Looking through my course syllabi this semester, I noticed one significant change from past semesters: office hours. From my experience, many professors now hold office hours online and strictly by appointment. While this shift may streamline scheduling for professors, it reduces the accessibility of office hours that most Tulane University professors promise prospective students. According to Newcomb-Tulane College’s Student Success team, attending office hours is one of the most important steps students can take to make the most out of a course.

Office hours are a chance for students to establish a personal relationship with their professor while receiving timely help on coursework. Typically, professors set aside a weekly, two- to three-hour block where students drop into a professor’s office without scheduling. These drop-in hours allow students to ask questions, build connections and maximize their learning experience.

Consistent, “open house” style appointments make it easier for students to meet with professors. I enjoy this format because dropping in casually feels low-pressure and allows me to ask quick questions without the weight of a set time. This structure feels more casual and less intimidating to students. By requiring students to reach out to their professors and schedule a specific time, students might feel discouraged, viewing the process as more formal, stressful and unnecessarily time-consuming.

Online office hours can hinder the personal aspect of meeting with a professor. I find that I am more likely to express confusion and ask follow-up questions in-person. Face-to-face conversations are often more helpful, and students lose the trust and rapport that only come from real conversations when screens replace seats across a desk. In-person meetings allow students to build stronger relationships with professors, ask follow-up questions more naturally and feel more comfortable seeking clarification without the awkward pauses or technical issues common to virtual platforms. This direct interaction also helps professors recognize a student’s needs or struggles, something that may not be noticeable through a screen.

However, virtual office hours do offer convenience, particularly for students living off-campus or juggling multiple commitments. Requiring appointments helps professors manage their time more efficiently and ensure meetings are purposeful. These changes give students more freedom in when and where they schedule a session. The question is whether this convenience outweighs the relationships and trust built during in-person conversations.

Meeting face-to-face makes a significant difference in student learning and connection. As a student, I feel significantly more supported by professors and faculty after an in-person conversation versus a screen-based one. Virtual accessibility has its place, but it should not be the only option. Instead, a hybrid approach of maintaining a regular in-person block while supplementing with online appointments would best serve both professors and students.