2013
DOI: 10.1080/15512169.2013.835554
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Engaging in Office Hours: A Study of Student-Faculty Interaction and Academic Performance

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Cited by 49 publications
(21 citation statements)
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“…Office hours can be re-framed as "student hours" (Harnish and Bridges, 2011) or "help hours" to encourage student attendance. Furthermore, informing students that attending office hours is correlated with higher grades may incentivize attendance (Guerrero and Rod, 2013).…”
Section: Anticipate Student Questions and Start Providing Evidence-based Recommendations/advice To Get The Conversation Startedmentioning
confidence: 99%
“…Office hours can be re-framed as "student hours" (Harnish and Bridges, 2011) or "help hours" to encourage student attendance. Furthermore, informing students that attending office hours is correlated with higher grades may incentivize attendance (Guerrero and Rod, 2013).…”
Section: Anticipate Student Questions and Start Providing Evidence-based Recommendations/advice To Get The Conversation Startedmentioning
confidence: 99%
“…Similarly, Beattie and Thiele (2016) found that student-to-faculty connectedness was associated with positive academic student outcomes. In particular, small class sizes and students’ utilization of office hours have been found to promote connectedness between students and faculty members (Beattie & Thiele, 2016; Guerrero & Rod, 2013). We recommend that college counselors and student affairs professionals consult with faculty members, program coordinators, and academic advisors to structure academic environments that are conducive to faculty members forging trusting relationships with students.…”
Section: Discussionmentioning
confidence: 99%
“…Outside of class, students can conceivably cultivate relationships with faculty through office hours or informal “meet up” sessions. However, students do not attend them often enough to benefit, and faculty do not invest time in reaching out to students (Guerrero & Rod, 2013). Faculty also report having reduced personal contact and connection with their students compared with smaller classes (Biggs, 1999; Wulff et al, 1987).…”
Section: Challenges To the Hospitable Learning Space In Large Classesmentioning
confidence: 99%