In an effort to engage students more effectively, some educators are redefining traditional office hours to foster closer connections and enhance learning experiences. Patrick Cafferty, a biology professor at Emory University, has replaced conventional office hours with innovative activities such as running sessions, coloring groups, and card games including Exploding Kittens and Unstoppable Unicorns. This approach encourages student participation without the pressure of needing specific academic guidance, creating a relaxed atmosphere that promotes interaction.
Evolution of Office Hours
Cafferty’s “alternative office hours” began shortly before the COVID-19 pandemic. Initially focused on physical activity, the concept evolved during lockdowns, gaining popularity through online coloring sessions. Currently, the professor solicits input from students regarding preferred activities, with games and coloring emerging as favorites.
A Trend to Enhance Participation
The initiative to reimagine office hours is part of a larger trend among educators aiming to dismantle barriers that deter student participation. Survey data indicates that 28% of students never utilize office hours, while 55% attend infrequently. First-generation and low-income students are particularly underrepresented in these interactions.
The Importance of Office Hours
As students grapple with increased academic pressures and social anxiety in the aftermath of the pandemic, office hours are becoming increasingly important. They offer vital opportunities for students to seek assistance and build relationships that can support their academic and professional development. Experts suggest that redefining office hours as spaces for relationship building—rather than solely for academic support—may effectively attract more students.
Strategies to Appeal to Students
Faculty members are employing a variety of strategies to make office hours more appealing. These include providing snacks, conducting sessions outside traditional office settings, and utilizing casual language to destigmatize attendance. For example, Mary Stairs Vaughn, a professor at Belmont University, underscores the necessity for students to view office hours as informal gatherings rather than just remedial spaces. Such changes might help normalize the experience of seeking help and alleviate feelings of intimidation commonly experienced by students.
Addressing Student Apprehensions
Many students find the purpose of office hours unclear, contributing to their apprehension about attending. Focus group discussions led by Vaughn have revealed that students often feel intimidated by professors and misunderstand the environment they could encounter. To address these concerns, some instructors are becoming more explicit in articulating the value of office hours and normalizing the experience of academic struggle.
Innovative Practices for Engagement
Innovative practices observed include hosting office hours in relaxed environments—such as coffee shops or outdoor spaces—and engaging students in activities that promote collaboration and informal learning. These strategies not only help students feel more comfortable but also acknowledge the significance of social dynamics and networking for academic success and professional growth.
Transforming Perceptions of Office Hours
Overall, many professors are actively working to transform office hours into welcoming and enriching experiences, reflecting a growing recognition of the importance of stronger connections between students and faculty. As these adaptations continue, a significant shift in the perception and utilization of office hours in higher education may occur.
Source: EdSurge