The Paradox of Skipping Class: Shameful or Strategic?

As Cornellians, we pride ourselves on our academic success. In high school, many of us had excellent grades, extensive extracurricular activities and above all, excellent attendance. Yet, the classic university stereotype holds true: As we move further and further into the semester, we see our lecture halls emptying and class attendance diminishing. Skipping class can be quite the controversial topic. Some students will attend class on an empty stomach, exhausted or sick with whatever strain of campus plague comes their way. Others, however, hear the words "attendance not mandatory" and see it as their guiding light to never attend lectures again. Nevertheless, the debate of skipping class is more nuanced than most give it credit for. In some cases, skipping lectures may be the most productive use of a student's time. The complexities of this claim lay in observation. In large lecture halls, more than half the class can be found writing emails, studying for prelims or using their 9 a.m.'s as the backdrop for their rigorous naptime regimens. For many, lectures have become more of a study hall, where students attend purely out of obligation rather than with the intention of learning. Oftentimes, students struggle to commit their full attention to either their laptops or their lecture, making them entirely unproductive. Additionally, the sea of students staring at their screens can signal disengagement from professors, possibly influencing how they deliver lectures and diminishing the environment for those who are genuinely trying to pay attention. With this information in mind, the question must be asked: At what point is it more productive to simply skip class? The reality is that everyone learns best in different environments. The traditional method of single lecturers and large class sizes has become the norm, yet some find the environment overstimulating, or tend to learn more efficiently independently. Additionally, the style of large lectures may not be accessible for students with learning disabilities, such as Attention-Deficit/Hyperactivity Disorder or dyslexia, where huge classrooms or fast-paced lectures can make it impossible to maintain focus. Many students, such as myself, have found that viewing the slides outside of class and utilizing face-to-face office hours have been a more effective way to learn the material. Conversely, lecture halls may be the best way for certain students to learn the content. It is a place to forge bonds, meet peers and ask questions about the material as they arise. Showing up to class allows students to build communities and support networks, leading to connections with classmates and professors. It is no mystery why this style of education has become normalized. However, requiring all students to attend every class ignores the complexities of different learning styles or disabilities that make a classroom environment unappealing. Another perspective to consider is financial status. Certain students who feel a heavier financial burden to attend Cornell may feel more obligated to attend every class and make use of their university education. For others who feel less of a financial burden, however, skipping class may not evoke the same guilt. Thus, they may be more inclined to skip lectures. When considering the different income backgrounds each student in the Ivy League comes from, it becomes clear a student's financial background can influence their perceptions to attend class and the value they place on their education. There are, of course, exceptions to the nuances of class attendance. In smaller classes, such as first-year-writing seminars, physical education courses or labs, attendance is not only mandatory but integral to understanding and completing the coursework. This trend can also be dependent on your field of study. For example, with students studying fashion or architecture, attending class is essential for completing projects. In fact, teamwork and creativity typically thrive in these specific classroom environments. The stigma of class attendance has labeled students who skip as lazy or unmotivated, but it fails to consider what students are doing during their skipped class time. For some, it may be the only time they have to schedule doctors appointments or talk to family from home. It may be the only time they can attend office hours for a different course. Admittedly, it could simply be because they slept through their 8 a.m. Regardless of the reason, it is dangerous to apply blanket labels when every student has their own learning capabilities and external circumstances. Ultimately, the question should not be if skipping class is inherently good or bad. It should ask if attending a lecture is the most efficient way for a student to learn. For some, that may mean showing up to every class, and for others, their time may be better spent studying independently. There is rarely one path to success, and in our world of " ... any person … any study," we must also consider "any student, any learning style."