Welcoming and Supporting Students during Office Hours

Most of us are required to schedule regular office hours.  Yet how often do students attend?  I have often heard faculty say, “I sit in my office week after week and no student ever comes” or “students come to complain about a grade but never seek me out to provide support or guidance”.  Why is this?  Research indicates that factors in student success include faculty who are responsive, supportive and accessible (Kuh et. al., 2010; Tinto, 2012).  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.     

Suggested practice to encourage students to attend and ways to support them during office hours:

  1. In the syllabus, use student-welcoming language to encourage students to come to office hours.  An example might include “I am here to support your learning.  I encourage you to meet with me when you feel that you need support or assistance”.
  2. Include both set office hours and “by appointment” to accommodate students who cannot attend during scheduled time.
  3. If you have a large class and have a teaching assistant, you might choose to have students meet with the TA for some topics.
  4. For online courses and for students who have difficulty meeting during set times- offer virtual office hours using simple systems such as “Zoom”.
  5. Hold your office hours near classrooms or labs. (Students may feel intimated to come to your office).
  6. Divide the class into groups of 4-5 and assign them a time to come and visit you in your office during the first number of weeks. This can be a short (10 minute) introductory meeting to “break the ice” so they are more comfortable to come back when they need help.
  7. Reach out through a personal email/text (in addition to early alerts or faculty feedback systems) to students early in the semester who are struggling and invite them to meet with you.
  8. When students do come, stay focused and on task to meet certain goals.  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.
  9. 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.  Listen and be supportive but know that you are not their therapist or their buddy.  Have a list of places to refer them to (Dean of Students, Title IX Coordinator, Counseling Center, etc.)
  10. Let them know that if they share certain information about harassment or abuse, you are required to report this to the Title IX Coordinator.
  11. Sometimes a student will try to monopolize all your time and want to meet with you regularly.  Be direct and set boundaries.  
  12. 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).
  13. Have tissues and snacks available.

Good luck as you build productive relationships with your students.

References
Kuh, G., Kinzie, J., Schuh, J., Whitt, E. (2010).  Student Success in College: Creating Conditions that Matter. San Francisco, CA: John Wiley and Sons.
Tinto, V. (2012). Completing College: Rethinking Institutional Action. Chicago, Il: University of Chicago Press.

Developed and Submitted by:
Judy Ableser
Director, Center for Excellence in Teaching and Learning
Oakland University
ableser@oakland.edu

More tips and just-in-time resources are available at https://conhi.asu.edu/academic-innovation