Table 1 Top Ten Tips for Successful Office Hours |
|
|
Why Students Attend Office Hours
The main reasons that students come to office hours are confusion about assignments or policies, requests for special privileges, and help in solving specific problems (Wankat & Oreovicz, 1999). Clarifying assignments or policies is usually not very time-consuming. Faculty need to draw a fine line for students at the beginning of the term to uphold guidelines for the course, yet remain approachable to students. If guidelines are in place, then requests for special privileges can take little time. For example, when a student misses an assignment and asks to turn it in late, if the syllabus specifies that no late assignments are accepted, then it is easy to refuse to accept the assignment.
Most of the time in office hours is spent with students seeking help with specific problems. There are some time-saving ways of dealing with certain problems. For example, some students believe that they can miss class and then see the instructor to obtain the work/notes on the material that was discussed. Re-teaching the course during office hours is not an instructor’s job. Students who miss class, with or without an excuse, should obtain the notes before seeking the instructor’s assistance. Again, this procedure can be indicated in the syllabus.
Students may come to office hours to discuss the course without bringing relevant course materials. Any discussion can begin with determining whether the student has brought the required materials.
Most students like to work together. To avoid having multiple students come in separately to ask the same question, students should be encouraged to come to office hours as a group. In some cases, it also works to send a group representative who will report back to the group.
Another time-saving method is to use time right after class sessions to answer individual questions and handle minor problems, such as grade changes, picking up materials, inquiries about grades, and so forth. These issues can usually be handled relatively quickly.
Regardless of why a student is coming to office hours, the door should remain open. Leaving the door open helps to avoid accusations of impropriety.
Proper Mentoring During Office Hours
It is important for faculty members to establish why a student is attending office hours to determine how to handle his or her situation (Lardy & Porter, 1996). While it may sound harsh to “classify” students, doing so provides an easy way to quickly determine how best to help them. Each person should be dealt with in a patient, sympathetic, and supportive manner, regardless of why he or she came to office hours. Below are some of the different types of student visitors, along with suggestions about how to handle each situation.
“Petrified to speak”
Although this student is having problems, he or she rarely attends office hours. The instructor should reach out during class and suggest meeting if necessary. Online office hours may be the best resource for this type of student.
“The drop-in or pest”
This student is frequently at the door, but not always for a particular reason. Some students feel comfortable with certain instructors and just drop in to say hello or just “hang out.” If an assessment of the visit reveals no significant reason for a student to be there, the faculty member may need to explain, in a kind way, that the student should not visit at this time.
“I don’t understand”
Since re-teaching an entire lecture during the office hour is impractical, instructors should encourage this type of student to come with specific questions and to ask questions during class when he or she does not understand what is being covered.
“The procrastinator”
This student is a version of the “I don’t understand” student. However, this student will come to the office just before an exam claiming that he or she does not understand any of the material and expecting the faculty member to teach it on the spot, and expecting to comprehend it as well. Instructors should be clear that students with problems and questions should seek help earlier and not expect the instructor to re-teach all of the material just prior to an exam. On the other hand, one should welcome specific questions that students might have on certain aspects of the material.
“The no show”
This student does not come to class, then comes to the office and expects to be taught the material individually during office hours. The instructor may ask this student if he or she has the notes from the class missed; most of the time, he or she will not. Then the instructor can explain that he or she may come back and ask any questions that remain after he or she obtains and reviews the notes.
“I don’t know if I am doing this right!”
This student usually lacks the self-confidence to validate his or her own knowledge or problem-solving skills. This type of student usually requires a lot of time at the beginning, but helping the student begin to self-validate will enable the student to need less and less support.
“The advice seeker”
This student may seek advice with respect to academic issues, such as whether to withdraw from a course, what courses to take, and so on. These situations usually require a time to gather information and assess before responding. While faculty members may assist in the decision-making process, ultimately each student must make his or her own decision.
Additionally, a student may seek advice on personal issues. Instructors must restrict giving advice to areas in which they are knowledgeable. Otherwise, they can recommend or assist with finding the proper person or office to further assist the student. Furthermore, it is very important to follow all institutional policies regarding sensitive issues.
“The engaged student”
This student wants to discuss the class. Although speaking with an engaged student is intellectually exciting, instructors need to be conscious of time and task priorities. If the discussion is relevant to others, this student could be asked to bring the topic up again during class.
Using Email and Online Discussions to Supplement Office Hours
Using email is an effective way of controlling office hours because of its asynchronous nature. Email is particularly effective for non-traditional students, who may not be on campus during regular office hours. Students who use email should clearly present their questions or issues. Email offers the advantages to instructors of answering students at convenient times and avoiding interruptions.
Online discussions and synchronous chats also extend student-instructor and student-student communication. Benefits of discussion forums include being more accessible to students; facilitating collaborative learning; ensuring student-to-student interaction; and allowing an outlet for students who would not normally voice their opinions in class (McKeage, 2001). However, as McKeage (2001) warns, instructor facilitation of online discussions is imperative.
Concluding Thoughts
Office hour time can and should be managed to increase student learning without overburdening busy faculty members. Students have to be taught what to expect from an office visit and how to prepare for a visit.
References
Lardy, L. J., & Porter, M. K. (1996). Office hours and tutoring. In L. M. Lambert, S. L. Tice, & P. H. Featherstone (Eds.). University teaching: A guide for graduate students. NY: Syracuse University Press.
McKeage, K. (2001). Office hours as you like them. College Teaching, 49 (1), 32-38.
Wankat, P. C., & Oreovicz, F. S. (1999). Office hours Rx. ASEE Prism, 8 (5), 15.