Virtual Office Hours - The Wave of the Future
Last year, I took the first course in the University of Ottawa’s Certificate in Undergraduate Teaching program. Although I have not yet completed the second course or practicum due to scheduling conflicts, the first course alone has had a huge influence on how I’ve taught my Popular Culture course.
The first time I taught a class, I relied on lectures, multiple choice exams and essay-style assignments. What the Certificate in University Teaching has taught me (so far!) is that while these are valuable tools to have in your teaching tool box, they aren’t the only ones available and using them should be strategically connected to the learning outcomes and objectives that you want to achieve.
The second class that I built, I built with this in mind. I used a variety of different assessment tools, from multiple choice quizzes to poster board presentations to a group research and video assignment. I tried to emphasize skills development and intellectual curiosity above all else. I also included rubric-building, to create ownership and vested interest in the assignments. This diverse and inclusive approach meant, as an instructor, being flexible with assignments and being open to the unexpected.
Most recently, this course led me to host my first-ever virtual office hours! I already take part in many meetings via Skype and Zoom, and with packed schedules and commute time, virtual office hours are a no-brainer. I picked a time, reserved a virtual room (with Zoom) and enabled features that would make the call work like real-life office hours - the waiting room feature was key, it allows students to “knock” on the door and means that you can meet with one student at a time. Although I only had one student attend, I consider this a success! Yes, it might mean being available more often but it recognizes that we all have competing demands for our time and schedule (Bonus: I was also able to get work done while waiting for students from the comfort of my home).
Programs like the Certificate in Undergraduate Teaching are crucial for providing young academics and professors with the tools and skills to engage students in the classroom. These lessons and strategies should also be shared with senior, tenured professors - they provide a nuanced way of thinking about teaching and learning, that recognizes that essays, lectures, and multiple choice exams are not necessarily the best mechanisms for knowledge or skill development. They also recognize that today’s students need and want more flexibility and more opportunities for personal and intellectual growth.
