(198) UnOffice Hours: Reimagining Community, Accesses, and Connection in a Large Team-Taught Class

Objective : Barriers have been identified which prevent student utilization of traditional office hours: apprehension approaching instructors, a desire not to bother instructors, and concern for consequences following interactions. It is shown that instructor-student interactions are beneficial to both parties. Our solution was to redefine how office hours are delivered in large teaching team courses. The goal of the study was to assess students’ adoption of UnOffice hours, their motivation for attending, and increase sense of community in the college.

Methods: UnOffice hours occurred complimentary to students’ schedules. Specific college resources or instructors were invited, depending on the course content, expectations, and schedule of the week. Attendance was not required with no specific agenda. A series of IRB approved surveys (both day of exit tickets and end of course surveys) were collected to assess student perceptions and engagement.

Results: 100% of exit-tickets responded “yes” to “Did attending UnOffice hours today meet your needs?” and indicated interacting with at least one faculty member. 86% of participants marked intention to return. The most common reasons reported for attending UnOffice hours included connecting with instructors/staff (10) and reviewing course material (11). There were 125 responses for the end of course surveys, with “lack of time” and “poor scheduling” being the most common explanations for low participation.

Conclusions: Students reported positive experiences with UnOffice hours , addressing our goal of building community and connecting with instructors. Students articulated the purpose of this intervention, even when not attending themselves. A more consistent or planned schedule, or unique incentives, may encourage student attendance. Investigators continue to work towards a more accessible and meaningful model for students and faculty interaction.