Among post-secondary populations, a sense of belonging has been positively associated with higher levels of drive, motivation, engagement and academic self-efficacy (Freeman, Anderman & Jensen, 2007) Instructor encouragement of student participation and interaction, as well as students’ perceptions of their instructor’s warmth and organization, are positively linked to students’ motivation and achievement (Freeman, Anderman & Jensen, 2007; Patrick et al., 2001).
Office hours “represent the institutional commitment to student-faculty interaction” and is regarded as one of the best practices in undergraduate education (Smith et al., 2017, p. 14). Positive out-of-class interactions with faculty have been shown to benefit sense of belonging as well as student wellbeing and academic achievement (Bowman, 2010; Glass et al., 2015; O’Keeffe, 2013).
Promising Practices
Selected References and Measures
Go Further
Recommended Citation: Health Promotion & Education, UBC. (2019). Fostering academic tenacity: Connection Through Office Hours. Retrieved from: wellbeing.ubc.ca/wble
We gratefully acknowledge the financial support for this project provided by UBC Vancouver students via the Teaching and Learning Enhancement Fund.