Student access to faculty
Impact on students
Do not underestimate the difference a few encouraging words can make to a student. Conversely, a few discouraging words can have a devastating impact. Whatever the subject matter, students seek encouragement, recognition of potential, and affirmation from their professors. Relatively small remarks can change a student’s major, encourage them to pursue a higher degree, or inspire them to achieve more. New faculty members need to use this authority for the benefit of their students. Being accessible speaks volumes about a commitment to students and their academic futures.
Office hour logistics
One of the most effective means of engaging in one-on-one contact with students to discuss their academic issues is setting aside regular times to meet with students. This most often consists of drop-in or by appointment office hours. New faculty members should set clear expectations for the difference between the two, and indicate under what conditions an appointment is most appropriate. Generally the difference rests on time required, since drop-in hours should be reserved for quick questions that can be resolved in a timely manner to assure availability for other students. If it becomes clear that a drop-in will take more than 5 minutes, it is preferable to make an appointment, particularly if other students are waiting.
Office hour contents
Have a planned “script” for conducting office hours to keep them effective, and an efficient use of time. Each person will work out a sequence of events that works for their style and philosophy, but know what you plan to do before the student arrives. An example from one veteran faculty member unfolds something like this. Open with a welcome, quick back and forth, and get right to asking, “What can I do for you today?” Once you have determined the purpose of the visit, make a decision about whether it can be taken care of as a drop-in or necessitates an appointment. If the meeting does go forward, stay focused on the issue at the heart of the meeting, and avoid getting sidetracked with other issues which may require an additional meeting. Accomplished faculty can often diagnose the issue, determine appropriate interventions or services, and make referrals in a few minutes. It can be helpful to use back and forth questioning strategies to help the student diagnose and solve their own challenges. Have brochures for campus services in a rack or box convenient to your office, and be prepared by having materials nearby to look up and write down necessary office numbers, emails or phone extensions for students to follow up on. At all times behave professionally, and keep the conversation appropriate. At the close of the meeting, thank the student for coming, restate the purpose of the visit and the solution you have collaboratively arrived at, and stand up to signal the meeting is over. Talk with colleagues in your setting to determine other strategies for holding office hours.
Stay informed
In the role of advisor to students about their academic plans and progress, faculty members need to keep up-to-date on policies, practices and services as they evolve. Take advantage of meetings, workshops, and presentations about student services in order to help students make the most of their college experience. It is hard to make referrals to services or individuals unless you are knowledgeable about them yourself. By staying engaged as a faculty member, you are best able to serve the needs of your students.
Managing Office Hours
Conducting Office Hours
Teaching Effectiveness Program, University of Oregon
This overview of effective office hours addresses who comes to your office, how much time to allocate and when, and how to conduct the meeting.
Holding Office Hours
Teaching Tips, Center for Teaching Excellence. University of Waterloo
This bulleted list offers general strategies for office hours from Barbara Gross Davis’ Tools for Teaching.
Tools for Teaching
Gross Davis, B. (2009). Excerpt from book, p. 492-495, John Wiley and Sons. San Francisco, California
This chapter excerpt describes how to introduce office hours, encourage students to attend, make office hours productive, and conduct office hours.
Office Hours
Teaching and Learning at UW: A Handbook for Teaching Assistants, University of Washington
This section of the handbook addresses how to plan for office hours, the level of commitment needed, how to manage the time, and ways to encourage students to come.
Virtual Office Hours
Archive: Conducting Online Office Hours Using Wimba Classroom
Northern Illinois University
This set of slides was shared as part of an online faculty development program.
Virtual Office Hours Using a Tablet PC: E-lluminating Biochemistry in an Online Environment
Kohorst, K. & Cox, J.R. ( May / June, 2007). Biochemistry and Molecular Biology Education, Vol. 35, No. 3, p. 193-197
New collaboration software has provided enhanced opportunities to interact with students outside the classroom, and this report describes how Elluminate can be used with a Tablet PC to conduct office hours.
Effective Online Office Hours in the Mathematical Sciences
Hooper, J., Pollanen, M. & Teismann, H. (September, 2006). Canada MERLOT Journal of Online Teaching and Learning, Vol. 2, No. 3.
Acadia and Trent Universities
This paper describes the introduction of anonymous online office hour sessions, and outlines a number of ways they were more effective than face-to-face office hours. The study is based on instructor experience and student surveys.
Active Listening
Modern Methods of Teaching Chemistry
Ray, B. (2008). Book Excerpt, p. 103, APH Publishing. New Delhi, India
This excerpt addresses the purpose of office hours, and how to respond to student frustrations, be an active listener, use the art of asking questions, take student perceptions seriously, propose multiple options, and end the session with a plan of action.
Skills for Active Listening
Electronic Resource Centre for Human Rights Education, Opening the Door to Nonviolence
This workshop offers specific workshop activities for teaching active listening.
