Make-up Labs in Undergrad Classes: Towards a More Compassionate Attendance Policy

AUTHORS

• Erica Escajeda, School of Aquatic and Fishery Sciences, UW Seattle
• José Guzmán, School of Aquatic and Fishery Sciences, UW Seattle

ABSTRACT

The return to in-person teaching brought with it the challenge of encouraging participation in labs while being sensitive to the fact that students may need to miss a lab due to illness. In recognition of the obstacles facing student participation, and to avoid increasing student stress when missing a lab, we allowed students to drop their lowest lab grade in addition to the opportunity to complete a make-up assignment if they missed more than one lab (e.g., if the student needed to quarantine). In this study, we assess the effectiveness of a more flexible lab attendance policy in reducing student stress levels and whether students were more likely to miss a lab out of choice. We applied the policy to our introductory marine biology course with 173 undergraduate students who were expected to attend weekly labs (n = 10; 20% of the final grade). We then conducted a voluntary survey at the end of the quarter to determine: 1) how many students CHOSE to miss a lab (due to stress, workload, etc.) vs. how many students HAD to miss a lab (due to illness, family emergency, etc.), 2) how many students took advantage of the make-up lab, and 3) the effect of the lab policy on student stress levels. Out of 84 respondents, 47% never missed a lab, 32% HAD to miss a lab, and 16% CHOSE to miss a lab. Of the students that missed multiple labs, 64% completed a make-up lab. Most survey participants agreed or strongly agreed that being able to drop a lab and complete a make-up lab alleviated their stress (91%), and that the make-up labs enhanced their understanding of course concepts (73%). Offering both the opportunity to drop a lab and make-up missed labs could provide more flexibility to students who are adjusting to in-class instruction, while still prioritizing student learning.

SUMMARY

RESEARCH QUESTION

Does a lab policy that allows for one dropped lab and make-up labs incentivize students to miss a lab?

RESEARCH METHODS / SCHOLARLY BASIS

Voluntary survey at the conclusion of the course to evaluate: 1) how many students CHOSE to miss a lab (due to stress, workload, etc.) vs. how many students HAD to miss a lab (due to illness, family emergency, etc.), 2) how many students took advantage of the make-up lab, and 3) the effect of the lab policy on student stress levels.

RESULTS

Out of 84 respondents, 47% never missed a lab, 32% HAD to miss a lab, and 16% CHOSE to miss a lab. Of the students that missed multiple labs, 64% completed a make-up lab. Most survey participants agreed or strongly agreed that being able to drop a lab and complete a make-up lab alleviated their stress (91%), and that the make-up labs enhanced their understanding of course concepts (73%).

APPLICATION

Offering both the opportunity to drop a lab and make-up missed labs could provide more flexibility to students who are adjusting to in-class instruction, while still prioritizing student learning.