A factor that I think plays a role in office visits is the distance from
the majority of their classes (or, for that matter, your class) and your
office. If students have to travel far, they aren't going to show. Our
dept. is (literally) blocks away from the main campus and we have 1 small
classroom building nearby for some of the courses. If my class is in that
building, the students tend to show up more than if my class is in another
building. I have also noticed that if the area around your office is
student friendly (has computer space, places for them to sit and study,
etc.) that also leads to more students in your office.
While they might not be in your office, do they call? Use e-mail? Some of
my students that must travel far are much more likely to e-mail me than to
just stop by. And, as I have been sitting here attempting to write this
e-mail, I have received 2 phone calls (as well as one stop in). Another
factor - is your door open or shut? I have noticed that, when my door is
shut, students automatically assume that I am not in and don't knock!
One odd thing I have noticed is that some students assume that I favor
those students that show up frequently to my office (not that this changes
their office visiting behavior in any way :). They think that I like those
students more because I'm always talking to them - not that I'm talking to
those students more because they stop by more and that perhaps the reason
why those students are doing better is because they are asking me questions.
At 09:59 AM 12/6/00 -0500, Michael J. Kane wrote:
>Hi folks,
>
>Does anyone out there know of any research on factors that influence whether
>students take advantage of teachers' office hours? I don't know whether
>it's a
>function of my style, my courses, or my class sizes (or something else
>altogether),
>but I have a very difficult time getting my students to come to see me
>outside of
>class for extra help. The few that do come once tend to come back, but
>getting them
>in the door for the first time is what I'm concerned about. How do you
>all manage to get
>students who are struggling in your classes to come to you for help? On
>course
>evaluations my students endorse that I'm very approachable and that I
>relate to students
>very well, and yet (most) don't come. And my version of the "help me help
>you" speech
>just isn't cutting the mustard.
>
>Thanks for any input!
>
>-Mike
>
>************************************************
>Michael J. Kane
>Department of Psychology
>P.O. Box 26164
>University of North Carolina at Greensboro
>Greensboro, NC 27402-6164
>email: [EMAIL PROTECTED]
>phone: 336-256-1022
>fax: 336-334-5066
>
Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
Well I know these voices must be my soul...
Rhyme and Reason - DMB
