Welcoming and Supporting Students during Office Hours

Most of us are required to hold regular office hours. Yet how often do students attend? I have often heard faculty say, “I sit in my office week after week and students never come” or “students only 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). 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:

Use welcoming language in class and in your syllabus 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.”
Include set office hours and “by appointment” to accommodate students who cannot attend during scheduled time.
Some students have difficulty getting to campus during set times. Try offering virtual office hours using Zoom.
For students taking online courses, try holding asynchronous office hours with a Discussion Board forum (“Instructor’s Office”) or with VoiceThread.
Hold your office hours in a central location on campus (students may feel intimated to come to your office).
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. This may help “break the ice” so they are more comfortable coming back when they need help.
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.
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.
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 and Wellness, etc.)
Let them know that if they share certain information about harassment or abuse, you are required (in the United States) to report this to the Title IX coordinator.
Sometimes a student will try to monopolize all your time and want to meet with you regularly. Be direct and set boundaries.
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, and alert someone in the office if you are concerned.
If a student comes in and is exceedingly angry (pertaining to a grade or other issue) and they begin to yell or make threats, remain calm and state that “you are clearly upset right now and while you are so upset it is not possible to have a productive meeting. You will need to calm down now – take three deep breaths – or else you will have to leave and come back when we can continue the conversation.”
Have tissues available.
Have candy, snacks, or coffee available if possible.

Remember, students tend to be more successful when they have a relationship and connection to their faculty member. Be creative as you build productive relationships with your students, and report on your successes to Operation Engage!

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.

To follow up on any of these ideas, please contact me at fglazer@nyit.edu. This Weekly Teaching Note was adapted from a contribution to the Teaching and Learning Writing Consortium hosted at Western Kentucky University.

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