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Answers to 11 Questions

By Bonni Stachowiak | January 6, 2020 | | XFacebookLinkedInEmail

Question mark spray painted

Recently, Katie Linder recommended on her blog that we answer 11 questions, which were inspired by Tim Ferris. They come from his book Tribe of Mentors: Short Life Advice from the Best in the World*. Here are Katie’s answers to the 11 questions, which I found so fun to read.

My Answers to 11 Questions

I thought I would try to tackle the questions for this week’s blog.

What is the book (or books) you’ve given most as a gift, and why? Or what are one to three books that have greatly influenced your life?

The book I’ve given most as a gift is Richard N. Bolles’s What Color is Your Parachute?* The reason I find it to be a valuable gift is that it gives graduating seniors a structure to use to stay focused on job hunting. While they are in school, we tell them when papers are due and when the exams are scheduled.

As they look toward graduating, they often lack a system to carry them through the transition. It also helps them gain the most leverage with the time they spend in the various job-hunting activities. Spoiler alert – sending out unsolicited resumes won’t produce much fruit, as compared to relying on relationships.

The book that has influenced my leadership approach is Peter Block’s The Empowered Manager*. It also happens to be in second place for the book I have given as a gift most often. I view The Empowered Manager as an anecdote for burnout. Block proposes we have an inter-dependent relationship with our employers and transition from traditional hierarchical models.

I talk about this shift in my work life on Episode 208. I also share about it often on Dave’s (my husband’s) podcast: Coaching for Leaders.

What purchase of $100 or less has most positively impacted your life in the last six months (or in recent memory)? 

I purchased an annual subscription for the Full Focus Planner from Michael Hyatt*. I bought it prior to recommending it on Teaching in Higher Ed episode 290 and before Dave and I entered into an affiliate relationship sharing about the planners with our podcast communities.

Full Focus PlannerOne of the many practices recommended in the planner is to identify a big three for each day. What are the three things I will focus on completing, beyond everything else that comes up? This has seriously helped me focus, in addition to making sure I am realistic about what a day may entail. For example, when I teach (once a week for three hours) – that is entered as one of my big three. I try to keep the other two wins as smaller items since teaching really does take up a big part of my Mondays.

Here’s another thing I really like about the Full Focus Planner* (well, it is really four planners, since the subscription gets you one planner for each quarter of the year). It is made with care and is such high quality. It has two bookmarks that can be used to save places you want to access frequently. It has an elastic band to keep it closed when you’re not using it. Unlike every other planner, it stays wide open on my desk when I am using it, which I didn’t realize I would appreciate so much until I was able to contrast it to other planners I’ve used.

How has a failure, or apparent failure, set you up for later success? Do you have a “favorite failure” of yours?

It is a story that I don’t like to talk about very much. The transition was such an awful time in my life. I was laid off after 11 years working for the same company. I had earned a steady-and-growing paycheck for more than a decade. Living with unpredictable streams of revenue was challenging for me (it still is).

The reason I decide to talk about it, despite it not always being my favorite story to tell, is that these seasons can bring about shifts in our lives that we eventually find to be even more suited to our strengths and passions. William Bridges wrote a book called Transitions: Making Sense of Life’s Changes*, that is very good on this topic.

For those of you who have read it – let’s just say it was a ride of a lifetime in the neutral zone.

Bridges also has a wonderful leadership book on the topic of change called: Managing Transitions: Making the Most of Change*. I have been revisiting it recently, after having been promoted to dean at my institution.

If you could have a gigantic billboard anywhere with anything on it — metaphorically speaking, getting a message out to millions or billions — what would it say and why? It could be a few words or a paragraph. (If helpful, it can be someone else’s quote: Are there any quotes you think of often or live your life by?)

One message I would love to see get out to millions of people would have to do with worry. Dale Carnegie prescribed a method for this in his book: How to Stop Worrying and Start Living*.

It begins with a counter-intuitive step of imagining what the worst thing that could happen is… Once that beast has a name, it is easier to put it into perspective and begin to move to step two.

Next, we prepare to accept that worst thing. When I bought my first house, I was troubled by doing this alone. I thought you were supposed to be married when you made that kind of a purchase. My husband is glad I took the risk back then and also realized how empowering it can be to own your own property as a single person.

