Category Archives: Uncategorized

Rethinking Office Hours

Equity and Inclusion, Instructional Design, Research, STEM, TA/Postdocs, Uncategorized, ,

By Devon Coutts, Ph. D. Candidate
Student Instructional Assistant
Center for Excellence in Learning and Teaching (CELT)
devon.coutts@stonybrook.edu

When I was a teaching assistant, students often came to meet with me. Sometimes, especially before exams, there were so many that I had to offer additional sessions and bring in extra chairs to accommodate them all. But when I became an instructor, that changed. Suddenly, students rarely came in. And when they did, the meetings would be brief, lasting only the time it took for me to answer a question or two. I began to wonder: what happened? Why did my students stop coming? It could have been because they felt intimidated by my new role as an instructor, or because my office hours conflicted with their other classes. Or, perhaps my students did not believe that attending office hours would benefit them? 

Two women sit and face each other in an office.
Are students coming to your office hours?

Mine is not an isolated experience. Overall, faculty report that students don’t come to office hours. However, research shows that both students and instructors benefit greatly from interactions outside of the classroom. Building positive relationships with instructors personalizes the learning experience, and encourages students to succeed in all of their courses. Conversations during office hours are less structured and more spontaneous than lectures, and can generate new research opportunities and insights into the course material on both sides of the discussion. At the same time, the instructor is gaining experience in the art of teaching–and more importantly how to revise their teaching practice to connect with learners.

There are several reasons why students don’t come to office hours. Griffin et al. (2014), noted that the most important determining factors include things like perceived convenience of the office hours, the course level, or whether the course is required or an elective. In a recent National Public Radio story (Nadworny, 2019) students described office hours as “‘intimidating’ or ‘terrifying,’ ” because attending office hours means “talking to the smartest, most powerful person you know.” Because of such anxieties or the perceived inconvenience of attending, some students prefer to email, to ask questions during class, or to meet with a TA instead. In a research article titled, “Office hours are kind of weird:” Reclaiming a resource to foster student-faculty interaction, the authors studied survey responses from 625 undergraduate students and found that oftentimes students do not really understand what office hours are for or why attending could benefit them Smith et al. (2017).

So, how can instructors take a more active role in encouraging students to seek meetings outside of class? One option is to require students to come to office hours as part of their grade. An instructor who takes this approach assigns 5% of the final grade and requires students to complete two one hour office visits with him, the TA, or one each. In an editorial for Inside Higher Ed, the instructor explained his approach and reported that many of his students said they found it very or extremely useful (Nowak, 2021). Another option is to reframe office hours as tutoring sessions or review (Joyce, 2017). “Tutoring” has a clearer purpose than the traditional, open-ended “office hours,” and its benefit for students needs no explanation. Alternatively, holding office hours in public spaces on campus, in libraries, cafes, or even in the hall outside of class, can help students feel more comfortable approaching professors for help. Offering virtual sessions can also be a good way to make office hours more accessible to students whose schedules prevent them from attending in person. 

As instructors, if we want students to take advantage of office hours, then we ought to make it clearer to them why office hours are valuable. However, raising student interest in attending office hours is only one part of it: instructors also need to make an effort to anticipate student anxieties and be available to meet with students. 

The approaches mentioned here offer a few ideas that instructors can think about for restructuring their office hours to make them more accessible. In my next few posts, I’ll explore the barriers preventing students from attending office hours, and discuss ideas for instructors looking to restructure their office hours in greater detail.

How do you approach office hours? If you have any suggestions, please feel free to leave a comment.  Join us for a CELT Inclusive Teaching Discussion Panel on Wednesday, Oct. 19 at 1 p.m. ET.

Register:  https://stonybrook.zoom.us/meeting/register/tJYqceGtqzwqGN06H2GkNgQA2nS3EL5FVdFm

Questions: Carol Hernandez, Ed.D. carol.hernandez@stonybrook.edu

References

Griffin, W., Cohen, S. D., Berndtson, R., Burson, K. M., Camper, K. M., Chen, Y., & Smith, M. A. (2014). Starting the conversation: An exploratory study of factors that influence student office hour use. College Teaching, 62(3), 94-99.

