Hosted by: Aaron Schips

Did you know that low self-esteem can be a driving factor in student hesitancy to attend office hours? In this podcast, we will explore why office hours are so important, and offer some easy strategies you can use to switch up how you conduct them. download this episode's infographic Hi this is Aaron Schips,  an Instructional Designer at CETL (C-etl) with another episode of the Cerebro Series.  Today we'll be exploring ways you can create inclusive office hours experiences for students. Did you know that low self-esteem can be a driving factor in student hesitancy to attend office hours? Students, especially those that are first-generation, may not know what office hours are, or how to approach professors if they make it to the office. Since CU Denver has a large percentage of first-generation students, making office hours inclusive and accessible can have a positive effect on retaining these students. This podcast will show you why office hours make a difference, and some easy strategies you can use to switch up how you conduct them.  

When I was in college I remember taking a freshman history class that was one of the most challenging of my whole degree. I thought the professor was smart, the content engaging, and his grading strict. I remember getting my first paper back and getting a grade on it that wasn’t ideal. I knew that I could go visit the professor’s office hours to chat about the grade, but I wasn’t sure how to approach it. To 18-year-old me, the thought of talking to someone I thought was so intelligent was terrifying. I ended up going, and sat down with the professor. I asked some polite questions about how to improve, and he gave me some good advice. There was so much more I wanted to ask him, about careers or college in general, but I didn’t know how to bring it up. To me, there was a barrier between professor and student with conversations like this, and I didn’t know what to say.  

Students around the country experience thoughts like these, but sometimes it’s more severe. They may not know what office hours are or why they’re important. In this case office hours become part of a hidden curriculum. Students that are aware of how college works will know what they are for and how to use them. Students that are newer to college or are first-generation may not. For example, one professor noted that some students thought his office hours were the times he was working and didn’t want to be bothered.  

Worse still, students may think that their professor will treat them poorly because of their gender or race. One international student visited her professor’s office hours. When she arrived, she asked her professor a question. Instead of answering her, the professor wrote their response into Google Translate, translated it to Spanish, and showed her the answer. Interactions like these made the student feel like she couldn’t ask questions in her classes, and made her uncomfortable speaking Spanish on campus.  

So, what strategies can you use to make your office hours more inclusive? The first step is to consider how you hold them. Do students think your available times are convenient? Are they held in person or do you offer virtual meeting times as well?   

During your first day of class, try clearly explaining when your hours are, the way students can contact you, and why they are beneficial. This can go a long way in making students feel comfortable about attending. Students need to know that it’s okay to just drop by, even if they don’t have a pressing question. They also need to see you as an ally, and not an imposing figure.  

If you don’t offer virtual office hours, it might be beneficial to explore them as an option. Telling students that you are available by appointment via Zoom, or hosting monthly group meetings where students can build community, is a way to ensure inclusivity outside of normal office hours. These group meetings could also be a great way to ho...