My Mom had me brainstorm what the worst thing that could happen if I took the plunge. The big fear was that I might lose my job and wind up needing to live with them for a few years, until I was back on my feet. I never wound up needing to do that, but it truly didn’t seem like such an awful outcome, all things being equal. Preparing to accept the worst allowed me to feel more confident in making the decision to purchase the home.

Finally, Carnegie recommends taking steps to avoid needing to accept that worst outcome. In my case, I could have an emergency fund, which would allow me to carry through difficult financial times, should they come along after committing to a 30-year mortgage.

How to Stop Worrying and Start Living* has a lot of other practical approaches we can use to put worry on the back burner. Even though it was written all those decades ago, Carnegie’s advice still rings true.

What is one of the best or most worthwhile investments you’ve ever made? (Could be an investment of money, time, energy, etc.)

The Productive Online and Offline ProfessorI invested a lot of time and money in setting up a productivity system that I can trust.

By that, I mean that I know that things won’t fall through the cracks, unless I am aware of them and decide to renegotiate my commitments and focus on them at a later time.

If you are interested in my approach and the tools I use, consider pre-ordering my forthcoming book:

The Productive Online and Offline Professor*

What is an unusual habit or an absurd thing that you love?

I don’t think I have any unusual habits. One thing that amuses people is that I do enjoy the smell of manure. It reminds me of getting to go to horse camp as a young person.

I stayed for two weeks and was able to take care of “my own” horse during that time. I have such fond memories of those experiences and am reminded of them whenever I come across that scent.

They built some new houses near where we live that backed up to a horse ranch recently. We do not, by any means, live in a rural area, but there just happen to be some equestrian properties in the town we drive through often to take our kids to school.

I thought it would be so cool to get to take in that smell every day. Fortunately, more practical minds prevailed and we still live in the same place we did before. It was better for a whole host of reasons, not to mention that no one else that I know has that same fondness for manure smells.

In the last five years, what new belief, behavior, or habit has most improved your life?

One of the practices we have really had to hone these past five years around here is having a place for everything. With two kids, ages five and seven, there are always a lot of “things” coming and going. It seems like every weekend, there’s a kids’ birthday party, resulting in some kind of goody bag coming home.

My work generates a lot of paperwork and I strive to convert all of it to electronic form. Whenever I find things getting cluttered, it is almost always because whatever things are sitting out don’t have a place where they belong.

What advice would you give to a smart, driven college student about to enter the “real world”? What advice should they ignore?

I try to avoid using the phrase “real world” when talking to smart, driven college students. I used to say that, but found that it could come across as patronizing, as they tend to perceive that they already are living in the “real world” and for me to think otherwise is insulting.

In general, I find that many recent alums have challenges managing their time and their money upon graduation. Jane Bryant Quinn’s book on Making the Most of Your Money Now* is more than ten years old, but still contains the best advice I’ve ever received about money. As for managing their time, I recommend David Allen’s Getting Things Done*.

Advice they should ignore is to do something they love. Yes, find meaning in your work. But early in our careers, we can have unrealistic expectations about the first few years and what that experience will be like, that it can actually hold us back from experiencing authentic joy in our lives.

More on this can be found on episode 54 in my conversation with Jonathan Malesic (who is far more eloquent on this topic than I’ll ever be).

What are bad recommendations you hear in your profession or area of expertise?

A lot of bad recommendations stem from not trusting students. When we focus our pedagogy and systems on catching people who might be cheating, or may not be working to their fullest extent or capabilities, we lose the greatest things teaching has to offer.

Here are some reflections on trusting our students on Hybrid Pedagogy by Amy Hasinoff.

In the last five years, what have you become better at saying no to (distractions, invitations, etc.)? What new realizations and/or approaches helped? Any other tips?

My biggest advice on saying no is recognizing that with every no answer you give, you are freeing yourself up to say yes to something more directly related to your priorities, dreams, and sense of meaning.

Greg McKeown’s book, Essentialism: The Disciplined Pursuit of Less*, provides lots of practical approaches to use in saying no. I don’t take it quite as far as what he recommends, but have heard his words echoing in my years for long enough to affirm what a difference reading his book made for me in my life.

I would also recommend reading some of Michael Hyatt’s posts on saying no, as they are quite helpful.

