By Jad Zouein
Should students lose marks for missing class if they keep up with their coursework? Are longer lectures less effective? And what makes a class worth attending?
Three Concordia University of Edmonton students shared their perspectives on attendance, teaching styles, and class schedules, revealing that the classroom experience depends on more than just the material being taught.
To Attend or Not to Attend?
When it comes to attendance and participation marks, the students had different perspectives, but all three raised questions about whether attendance should directly affect academic grades.
One student, who wished to remain anonymous and is studying environmental science, described attendance marks as a complicated issue. While recognizing that attending class helps prepare students for the expectations of a future workplace, she also acknowledged that circumstances such as being a single parent can make attendance difficult. She suggested reducing the weight of attendance marks to between five and 10 per cent.
Althea Paring, a Bachelor of Science student majoring in chemistry with a minor in biology, agreed that attendance marks can be useful in some courses, particularly those where classroom participation is important. However, she argued that students should not be penalized for missing class if they complete their coursework and manage their responsibilities outside the university.
Sama Nasser, a third-year Bachelor of Science student majoring in biology with a minor in English, expressed a similar opinion. She said she would rather complete her work independently, especially when professors primarily read from slides.
For Nasser, attending class is more appealing when the experience offers something beyond what students can already learn from the course materials.
What Makes a Class Interesting?
Across the interviews, one theme stood out: engaging professors can make a significant difference in how students experience their classes.
The anonymous environmental science student said she particularly enjoys classes built around storytelling, discussion, and real engagement rather than simply presenting information. She also emphasized the importance of teachers showing interest in students as individuals and taking the time to support them.
Paring shared a similar perspective, describing her introductory drama course as particularly interesting because of its interactive nature. She appreciates professors who turn lessons into conversations and encourage students to participate. Even a subject such as geology can become more engaging when instructors explain how rocks form and where they come from.
Nasser highlighted her English and education courses, as well as badminton, as examples of classes she enjoys because the professors are enthusiastic about their subjects and engage with their students.
On the other hand, all three students identified lecture-heavy classes as a challenge. When professors simply read from slides without encouraging discussion, students can struggle to stay focused.
Finding the Right Schedule
Students also had differing preferences when it came to class schedules.
Both the anonymous student and Nasser preferred Monday, Wednesday, and Friday classes, which typically run for 50 minutes. They felt that longer lectures could become difficult to concentrate on toward the end.
Paring was more flexible, saying she was comfortable with either schedule.
Preferred class times also varied. The anonymous student favoured morning classes between 9 and 11 a.m., while Nasser preferred the period between 11 a.m. and 3 p.m. Paring explained that her ideal schedule depends on her family responsibilities and the time she needs for work and studying.
Ultimately, the interviews suggest that no single classroom experience works for everyone. Students have different responsibilities, learning preferences, and schedules. However, their responses point to one shared idea: when professors make classes interactive, show enthusiasm for their subjects, and connect with students, learning becomes a more worthwhile experience.
