For Those Who Need it Most: Using Active Inclusivity to Increase Office Hour Attendance and Extracurricular Activities | Teaching and Learning - Faculty Focus

Katherine Robertson, director of faculty affairs at Duke Kunshan University, China, and was previously an associate professor of biology and Timothy Smith, project manager for the Humanities Research Center at Duke Kunshan University, China suggest, Student-faculty interaction outside of the classroom can improve student learning and retention (Lundberg and Schreiner, 2004; Griffin et al., 2014), and in most colleges and universities office hours are required. 

For Those Who Need it Most: Using Active Inclusivity to Increase Office Hour Attendance and Extracurricular Activities
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Likewise, participation in extracurricular activities positively influences retention and success (Pascarella & Terenzini, 1991, Schelbe et al., 2019). These findings are particularly true of first generation and minority students (Lundberg and Schreiner, 2004, Schelbe et al., 2019). However, faculty frequently report that their office hours are poorly attended (Lundberg and Schreiner, 2004; Griffin et al., 2014; Weimer 2019) and that students who most need their support are less likely to come (Weimer, 2019). First-generation and minority students in particular, are less likely join extracurricular activities and study groups, and four times more likely to drop out (Davis, 1991, Schelbe et al., 2019). Office hours and extracurricular activities, which should be inclusive, may actually be excluding the students whom they are most intended to benefit.

While many studies recommend improving accessibility (location, scheduling etc.) of office hours/activities to enhance attendance, fewer address the effects of student-related factors such as low self-esteem on students’ hesitancy to attend. At-risk students have a great deal to overcome. Some students may have never experienced a positive interaction with a faculty member or have no idea how to approach a faculty member. Students from minority groups may find it difficult to approach faculty who are different than themselves in terms of racial identity (Lundberg & Schreiner, 2004; Kim and Sax, 2009). In particular, African American students report that they’re afraid that faculty may hold negative opinions of their racial group (Lundberg and Schreiner, 2004). 

Clearly, making office hours and other activities accessible is a necessary step toward improving inclusivity...

This approach requires mindfulness, understanding, commitment, and action.

1. Be mindful. Re-envision the purpose of office hours. Explore fresh ways to have a positive impact on all students regardless of their performance rather than focusing on remedial intervention.Consider changing the name “office hours” to reflect this paradigm shift (e.g. springboard sessions or break-out sessions). Be mindful that grades don’t tell all; a student with apparently good grades may still be struggling to meet his/her full potential. For some students, your interest may make the difference between a GPA of 3.5 and a GPA of 4.0. Consider using another tip from the One Minute Manager, which is to “manage by walking around.” Casually engage students outside of expected locations and scripts. Be mindful of warning signs of a student who was doing well and is now floundering. Such signs include sudden absences, failure to complete assignments on time, withdrawal, lowered enthusiasm, or reduced interactions with peers.
2. Gain better understanding (of students’ strengths). Take note of what students ask in class or write in their assignments. While educators are typically trained to form an acute awareness of at-risk behaviors, this approach additionally encourages us to become aware of moment-to-moment positive behaviors so that they might be used as a basis for reinforcement and inclusivity. In short, continually hone the mindfulness to “catch them doing something right.” Compliment them on their strengths and invite them to your office hours or activity on the basis of those strengths. For instance, “You asked an interesting question in class, I would like to meet with you to discuss it a bit more,” or “You raised an interesting idea in your last assignment. I’d like you to come to X activity and share it with the other students,” or “Your data is well presented in your lab report, can you join X activity and give the other students some tips?”
3. Commit to inviting at least one student to your office hours or other activity at least once per week.
4. Take action. To begin this, practice immediately and stick to it until it becomes habitual.

Students are more likely to attend if they feel they have something to contribute. 

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Source: Faculty Focus