When you feel overwhelmed or unfocused, or have lost your focus temporarily, what do you do? (If helpful: What questions do you ask yourself?)

I have an app I have been using over the last couple of months called Focus I use to block applications and websites that have the potential to distract me while I’m working. I set it for a certain amount of time (usually 50 minutes) and it redirects me, if my mind starts to wander and so do my mouse and keyboard.

I am also such a big fan of walks. My friend and colleague, Shannon, and I walk together on almost a daily basis. This time helps us have greater energy and focus when we return. Also, it is almost like having short meetings together, daily, to catch up on work stuff. We are in the same department and always have lots to talk about and strategize on.

Your Turn

If you wind up answering the 11 questions, I would love to see your post. Alternatively, feel free to share your answer to just one of the questions with me.

Photo cred: Evan Dennis on Unsplash

* denotes affiliate links

Filed Under: Productivity

Top 19 Episodes in 2019

By Bonni Stachowiak | December 30, 2019 | | XFacebookLinkedInEmail

Sparkler - decorative

It’s been quite a year for Teaching in Higher Ed. We celebrated one million downloads of the podcast with episode 250 and a profile in The Chronicle of Higher Education. In May, EdTech named the podcast (and me) in their list of 30 Higher Education IT Influencers. I was able to share about podcasting in higher education in an interview with PUPN Magazine’s Rachel James Clevenger.

2019 brought another set of expert guests to the podcast. I have learned so much from each person who has joined me on the show and have enjoyed such rich interactions with many members of the listening community throughout the year.

Top downloaded 19 episodes in 2019

19 | Episode 250 | One in a Million | Bonni and Dave Stachowiak

18 | Episode 244 | Create Online Mashups that Ignite Curiosity | Michael Britt

17 | Episode 248 | Surveying Social and Open Learning | Debbie Baff

16 | Episode 245 | The Fullness of Our Humanity as Teaching and Student | Terri Jett

15 | Episode 259 | Intentional and Transparent Assessment | Natasha Jankowski

14 | Episode 272 | Inclusified Teaching Evaluation | Viji Sathy and Kelly Hogan

13 | Episode 247 | Reclaiming the Narrative on the Value of Higher Education | Eddie Watson

12 | Episode 255 | AHSIE Conference Reflections | Bonni Stachowiak

11 | Episode 269 | Removing Learning Barriers with Universal Design for Learning (UDL) | Jennifer Pusateri

10 | Episode 249 | Mindset, Metacognition, and Math | Silvia Heubach

09 | Episode 271 | The Missing Course | David Gooblar

08 | Episode 273 | Engaging Learners in Large Classes | Bonni Stachowiak

07 | Episode 251 | Annotating the Marginal Syllabus | Remi Kalir

06 | Episode 252 | Ownership, Equity, and Agency in Faculty Development | Maha Bali and Autumm Caines

05 | Episode 253 | Spaces and Places (and Nudges) | José Bowen

04 | Episode 256 | Creating Wicked Students | Paul Hanstedt

03 | Episode 263 | Recipes for Effective Teaching | Elizabeth Barkley

02 | Episode 254 | Stop Talking, Start Influencing | Jared Horvath

01 | Episode 258 | Paying the Price | Sara Goldrick-Rab

2020 Focus

As I think about what to focus on for Teaching in Higher Ed in 2020, here are three top-of-mind ideas:

Experiment with ways to extend the reach of the podcast

I can’t write too much about this yet, as we are in the early stages of planning. Let’s just say that 2020 will mean that Teaching in Higher Ed goes on the road at least once – to join an event I have always wanted to attend.

I received an invitation I just couldn’t pass up, so we are starting to make plans for how to record remotely and capture some powerful stories and pedagogies. I will share more as we finalize our plans.

Continue to connect with a diverse group of expert guests

In 2019, we had two significant partnerships that helped us do this even more than in past years:

  1. The California State University partnered with us on a series of episodes on faculty innovation and leadership.
  2. ACUE continued providing us with recommended guests on a monthly basis, as they had done in prior years.
  3. Members of the Teaching in Higher Ed community used the online form to recommend guests, and also provided suggestions via the Teaching in Higher Ed Slack Group. We also have a Trello board which I open up to completionists – who have listened to every episode of the podcast – for them to make more targeted suggestions. 

