Student Hours: A New Approach to Office Hours
Overview and Introduction: The WHAT and WHO
How often do your students attend office hours? Do they see these hours as a valuable opportunity for personalized learning and mentorship, or do they shy away due to intimidation or scheduling conflicts? As educators, we can transform the traditional concept of office hours into a more inclusive and accessible resource by reconsidering how we present and conduct them.
One simple yet effective strategy is to rebrand these sessions as ‘Student Hours.’
The traditional perception of office hours can be daunting for students, who may fear they are imposing on their professor’s time or feel undeserving of individual attention. However, research shows that students who engage in these opportunities tend to achieve higher academic success and report greater satisfaction with their educational experience [1]. This is particularly true in engineering education, where studies have highlighted the positive impact of faculty-student interactions outside of class on students’ academic outcomes and sense of belonging [2]. By rebranding office hours to ‘Student Hours,’ the goal is to create a more approachable and relevant space for student engagement.
Implementation and Timing: The WHEN, WHERE, and HOW
A few ‘Student Hours’ implementation strategies to use:
Demystify Meeting Outside of Class: When revisiting your syllabus, consider using language that clearly explains the norms and benefits of meeting outside of class.
- For instance, you might say, “Student hours are a dedicated time for us to discuss course material, explore your ideas, or address any challenges you’re facing in class or your projects.”
- Reinforce the importance of these sessions throughout the semester, not just on the first day. You can make it a habit to mention student hours at the end of each class, especially before exams or project deadlines.
- Asking yourself how you can describe student hours in a way that emphasizes their role in student success might help in crafting these invitations.
- Themed Hours: Adding a bit more structure can help students know what to expect and encourage them to attend sessions that meet their immediate needs.
- Designate specific themes, such as ‘Exam Prep, the week before midterms, with each session focusing on a particular topic. A “Coding Clinic” could be reserved weekly for students to bring their coding problems. These themes can also facilitate group sessions.
- Reflect on the challenges your students frequently face and consider how you can structure themed sessions to address these. This can lead to better participation and a more engaging experience for your students.
- Use a Sign-up Tool: To add structure, utilize a sign-up tool like Calendly, the Canvas calendar, or Google Sheets. This planning tool can help both you and your students schedule appointments outside of your designated weekly hours.
- Utilize TAs or UGTAs: Involving Undergraduate or Graduate Teaching Assistants in your student hours can make them more approachable, especially for students hesitant to seek help from the instructor. TAs’ and UGTAs’ recent experience with the material allows them to explain concepts in relatable ways and encourage participation. TAs or UGTAs could also help manage larger groups, ensuring more students receive support.
- Virtual & Various Locations: Many engineering students commute, work, or face other barriers to getting to campus. Reflect on the most accessible options for your students to guide you in making adjustments.
- If you haven’t already, consider offering virtual student hours, in addition to the typical in-person option.
- Moreover, vary your in-person location! Faculty can hold student hours in casual settings like student unions, libraries, outdoor spaces, or classroom spaces in resident halls.
- Make Them Yours: Personalizing your office hours by renaming them to something more inviting can make a positive impact. Names like ‘Student Hours,’ ‘Coffee Chats,’ ‘Study Hall,’ ‘Pop Up Professor,’ and ‘Solution Sessions’ can make this offering more approachable for students. Consider what name and format best reflect the atmosphere you want to create and how it can encourage broader participation.
Rationale and Research: The WHY
Faculty-student interactions significantly influence students’ attitudes, interests, and overall positive outcomes [3-6]. By reimagining the traditional academic practice of office hours and incorporating some of the implementation strategies above, faculty members can create a more welcoming and accessible environment, thereby encouraging increased attendance at office hours [7]. This approach not only aids students in navigating their coursework but also strengthens the connection between students and faculty, enhancing the overall learning experience. Student hours also provide faculty with the opportunity to reinforce the message they convey in class—that they are accessible, approachable, caring, and ready to listen [8].
Additional Resources and References
How to Make Virtual Office Hours Work for You and Your Students, from ASU’s Teach Online
References
- [1] M. Guerrero and A. B. Rod, “Engaging in Office Hours: A Study of Student-Faculty Interaction and Academic Performance,” Journal of Political Science Education, vol. 9, no. 4, pp. 403–416, 2013. [Online]. Available: https://doi.org/10.1080/15512169.2013.835554. [Accessed: Sep. 03, 2024].
- [2] H. L. Chen, L. R. Lattuca, and E. R. Hamilton, “Conceptualizing engagement: Contributions of faculty to student engagement in engineering,” Journal of Engineering Education, vol. 97, no. 3, pp. 339-353, 2008.
- [3] A. W. Astin, What matters in college? Four critical years revisited. San Francisco, CA: Jossey-Bass, 1993.
- [4] K. Cokley, “Perceived faculty encouragement and its influence on college students,” J. Coll. Student Dev., vol. 41, pp. 348-352, 2000.
- [5] A. W. Chickering and Z. F. Gamson, “Seven principles for good practice in undergraduate education,” AAHE Bull., vol. 3, p. 7, 1987.
- [6] P. T. Terenzini, C. Theophilides, and W. G. Lorang, “Influences on students’ perceptions of their academic skill development during college,” J. Higher Educ., vol. 55, no. 5, pp. 621-636, 1984.
- [7] A. P. Benaduce and L. Brinn, “Reenvisioning Office Hours to Increase Participation and Engagement,” Journal of College Science Teaching, vol. 53, no. 4, pp. 364–366, 2024. [Online]. Available: https://doi.org/10.1080/0047231X.2024.2363127. [Accessed: Sep. 03, 2024].
- [8] E. S. Barry, “Using Office Hours Effectively,” APS Observer, June 2008. [Online]. Available: https://www.psychologicalscience.org/observer/using-office-hours-effectively. [Accessed: 03-Sep-2024].