As technology reshapes higher education, the question of whether students should be required to attend class has become more pressing. Some professors at Washburn University see attendance as essential for accountability and participation, while others argue students should be trusted to manage their own learning. Meanwhile students navigate both approaches, weighing the benefits of structured policies against the freedom of self-responsibility, three perspectives reveal just how divided the debate can be.
Bruce Mactavish, history professor at Washburn, no longer takes attendance in his classes. He explained that the decision stems from a belief that college students should be treated as adults capable of making their own choices.
“I don’t take attendance, but I feel students who do come are much better prepared for exams,” Mactavish said. “Learning good habits and being personally responsible are things that carry forward into a successful career.”
Jean Marshall, instructional librarian, requires attendance and makes it 10 percent of the overall grade.
“We take attendance every class period,” Marshall said. “Most of the teaching happens during class. We have peer educators and guest speakers and to miss a class period is to miss out on important learning.”
Marshall emphasized that attendance is not just about showing up, but about engaging with peers and instructors. He further added that group study and peer interaction make in-person learning especially valuable.
“You pay for college to learn from your professors, who are experts, but also from classmates,” Marshall said. “Yes, there are online resources, but hearing directly from someone with experience is the best way to go. Studying with even one other person means you’ll remember and understand things differently, and that exchange is valuable.”
Malakai Fischer, junior piano performance major, shared that he saw merits in both approaches.
“I’m kind of in favor of both sides,” Fischer said. “Classes that do have an attendance policy attach some sort of grade to those points. It’s free points that can help balance a tough exam. But in classes without an attendance policy, it forces you to be more accountable and knowledgeable in the subject.”
Fischer noted that while his psychology courses often provide digital resources, in-person participation still matters.
“I’m more of an auditory learner,” Fischer said. “I like being in class because I can grasp what the professor is emphasizing and ask questions I might not otherwise find answers to online.”
In Fischer’s music courses, however, attendance is crucial. He also reflected on how artificial intelligence may affect learning habits.
“What worries me the most is that AI will take away critical thinking skills. Attendance policies might help, but that’s just slapping a band-aid on a wound that needs surgery. Students who want to learn will attend classes. Students who simply want a degree will use the fastest way to get it,” Fischer said.
Digital resources and AI are remarkable human development, but we are still learning how to adapt to them in ways that are truly productive. Technology pushes us to think critically and creatively, leaving room for questions rather than providing all the answers. For now, the classroom remains a place where interactive learning and brainstorming thrive, a community where ideas are tested, debated and built upon. So, while mandatory attendance may not be essential, it is still beneficial.
With that in mind, I leave you with this question: As digital resources expand, should attendance remain a requirement, or should students be trusted to chart their own path?
Edited by Anson Appelhanz and Arohi Rai