As I look through the back catalog of episodes, it is exciting to see that we addressed a rich array of topics throughout the year and contributed to the broader conversation about pedagogy in a higher education context. 

Continue to find ways to defer the cost of producing the podcast

Producing Teaching in Higher Ed has proven to be a costly endeavor. We now own professional podcasting equipment both for our home studio, as well as the one I've set up at my work – so I have more flexibility in when I can conduct interviews. There are web hosting fees, podcast editing, podcast production, and transcript costs. We work on finding creative ways to defer some of these costs, to make the podcast more sustainable over the long haul. 

These methods currently include:

  1. Doing paid speaking events to the tune of around 4-5 times per year – find out more on my speaking page. You can also check out the resource pages for all my prior speaking events via the all-speaking page. 
  2. Taking on paid sponsorships that align with products and services I would otherwise recommend word-of-mouth – find out more on the sponsorships page. I am projecting that we will have 2-3 sponsorships per month in 2020, though I would love to increase this even more to have a sponsor for each episode that airs.
  3. Using affiliate links for the books and other products that get recommended on the various episodes. If you’re interested in seeing some of these items, they are consolidated on the recommendations page.
  4. ACUE has started sponsoring the transcripts for each episode, which has helped us be able to continue to provide these resources without having to take the costs on, ourselves.

I have been considering starting a Patreon page for a couple of years now, but haven’t ever taken the plunge. I have enjoyed supporting two people who use Patreon to support their work: Alan Levine and Audrey Watters. Even though my donations are quite minimal, it feels good to know I’m contributing to the larger picture of them being able to continue doing what they do. I may launch a Patreon page in 2020, but am going to hold off for a bit to focus more on the bigger priorities for the start of the year.

Thanks for reading down to the end of this post. If you have a favorite episode from 2019 (or any year, really), I would love to hear about it.

Photo cred: Jamie Street on Unsplash

Filed Under: Resources

Celebrating the Decade

By Bonni Stachowiak | November 27, 2019 | | XFacebookLinkedInEmail

Confetti

I have enjoyed seeing various members of the higher education community write about what has happened in their lives over the course of this last decade. I'm inspired to share some of what has transpired in my life these past ten years.

ACADEMIC PROMOTION. I received tenure early in the decade, as well as promotion to associate professor. As we near the end of this ten-year period, I'm applying for full professor. Those of us who submitted our portfolios won't find out until 2020 the results of our applications.

Stachowiak kids

CHILDREN. After more seasons than I feel like counting, we finally were able to have our first child in 2012 – and then two years later, had a second. Our children are one of the absolute joys of my life.

Sample episodes of Teaching in Higher Ed

PODCAST. In June of 2014, I started the Teaching in Higher Ed podcast, thanks to a lot of nudging from Dave. Nothing has shaped my teaching more than these opportunities to speak to amazing educators from around the world.

LOSSES.  Three of my colleagues passed away from cancer during this period. I can still feel the weight of the grief ever-present in our community. Mary Wilson (librarian) introduced me to writers and thinkers who helped me be able to better integrate my politics with my religious beliefs. Sheri Benvenuti had such a powerful blend of humor, grace, and strength. Elizabeth Leonard had a tremendous capacity to find interdisciplinary ways to extend her research on women who had been incarcerated for defending themselves against abusive husbands. She wouldn't hold back in sharing her perspectives on things, but would transition the conversations back to action with her use of the word: nevertheless… Yes, these are the challenges we face, but nevertheless… Then, we would get back to the work.

CHANGE OF FOCUS. I took on an administrative faculty role a few years back: director of teaching excellence and digital pedagogy. Leadership at the time had wanted me to become the institution's director of online learning, but I wasn't interested in a role that targeted only one way of facilitating learning. However, when I shared a broader vision for what role I would like to play at the institution, they decided to change the focus.

Stachowiak family with Canvas Panda mascot

PARTNERSHIP. Dave and I have had our relationship continued to grow and evolve. I love watching him as a parent and how well he cares for our kids. I also enjoy that even after almost 15 years of marriage, I still look forward to talking with him about things we're passionate about. Some of those conversations even get recorded on his podcast – Coaching for Leaders Q&A episodes.

