This guest post comes from Patrick Bijsmans of Maastricht University.
I’ve always considered myself an approachable teacher; someone students can come to with questions or worries or just for a talk. And from what I hear, I am considered to be approachable.
Still, I am noticing something that worries me. I have been having open office for about 9 years now, but fewer students have been showing up. Weeks go by when no one comes, even in periods when I am teaching and coordinating courses.
I know that I am not the first one raising this issue. It is even the topic of students’ research! But I still believe that students can learn from meeting with us for input and feedback, whether this concerns a relatively simple question or my assessment of their paper.
So, why does no one come and talk to me anymore?
Turnout during open office hours again was low during the first weeks of this year, when I coordinated and taught a first-year course on academic research and writing. At the end, students write a short paper. These are randomly distributed among teaching staff, myself plus 10 other colleagues – together we teach 25 problem-based learning groups of about 12 students. As soon as results are out, all students, whether they have failed or passed, are invited to meet with the person who marked their paper to discuss the assessment during scheduled open office hours.
This year I asked colleagues to inform me about the number of students that had shown up. The table below shows the data for those who failed the course. Interestingly one colleague had to do her open office hours via Skype; no less than 7 out of 9 students showed up. Yet, there is some research that suggests that using technology does not make a huge difference.
|Number of failed students||Number of failed students attending open office hours|
Why did so few students show up?
I decided to ask some simple questions to the students themselves during a session in our mentor programme. The approximately 100 students who attended (out of nearly 300) might not be representative of the group of students that does not turn up in my office. But I still learned something interesting.
Of the 86 students completing questions via an online survey tool, 36 had failed the course and 29 had attended the open office hours. Those who attended, generally did so to get clarification regarding their paper’s assessment.
Of those who did not attend, some simply stated that they passed the course and saw no need to discuss the feedback. Others referred to having been sick, stressed and/or busy with the new courses – when asked, quite a few of these students did not write to staff to ask for another appointment.
Asked why they thought others had not come, some answered that these must be lazy students or that they missed motivation because they knew what they had done wrong.
But quite a few answers touched upon something that we might all too easily overlook, namely students’ expectations regarding feedback opportunities. These answers did not just concern not knowing what to do with feedback. For instance, one student wrote that students who did not show up might be “insecure and/or uncomfortable with getting feedback”. Another student wrote that “you have limited time with the tutors and tutors often have a lot of work and not much time for you”.
Could it be that low attendance during open office hours is due to barriers to students’ engagement with feedback or, more generally, a lack of feedback literacy?
This is something that I want to explore in more detail. I have already briefly discussed this with our academic writing advisor, and we may want to see whether we can specifically address this issue in a forthcoming curriculum review.
But what about solutions for the here and now? There are many ways in which open office are organised, but what works best?
One colleague suggested changing times. Admittedly, my open office hours are Wednesdays from 08:30-09:30, but this never was a problem – and the feedback open office hours during the aforementioned course were scheduled in the afternoon. Elsewhere in cyberspace people have been suggesting other solutions, including a rethink of faculty office space. I’d love to squeeze in a couch, but my office is rather tiny.
On Twitter someone suggested that the wording ‘open office hours’ is unclear to students and that ‘student drop-in hours’ may make more sense. So, the name plate next to my door now mentions my student drop-in hours and so does the syllabus of an upcoming course.
Let’s see what happens. I hope students will come and talk to me again. The door’s open, simply turn up at the stated time!