendance/non-attendance for each student in their group.

How else might I monitor and/or encourage attendance?

Some lecturers hold short end of class pop quizzes.  The quiz answers are handed in to the lecturer at the end of class.  Credit can be assigned to these or not.  Some lecturers assign credit to quiz attempts as opposed to correct answers.  

Remember, every attendance monitoring method will have its own pros and cons.  What is important is that we communicate to students that attendance is expected and also that students who may need support are identified early and given the support they need.

Supporting students

What learning supports are available to students?

All first year students will be enrolled on to the “Learning Centre” in Blackboard. This provides self-study materials on academic writing, study skills and revision.

Other supports include:

• The Academic Writing Centre - based in the Library and supported by a team of tutors and volunteers.
• The Maths Support Unit (SUMS) - based in Áras de Brun.
• DISC - drop in centre for software/programming support in the IT building.
• Training and support provided by the Library on finding, evaluating and using information effectively
• Initiatives by the Students’ Union
• Student Services, particularly in the ’pastoral care’ dimension ( e.g., counseling, disability and student assistance fund) but also in terms of Careers advice
• Student Contact Centre - fees, registration, exams, admissions, support offices, etc.
• Student mentor, academic advisor or ’learning communities’ schemes in operation in some Colleges and programmes.

    

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