Speaking engagement at Sam Houston State University

SPEAKING. I started doing more keynote speaking and workshops in 2017. I'm thankful for each organization that has trusted me to come in and share stories and inspiration toward better teaching. I even drove through a snowstorm in Nebraska and learned that there are not-one-but-two convention centers in Miami.

EdSurge Column Graphic

WRITING. I also was paid for the first time to write something. EdSurge launched my monthly advice column in 2018. Toward Better Teaching: Office Hours with Bonni Stachowiak helps me connect what I've learned through hosting the podcast and in my own higher ed teaching these past 15 years with my goal of serving others and giving back. I'm also thankful for the opportunity to be guided through all of this by the ever-capable Jeffrey R. Young, senior editor at EdSurge.

PROMOTION. In August of 2019, I became the dean of teaching and learning at Vanguard University. I continue to lead our Institute for Faculty Development, but I am also overseeing the people who lead our library, student success initiatives, and academic resource center. We are just starting to dream together about possibilities, but I can say that there are great things in store as we work to serve our students and faculty even better than we do today.

BOOK. It looks like it probably isn't quite going to happen in this decade, but in early 2020, The Productive Online and Offline Professor will be released. The work that we do as professors is essential, yet there can often be the sense that there just isn't enough time to do all we want to accomplish. This book seeks to identify those areas where we can identify our priorities and focus on the most essential areas to focus on. I also share ways to save time on the seemingly small stuff, to give us greater freedom to be more fully present for our students and other people who are important to us.

Please consider pre-ordering your copy today, so it gets to you right away once it gets released early in the year.


Thanks for joining me in revisiting this past decade with me.

These past few months have brought some fun speaking engagements and presentation opportunities. Here are just a few links to resources from those talks that may be of interest to you:

  • Leverage Social Media to Extend and Express Your Teaching and Learning Center's Values, Katie Linder + Bonni Stachowiak at the POD Annual Conference
  • Igniting Our Collective Imagination at Sam Houston State University's Teaching and Learning Conference
  • Productive Productivity at Sam Houston State University's Teaching and Learning Conference

If any of you have tweeted, blogged, or otherwise shared about what has transpired for you over the last decade, I would love to read your reflections.

 

Filed Under: Productivity

What to Do Instead of Asking for Questions

By Bonni Stachowiak | November 15, 2019 | | XFacebookLinkedInEmail

Packed suitcase

I tend to still feel nervous when I travel. When I was in my twenties, I took a trip to London. Somehow, in the fog of the morning packing, I had left all of my nylons (back when they were often considered essential business wear for women) and every single pair of underwear for the trip, sitting on my bed in my apartment.

As most of you who have travelled will realize right away, the story has a happy ending. As Dave tries to gently remind me, even all these years later, “They have stores where you’re going. You know you can always buy things.”

It was a bit more difficult procuring my items back then, however. I first had to discover that I would need to learn that what I was actually searching for was referred to in that region as knickers and tights. The new language helped a lot. Plus, I got to discover the amazing place that Herrod’s is… and buy some items that I never would have found back home.

When students first come on our campuses, they have a whole set of vocabulary to learn, as well. Especially for those who are the first in their families to attend college, there will be strange social norms to adapt to and words to discover related both to their academic disciplines and higher education in general.

Three of my colleagues and I are in the process of earning a Hispanic Serving Institute teaching certificate from ESCALA. The founder of ESCALA, Melissa Salazar, was on episode 264 to provide us with an overview of the various ways to serve our Hispanic students. On November 27, Janue Johnson, who I met at the ESCALA training will join me to share about our respective experiences and ongoing learning.

One of the activities we did following the training was to video ourselves teaching and use a teaching self observation instrument to denote what was happening in the class at the time. We indicate who was talking during each two minutes of the recording. During those short durations, we attempt to categorize what is happening. Are non-rhetorical questions being asked? Are students discussing a topic?

While there are always things I want to improve each time I observe my teaching, I did walk away from the analysis feeling good at the fact that it was fairly even between who was talking: me or the students, with a slight bit more of the words being said by the students.