Joyce, A. (2017). Framing office hours as tutoring. College Teaching, 65(2), 92-93.

Nadworny, E. (2019). College students: How to make office hours less scary. National Public Radio. Retrieved from https://www.npr.org/2019/10/05/678815966/college-students-how-to-make-office-hours-less-scary

Nowak, Z. (2021). Why I require office hours visits. Opinion: Teaching and Learning, Inside Higher Ed. Retrieved from https://www.insidehighered.com/advice/2021/12/15/benefits-requiring-students-come-office-hours-opinion#.YyoRGLBq4Q0.link

Smith, M., Chen, Y., Berndtson, R., Burson, K. M., & Griffin, W. (2017). “Office Hours Are Kind of Weird”: Reclaiming a Resource to Foster Student-Faculty Interaction. InSight: A Journal of Scholarly Teaching, 12, 14-29.

Supporting Students’ Return to Campus

Assessment, Educational Technologies, Equity and Inclusion, Instructional Design, Uncategorized

Jennifer Jaiswal  Jennifer Jaiswal, Instructional Designer & Sr Instructional Technologist 

The pandemic and move to remote online learning over the last year and a half or so has exposed the realities of our students’ lives and highlighted some of the inequities that exist. It is important to be mindful that our students may have been affected by these social changes. Maintaining the empathy and compassion from the past year will be important as we transition and move forward and ask: What have we learned from our remote teaching experiences that we can continue to incorporate into our courses?

Communication: 

Communicating regularly with our students and being very explicit about course information, course expectations, office hours, policies, etc., should be detailed in the syllabus. One strategy to ensure students read the syllabus is to give them a low stakes quiz about the important information or record a syllabus overview video and make it available in Blackboard.

It is considered good practice to send an announcement via Blackboard at least 24 hours before the start of class. This might include explicit directions to your classroom if you are teaching face-to-face as well as the schedule and other important information for the first day of class.

Resources:

During the pandemic, many faculty incorporated more technology into their course to help with the transition to remote learning. Many of these resources can be helpful and useful for students even when returning to face-to-face instruction.

Blackboard is a great repository for course materials and resources and many other technologies like Zoom, VoiceThread, Echo 360, etc., are integrated into Blackboard. Using Blackboard as a resource repository helps you and the students manage course documents, media, grades, and communication in one place. Using the discussion boards, VoiceThread, and Zoom recordings can help extend the learning environment beyond the classroom and class time. The Zoom integration allows you the opportunity to to record short demonstrations or clarifying remarks and posting them for students to watch or rewatch as many times as they need to.

Assessment and Grading:

Having a couple of small, low stakes assessments in the first couple of weeks can help students build confidence and ease anxiety about the course. Providing flexibility in assignments and exam design such as using more open assessments and less closed assessments (i.e., multiple choice tests) follow good assessment practices. We recommend that rather than having a few large, high stakes assessments that you break those assessments into smaller ones with each having less overall weight on the students’ grade. 

Group Activities:

Getting students working together became more important but also more challenging during the pandemic. Consider how you might group students and possibly keep them working together for a large part of the semester. Returning to the classroom after the pandemic, students are likely to be eager to connect with their classmates. What technologies (VoiceThread, discussion boards, etc.) might be used to facilitate those groups in and out of the classroom?

Group Contracts – for project-based groups, they can be useful as they lay out expectations of the group members including communication policy so the groups have a guideline on how to interact. 

As we return to campus and into the classroom, it will be important to continue to extend the empathy and understanding to our students as they return. With the situation ever changing, it will be important to be flexible as institutional protocol may change throughout the semester.

Dickinson, A. (2017). Communicating with the Online Student: The Impact of E-Mail Tone on Student Performance and Teacher Evaluations. Journal of Educators Online, 14(2), n2. https://eric.ed.gov/?id=EJ1150571