"Office Hours are Kind of Weird": Reclaiming a Resource to Foster Student-Faculty Interaction
Office hours reserve time and space for student-faculty interaction, a benchmark for engaging students in educationally purposive activities. Our study finds a mismatch between the institutionally intended purpose of office hours and student perceptions of office hours. We examine student perception...
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| Main Authors: | , , , , |
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| Format: | Book |
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Park University,
2017-08-01T00:00:00Z.
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| 042 | |a dc | ||
| 100 | 1 | 0 | |a Margaret Smith |e author |
| 700 | 1 | 0 | |a Yujie Chen |e author |
| 700 | 1 | 0 | |a Rachel Berndtson |e author |
| 700 | 1 | 0 | |a Kristen M. Burson |e author |
| 700 | 1 | 0 | |a Whitney Griffin |e author |
| 245 | 0 | 0 | |a "Office Hours are Kind of Weird": Reclaiming a Resource to Foster Student-Faculty Interaction |
| 260 | |b Park University, |c 2017-08-01T00:00:00Z. | ||
| 500 | |a https://doi.org/10.46504/12201701sm | ||
| 500 | |a 1933-4850 | ||
| 500 | |a 1933-4869 | ||
| 520 | |a Office hours reserve time and space for student-faculty interaction, a benchmark for engaging students in educationally purposive activities. Our study finds a mismatch between the institutionally intended purpose of office hours and student perceptions of office hours. We examine student perceptions of office hours with results from a survey administered at a public research institution. We conclude that it is necessary for institutions - large public research institutions, particularly - to do more to demonstrate to students the value for interacting with faculty and to consistently support the development of relationships between undergraduates and those who teach them. | ||
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| 690 | |a Special aspects of education | ||
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| 655 | 7 | |a article |2 local | |
| 786 | 0 | |n InSight, Vol 12, Pp 14-29 (2017) | |
| 787 | 0 | |n https://doaj.org/toc/1933-4850 | |
| 787 | 0 | |n https://doaj.org/toc/1933-4869 | |
| 856 | 4 | 1 | |u https://doaj.org/article/e9235d2fb21e4867a5eb5db2f99c710b |z Connect to this object online. |