Office Hours, Reimagined: From Underused Obligation to High-Impact Practice

Author: Gabrielle Likavec – Teaching and Learning Consultant, Office of Curriculum and Instructional Support

Office hours are one of those teaching practices that nearly everyone agrees are important, and yet many faculty quietly wonder whether students actually see them the same way. We block off time each week, list our availability on the syllabus, and remind students that we’re happy to meet. And still, office hours often feel either eerily quiet or overwhelmingly busy only at moments of academic crisis.

If this experience feels familiar, you’re not alone. Decades of research affirm that student–faculty interaction is among the most powerful contributors to student learning, persistence, and confidence. Office hours are designed to create space for exactly this kind of interaction. Yet many students remain unsure of what office hours are for, when they should attend, or whether they “belong” there at all.

Rather than viewing this as a failure of student motivation, a growing body of scholarship suggests that underused office hours reflect a mismatch between institutional intent and student perception. When office hours are intentionally framed, thoughtfully designed, and grounded in relational pedagogy, they can become a high-impact practice—one that supports learning, equity, and connection for students and faculty alike. 

Why office hours matter: What the research shows

Across disciplines and institutional contexts, research on student–faculty interaction tells a remarkably consistent story: meaningful engagement with faculty is strongly associated with positive academic and developmental outcomes. Students who interact with faculty beyond the classroom tend to show higher academic achievement, greater persistence toward degree completion, stronger intellectual self-concept, and increased confidence in their abilities as learners (Pascarella & Terenzini, 2005; Kuh et al., 2010; Umbach & Wawrzynski, 2005).

Office hours are one of the few spaces where this interaction is intended to occur. In theory, they provide time and access for individualized feedback, mentoring, and conversation that cannot easily happen during class. In practice, however, the benefits of office hours depend not only on their existence but also on how students understand and experience them (Smith et al., 2017).

More importantly, the value of office hours extends well beyond clarifying content or reviewing assessments. Students use these interactions to make sense of feedback, test emerging ideas, reflect on study strategies, explore disciplinary pathways, and build relationships that support a sense of belonging (Cotten & Wilson, 2006; Guerrero & Rod, 2013). For students who may feel anonymous in large courses or uncertain about academic expectations, particularly first-generation students and those early in their college careers, office hours can be a critical point of connection.

From a faculty perspective, office hours often provide insight into how students are thinking, where they are struggling, and what aspects of a course design may need adjustment. Sustained engagement during office hours has been linked to increased classroom participation and stronger student–faculty relationships overall (Umbach & Wawrzynski, 2005).

Taken together, this body of research suggests that office hours function best not as a transactional service, but as a relational learning space. When students experience them in this way, the benefits extend beyond individual visits—to the classroom climate, the course experience, and the broader academic community (Chickering & Gamson, 1987; Tinto, 1997).

The perception gap: Why students often don’t use office hours

Despite their documented value, office hours remain widely underused. Research examining student perceptions offers a clear explanation: many students simply do not understand what office hours are for or how to use them effectively.

Students frequently describe office hours as awkward, intimidating, or “only for emergencies.” Rather than seeing them as a routine resource, students often believe they need a very specific reason to attend, such as being confused about a problem, struggling academically, or anticipating a poor exam score. If they do not have a fully formed question, many conclude that office hours are not meant for them.

This uncertainty is especially pronounced among students who are new to college or unfamiliar with academic norms. First-generation students, in particular, may interpret office hours as time when faculty are busy with “real work” and do not want to be interrupted. Others worry that asking questions will make them appear unprepared or unintelligent. These perceptions can quietly discourage students from ever attending, even when they would benefit from the interaction.

Structural barriers compound these challenges. Fixed office hours may conflict with work schedules, caregiving responsibilities, or commuting constraints. Small, enclosed office spaces can heighten feelings of intimidation. In many cases, students rely on email instead, assuming it is more efficient or less intrusive—even when a conversational exchange would be more efficient and effective.

For online students, the barriers can be even more pronounced. If office hours are briefly mentioned in a syllabus but never modeled or revisited, students may assume they are optional or irrelevant. In asynchronous courses, especially, office hours can feel disconnected from the learning experience altogether.

Taken together, these patterns suggest that underuse of office hours is not a matter of student apathy. Instead, it reflects a design and communication problem that faculty can address through intentional framing and pedagogical choices.

Designing office hours students actually use

One of the most effective ways to increase student engagement with office hours is to make their purpose explicit and visible. This goes beyond listing times and locations. Students benefit from clear explanations of what office hours are, what typically happens during a visit, and how those interactions support learning.

Faculty who regularly articulate the value of office hours, both verbally and through course materials, help normalize attendance. Emphasizing that students do not need to arrive with polished questions can lower the psychological barrier to entry. Sharing concrete examples can be especially powerful: discussing feedback on an assignment, brainstorming a project topic, talking through study strategies, or simply checking understanding before an assessment.

Some instructors have also found that encouraging early office hours visits through low-stakes participation or reflection credit can help students take that first step. When framed thoughtfully, these approaches communicate that office hours are not a sign that something is wrong, but a normal and supportive part of learning in the course. How this invitation is communicated matters. Students tend to respond most positively when faculty explain that the intent is to make space for a practice that helps them succeed, rather than to add another task to their to-do list.

Rethinking the structure and format of office hours can also help lower barriers for students. Group office hours, for instance, give students the chance to hear peers' voices asking similar questions, helping normalize uncertainty and ease anxiety. Some instructors also find that using language like “student drop-in” or “connection hours” helps signal that these gatherings are meant for learning and collaboration, not evaluation.