It pleased me that they seemed so comfortable to ask me what I meant by something, or to probe for me to share more. We were debriefing a speaker event that we had attended the week prior. Everyone had something to share, something that was made evident as I listened to the conversation pop back and forth between us and as noted on the classroom observation instrument that each student had made at least one substantive comment during the discussion.

I was meeting with a couple of students the other day who are planning a series of events. I inquired as to whether or not they have thought about serving refreshments. One of them stopped to tell me that she wasn’t familiar with the word refreshments. It was just like my early years of professional work when someone said they were going to have some libations… I enjoyed how easy it was for her to stop me to clarify the meaning and thought about how much more learning happens when we are comfortable enough to ask.

Some people try to create that same type of comfort level for people get clarification on a term or concept whenever they need it by periodically stopping to ask if anyone has any questions. In my experience, this technique doesn’t work very well. It’s only in the immediate moments of misunderstanding that we have the greatest opportunities for people to inquire. If I wait to ask who has questions, I have probably missed the moment that someone actually did want to ask something.

Instead, I work to reduce the power distance in my classes. Sometimes that can mean re-arranging the chairs into a more conversational structure, with no real front of the class. It can mean leaving room for silence and other voices besides mine. Much of the time, it means not taking myself too seriously, but placing that focus on the students and the learning.

I don’t get it right every time. Just like when I pack for trips, I still forget things. I’m sitting in my hotel room in Pittsburgh at the POD conference realizing that while I have my winter jacket here, I neglected to bring any long sleeved shirts or any kind of a sweatshirt.

When we mess things up, it’s time to get creative. Our students appreciate our transparency and what these experiences teach them about handling failure. And when we’re in a cold hotel room with just a bulky winter coat to protect us from the cold, marble top of the room’s desk, we can always wear the hotel room’s robe over our clothes and thank goodness for those long sleeves.


While it probably hardly seems like the right time for me to be dolling out advice, here are a few travel-related resources:

  • Episode 261 on Productive Travel
  • Pack it Up blog post (I still really recommend the Pack Point app)
  • Tools for Travel (This is one of those posts that has gold in the comments section – thanks especially to Robert Talbert. Also, I started paying for the pro version of TripIt and have found it to be totally worth it.)

Photo credit: Brandless on Unsplash

Filed Under: Teaching

How to Get Students to Join You for Office Hours

By Bonni Stachowiak | November 13, 2019 | | XFacebookLinkedInEmail

This article on How to Get Students to Join You for Office Hours was originally posted on the EdSurge website and is reposted here with permission. It is part of the guide Toward Better Teaching: Office Hours With Bonni Stachowiak. You can pose a question for a future column here.


Dear Bonni,

I work at a small institution, where the professor/mentor relationship is paramount. I know how essential it is to have students come see us during office hours, but my students just aren’t coming to visit. How do I get more of them to utilize that time with me?

—Sitting alone during office hours, anonymous


The irony isn’t lost on me that I am about to answer a question about getting students to come to office hours, when I can only remember making an attempt to do that twice in my own college years. Once, the professor wasn’t there, so that story ends with me leaving and never giving it another go.

The other example involved me actually coming face-to-face with someone I was very afraid to talk to. I was failing microeconomics and wasn’t sure what to do. One of my roommates was tutoring me, and she suggested that I stop into the professor’s office hours to get a bit more direction.

I still remember the stern look on his face. His eyes were crinkled up. His disappointment seemed so evident. “What did you say your last name was, again?” he asked. After my response, he got up from his desk and told me to follow him. He went to a large file cabinet in a back hall and removed some kind of notebook from one of the drawers.

As he sat back down, he sighed deeply. He asked what my Dad’s name was and if he had gone to the same school I was attending. (He had.) The professor then shared that my Dad had been his student and in fact had even been selected as the business student of the year in the late 60s.

While I was glad to know that about my Dad, I don’t recall getting any new insights about economics during my visit. Fortunately, my roommate’s help continued and I managed to pass the class. I never visited another professor during their office hours. It never occurred to me that it was part of their job. Or that some of them might actually enjoy the experience. Yet, here I am to offer a few suggestions of some approaches to try that might have brought me back for more when I was in college.

Start with Small Steps to Set the Stage

This first set of ideas fall into the category of what I will call Setting the Stage. None of these approaches require getting permission from anyone to try them out. These small steps can help more students benefit from the experience of office hours.

