Welcoming and Supporting Students During Office Hours

Prior to the pandemic, it was common to hear faculty remark about students’ underutilization of office hours. During the pandemic, as our classrooms shifted to a remote environment, so did our office hours. As a result, many faculty experienced an increase in the number of students they saw in office hours during this time. Even as most classes return to an in-person format this fall, many faculty have shared that they will continue to offer online office hours in an attempt to keep up this trend. However, remote or in-person, it is important to consider a number of strategies to increase students' usage of this valuable resource.  

Why is attending office hours important for students?  

Research indicates that, among the factors that contribute to student success, having faculty who are responsive, supportive, and accessible is among one of the strongest. Students also tend to be more successful when they have a relationship and connection to their faculty member. Interactions during office hours can be one bridge to help build faculty-student relationships. Although students who don’t use office hours often don’t realize their value, those who do often come to see faculty as a supportive and a valuable resource. 

How can we encourage students to attend office hours? 

First, start with using student-welcoming language to encourage students to come to office hours in the syllabus. An example might include “I am here to support your learning. I encourage you to meet with me when you need support or assistance.” You might even let students know it is an expectation that they will attend at least one office hour at some point during the term. Better yet, you might provide data that links students with the best grades in class to participation in office hours.

In addition to continuing to offer online and in-person office hour options, you might include both set office hours and office hours “by appointment” to accommodate students who cannot attend during scheduled times. Holding your office hours in central locations has also shown to help (many students feel intimated coming to your office). 

If you have a large class and have a teaching assistant, students may be meeting regularly with the TA. However, meeting with students in small groups during office hours is also an option. Divide the class into groups of 4-5 and assign them a time to come and visit you in your office during the first couple of weeks. This can be a short (10-minute) introductory meeting to help “break the ice” so they are more comfortable to come back when they need help. You might also offer sign-ups to meet with you about certain topics, for example a particularly tricky concept or an upcoming assignment. Of course, it’s also never a bad idea to reach out periodically throughout the term with a personal email or Blackboard announcement reminding students to visit you during office hours. In addition, using Blackboard Learn analytics, you might identify students early in the term who are struggling or missing assignments and invite them to meet with you.  
 
It can also be helpful to share suggestions about what students may need help with. For example, stating in class or sending an announcement such as: “I know a few people have asked about how to get started on the problems in the second half of the problem set - I am happy to go over that with folks during office hours.” This nudge can help students feel like their questions are appropriate for office hours and encourage them to come. 

How can we support students during office hours? 

When students do come to office hours, let them know you are happy they came. Provide them prompts and questions so they can articulate their needs. Remind them of how much time you have for the meeting and give them reminders a few minutes before it is time to leave. If they seem like they still have questions, be clear about other resources that are available and how they can access them (online supports, TAs, resource guides, and Drexel resources for academic support). Also, encourage them to come back for a follow-up meeting. 

Listen for underlying issues. Sometimes students come to see you, indicating that they have an academic question, when in fact, they have a personal issue or concern. Be supportive, but make sure they know you are a mandatory reporter in the event they share certain information with you about harassment or abuse. You will also want to have a list of places to refer students to if needed (Title IX Coordinator, Counseling Center, etc.). Have Kleenex available. Have candy, snacks, or coffee available, if possible. 

What if a student misuses office hours?

If a student is monopolizing too much time or overstepping, it’s okay to be direct and set boundaries. If a student comes in and they are exceedingly angry (pertaining to a grade or other issue) and they begin to yell or make threats, remain calm and state something to the effect of, “you are clearly upset right now and while you are so upset it is not possible to have a productive meeting. I recommend that you come back when we can continue the conversation.” Although you want to meet privately with your students, be cautious that you do not create a situation that puts you into a compromising position (keep your door ajar, do not meet late at night if no one else is around, if you are concerned ahead of time alert someone in the office).

Overall, students want to know their instructors care about their success in class. Welcoming and supporting students during office hours can signal this to your students and help you build productive relationships with them.