Across these variations, a consistent insight emerges. When students understand office hours as a flexible learning resource rather than a narrow troubleshooting session, they are more likely to attend and to benefit.

Office hours for online and hybrid courses

Online and hybrid courses present unique challenges and opportunities for office hours. Without the informal reminders that happen before or after class, office hours can easily fade into the background, leaving students unsure whether they are expected to attend, what will happen if they do, or whether their presence is truly welcome.

Making office hours visible in online courses requires intentional design. Regular mentions in weekly announcements, clear scheduling links in the course shell, and brief explanations of how office hours support course activities can help normalize participation. Some faculty also find it helpful to share short videos that model what a virtual office hours conversation looks like and explicitly invite students to attend—even when they feel “on track.”

Expanding the format of online office hours can further increase access. Alongside drop-in video sessions, instructors might offer small-group meetings or a mix of synchronous and asynchronous options. For many students, virtual office hours lower barriers by providing a familiar, comfortable space for conversation, reflection, and learning—not just problem-solving.

Creating a welcoming office hours experience

Once students arrive, the tone and feel of the interaction often shape whether they choose to return. Small signals can make a substantial difference. Being fully present by closing email, setting aside papers, and orienting attention toward the student communicates what matters. Simply expressing appreciation for students who stop by helps reinforce that they are not interrupting but participating in an essential part of the learning process.

Creating an environment that feels less intimidating can make a meaningful difference. Simple details matter: Are there places for students to sit comfortably, or are they navigating stacks of paper? Can they easily see your screen if you’re reviewing something together, without having to lean awkwardly over your shoulder? Approaching office hours with the mindset of welcoming a guest can help set a tone of care, ease, and shared attention.

Office hours can also foster community. In larger courses, especially, students may use these spaces to connect with peers, study collaboratively, or simply feel less anonymous. Faculty presence supports these interactions without needing to control them. When students experience office hours as a place where they belong, attendance often becomes self-sustaining.

Making the most of student visits

Faculty can further enhance the impact of office hours by shifting from a model of answering questions to one of coaching and learning. Rather than immediately providing solutions, instructors might ask students what they have tried so far, where they feel most uncertain, or what they hope to gain from the conversation. These prompts support metacognition and help students develop strategies they can transfer to future tasks.

Office hours can also open the door to brief, developmentally appropriate conversations about learning habits, goals, and next steps. When approached with curiosity and care, these moments support students without feeling directive or judgmental. These exchanges do not need to be lengthy or deeply personal to be meaningful. Even short check-ins can help students feel seen and supported, especially when they are framed as a natural part of learning rather than an added expectation.

A brief follow-up after a visit, whether it’s sharing a resource, summarizing next steps, or simply thanking a student for stopping by, can go a long way. These small gestures signal that office hours are not isolated events, but part of an ongoing learning relationship.

Why this matters for faculty

While office hours are often discussed in terms of student outcomes, they also matter for faculty well-being and professional satisfaction. Meaningful office hours interactions can humanize teaching, offer insight into student thinking, and create moments of connection that remind us why we teach.

One of the clearest examples of this for me came from a student who missed the first day of class for a “family event.” When he was present, he was almost always multitasking—usually working on something for one of the many extracurriculars he was involved in. His work was solid, but I was convinced he was capable of much more if I could get his attention.

After several weeks of inviting him (sometimes more persistently than I care to admit) to stop by during office hours, he finally did. That first visit lasted nearly two hours as we talked about his background, interests, and future plans. What was meant to be an occasional check-in quickly became twice-weekly conversations about coursework, career questions, and life beyond graduation. Along the way, we debated educational philosophy, and he eventually admitted that his first day “family event” had actually been a tubing trip with his fraternity brothers.

A few weeks into these conversations, he shared, almost offhandedly, that this was the first time in his entire college career he had ever visited a professor during office hours, and that he was glad I had kept “nagging.”

Four years after his graduation, those conversations have not ended. I still receive monthly updates, and we meet for coffee twice a year. What began as a single visit to office hours became a sustained mentoring relationship, one that neither of us could have predicted, but both deeply value.

Conclusion: Office hours as an intentional pedagogical choice

Office hours are not inherently impactful simply because they appear on a syllabus; their value emerges through how they are framed, designed, and experienced. When faculty take time to clarify the purpose of office hours, reduce barriers to participation, and center relationships alongside learning, these moments can become meaningful spaces for connection and growth.

Instead of wondering why students do not come, it can be helpful to ask a different question: What are we inviting students into, and how clearly are we extending that invitation? Approached with intention and care, office hours can shift from a familiar obligation to a shared practice that supports learning, belonging, and professional satisfaction for students and instructors alike.

References:

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Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3–7.

Cotten, S. R., & Wilson, B. (2006). Student–faculty interactions: Dynamics and determinants. Higher Education, 51(4), 487–519. https://doi.org/10.1007/s10734-004-1705-4

Guerrero, M., & Rod, A. B. (2013). Engaging in office hours: A study of student–faculty interaction and academic performance. Journal of Political Science Education, 9(4), 403–416. https://doi.org/10.1080/15512169.2013.835554

Jack, A. A. (2019). The privileged poor: How elite colleges are failing disadvantaged students. Harvard University Press.

Kim, Y. K., & Lundberg, C. A. (2016). A structural model of the relationship between student–faculty interaction and cognitive skills development among college students. Research in Higher Education, 57(3), 288–309. https://doi.org/10.1007/s11162-015-9387-6

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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.

Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. Journal of Higher Education, 68(6), 599–623. https://doi.org/10.2307/2959965

Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46(2), 153–184. https://doi.org/10.1007/s11162-004-1598-1