Be Welcoming

One of my colleagues, Roger Heuser, a professor of leadership studies at Vanguard University, regularly invites people to join him in his office for tea. He has a box of all these different types of teas from around the world and a set of fancy teacups. The whole experience has left me feeling like our conversation was the most important thing to him in those moments and that the time was sacred. No incoming text messages interrupted what either of us had to say. I felt welcome and affirmed.

The idea of doing something unique that shows a student we care and are here to support them helps a lot.

I have been meaning to attempt to replicate this same tea experience in my own office hours. However, I have only gotten as far as trying to find some good teacups on Amazon and considering purchasing a wooden box for a tea collection. Instead, my attempts at being welcoming involve leaving my door open during office hours, giving a warm smile and greeting the person, and moving out from behind my desk to a different seating area for conversations with students.

Show Transparency

The Transparency in Learning and Teaching (TILT) project encourages professors to help students understand how they learn and pull back the veil on the teaching and learning process The model advocates using a three-part approach to transparency. Each assignment should have a clear purpose, a description of the task, and associated criteria for how the work will be graded.

We should bring that same emphasis on transparency into office hours. Be clear with students about the purpose of office hours in the syllabus and each time an invitation is extended to join you. Establish a clear and easy sign-up process. Finally, communicate what students can expect when they decide to take advantage of office hours with you.

Structure Time for Scaffolding

Consider encouraging students to use office hours as a time to “scaffold” assignments. Just as scaffolding is used in physical construction to hold the structure up as it is being built, the office hour can be a place for students to bring in their work for input before it is complete.

For instance, if you have assigned a paper, invite students to come into your office with an idea and a brief outline, so you can talk through it together.

Some professors require this as a component of an assignment, though I would caution against using coercion too heavily, as you are trying to give the perception that office hours are inherently valuable. Otherwise, you are just building in another box students feel they are required to check.

Invite Groups

It can also help to welcome groups of students into office hours. This often results in students feeling less fearful when they are in the room with others they perceive to be in similar situations. If a student is struggling in your class, it can be helpful to realize there are others also having challenges learning the material.

Or Try These Bigger Ideas

These next set of possibilities may not be common practice yet, so you may want to talk with colleagues about how to experiment with these options while still fulfilling the requirements at your institution.

Go Virtual

Stefan Still, an associate professor of chemistry at the University of Washington, has shared previously on EdSurge about his success at taking his office hours online. He has been skeptical about bringing technology to teaching, out of concern that it can bring too much focus to impersonal aspects of teaching. However, he has found that having students join him virtually for office hours has extended his reach beyond what was possible with in-person meetings.

Another advocate for the power of virtual office hours is Zhaoshuo Jiang, assistant professor of civil engineering at San Francisco State University. On an episode earlier this year of the Teaching in Higher Ed podcast, he indicated that, “The main goal of teaching is not only to help the student inside the classroom, but also outside the classroom.” He invites his students to set appointments using the YouCanBook.me scheduling service, allowing them to not just select a date and time preference, but also to specify whether to meet in person or virtually.

Eat, Walk, Move

It can be quite helpful to remove ourselves from the office part of office hours altogether. Viji Sathy, a teaching associate professor and program evaluator of chancellor’s science scholars at the University of North Carolina at Chapel Hill, encourages us to be more inclusive in how we approach office hours by using different formats, times and locations. She gets herself in the contexts in which her students spend their time, instead of expecting them to come to her. She shared these approaches on her website, and also discussed them on an episode of the Teaching in Higher Ed podcast.

Get Yourself a Robot

At San Francisco State, Jiang has gone even further to shake up his office hours. He literally has a robot set up and ready for students to use during their virtual visits. He uses the Double 3, a two-wheeled robot that can be controlled by students via an app on their phone. It’s essentially a gimmicky way to do a video chat, with the webcam attached to the robot so that students can change their view by moving the robot around the office as they converse.

Yes, for the vast majority of us, a robot is probably not in the picture. However, the idea of doing something unique that shows a student we care and are here to support them helps a lot.

Whether you welcome someone in for a cup of tea, or meet them in the library for a chat, office hours can make a world of difference for our students.


Photo credit: Christopher Gower on Unsplash

Filed Under: Teaching

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