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Office Hours in the Age of AI: The Power of Human Connection

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[Guest post by Christine Solan, Teaching and Training Specialist, Biology, Johns Hopkins University]

someone's hands at a laptop prompting ChatGPT
Over the past year, many instructors and teaching assistants (TAs) have been asking what office hours mean now that students can get instant answers from AI. The more this question is explored, the clearer it becomes: even with continuous advancements in AI, the human elements of teaching are more important than ever.

AI can generate responses, but humans build thinkers. Humans can help students feel seen, capable, and connected to a discipline. That distinction is especially visible – and fragile – during office hours.

The Problem Behind the Problem

Office hours have long been underused. Hsu et al. (2022) showed that students often view office hours as narrowly useful and face real psychological barriers such as fear of looking incompetent, uncertainty about expectations, and the belief that asking for help signals weakness. In newer work (Hsu et al., 2025), first‑year STEM students describe office hours as intimidating or unclear, even when they know the sessions could help.

At the same time, students increasingly turn to generative AI as their first stop for academic support. Chatzopoulos et al. (2026) found that AI tools have become part of students’ everyday learning practice for things like clarifying concepts, preparing for exams, and smoothing out the friction of studying.

Put these findings together and the situation becomes clear: students aren’t avoiding office hours because they don’t need help, but because AI feels easier, safer, and more predictable. If office hours remain an unstructured drop‑in Q&A desk, AI will win every time.

The Human Advantage: What AI Can’t Replace

Instructors and TAs still offer support that AI cannot fully replicate:

  • Personalized guidance
  • Mentorship
  • Connection

These aren’t “extras.” They are central to how students learn to reason, ask bettergroup of students looking at laptop questions, and develop a sense of belonging in a learning community. AI can support learning, but it cannot replace the experience of being known, coached, and intellectually challenged by another human being.

This is why the human element of office hours matters more now, not less.

Moving Beyond the Help‑Desk Model

One way to keep office hours relevant is to think of them as structured, student‑centered learning experiences rather than troubleshooting sessions. The Stanford Teaching Commons (2023) reminds us that effective office hours require intentional facilitation, including clear expectations, active engagement, and inclusive practices. When instructors and TAs adopt these strategies, office hours can become spaces where students practice thinking rather than simply receiving answers, fostering the kind of learning and human connection that AI cannot reproduce.

Here are three shifts worth exploring:

  1. Reframe and Rebrand Office Hours

Students often don’t know what office hours are for; renaming them can help communicate purpose and value.
Examples include:

  • “Weekly Recap”
  • “Course Check‑Ins”
  • “Guided Study Session”
  • “Supplemental Course Assistance”
  • “TA Feedback Session”
  • “Collaborative Study Session”

A clear title communicates purpose. A clear purpose demonstrates value.

  1. Make the Value Explicit

Students need to hear – directly – why office hours matter.
Short, memorable value statements may help:

  • “AI generates responses. Office hours develop thinkers.”
  • “Students who connect, succeed.”
  • “When AI isn’t enough, conversation makes the difference.”
  • “Learn the why, not just the what.”
  • “Get ahead with tailored guidance.”
  • “Build deeper understanding for exams.”

These statements help students understand that office hours aren’t redundant with AI – they’re qualitatively different.

  1. Design for Interaction

If office hours are passive, students may be more likely to default to using AI. Making them interactive gives students a reason to return.
Effective strategies include:

  • Using peer‑to‑peer problem solving
  • Incorporating mini‑activitiesgroup of students sitting outside
  • Meeting in new or more inviting spaces
  • Integrating technology intentionally (e.g., games, collaborative tools)
  • Facilitating collaborative learning

These small design choices transform office hours from transactional to relational.

Why This Matters for Faculty

Faculty set the tone for how students perceive office hours. When instructors model and endorse structured, interactive office hours, students may be more likely to see them as integral to the course rather than optional support. Faculty also play a crucial role in helping TAs shift from “answer‑givers” to learning facilitators. When TAs feel empowered to design meaningful office hour sessions, they build leadership, communication, and coaching skills that serve them far beyond their time in the classroom. Students, in turn, benefit from office hours as welcoming, purposeful spaces that offer something AI cannot provide on its own: deeper learning through human connection.

The Future of Office Hours Is Human

AI will continue to evolve, and students will continue to use it. That only increases the importance of the relational, interactive, and intellectually generative work that happens both inside and outside of the classroom.

If we want students to become scientists, researchers, critical thinkers, and thought leaders – not just answer‑seekers – we can design office hours that cultivate curiosity, belonging, and the kind of thinking AI cannot do for them.

Office hours aren’t obsolete. They are an opportunity. With thoughtful design, they can become some of the most meaningful learning experiences we offer.

Christine Solan
Teaching and Training Specialist, Biology
Johns Hopkins University

Christine Solan is a seasoned education professional with extensive experience in curriculum design, training, and development. She holds an M.S. from Johns Hopkins University and a B.A. in Biology Secondary Education. In her current role as a Teaching and Training Specialist (TTS) in the Department of Biology at Johns Hopkins University, Christine focuses on enhancing the undergraduate classroom experience in STEM courses where TAs play important teaching roles.

Image source: Unsplash

References:

Chatzopoulos, A., Zacharia, P., & Kantaros, A. (2026). Generative AI in higher education: A large-scale study of student usage patterns, applications and motivations. Applied Sciences, 16(12), 5972.

Hsu, J. L., Holick, G., Green, R. M., Schwartz, E. B., & Rowland-Goldsmith, M. (2025). “Asking for help feels like a weakness”: Factors shaping first-year students’ expectations of STEM course office hours. International Journal of STEM Education, 12, 40. https://doi.org/10.1186/s40594-025-00561-3

Hsu, J. L., Rowland-Goldsmith, M., & Schwartz, E. B. (2022). Student motivations and barriers toward online and in-person office hours in STEM courses. CBE—Life Sciences Education, 21(4), Article ar68. https://doi.org/10.1187/cbe.22-03-0048

Kogler, A. & Cao, Y. T. (2023). Strategies for Office Hours and Review Sessions for TAs. Stanford University, Teaching Commons. https://teachingcommons.stanford.edu/news/strategies-office-hours-and-review-sessions-tas  ​

 

Contributions Beyond Grading: Why Teaching Assistants Matter More than We Often Acknowledge

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[Guest post by Christine Solan, Teaching and Training Specialist, Biology, Johns Hopkins University]

In  many classrooms, there is someone quietly shaping the learning environment in ways most students never notice—and most institutions never measure. We often talk about Teaching Assistants (TAs) in terms of tasks: grading, proctoring, helping labs or discussions run smoothly. But anyone who has taught a complex course knows that TAs often do far more than that. They help translate expectations, humanize the course, and create the small moments of connection that influence whether a student feels capable, welcomed, or overwhelmed. five students working at a whiteboard

Research in higher education has long shown that students’ sense of belonging, access to timely feedback, and perception of instructor approachability are among the strongest predictors of academic success. TAs often sit right at the intersection of these experiences. Students tend to see TAs as more approachable, more available for questions, and more attuned to the emotional ups and downs of learning. In large or fastmoving courses—where faculty are balancing significant teaching, research, and service responsibilities— a TA can be the person who notices confusion early, encourages a hesitant student, or reinforces the tone and expectations the faculty member has established. 

None of this replaces faculty expertise; if anything, it reinforces it. TAs are close enough to students to feel accessible, yet experienced enough to guide thinking, model disciplinary reasoning, and support the inclusive norms faculty work hard to cultivate. When TAs receive even a small amount of structure or guidance, their work becomes more aligned with course goals and the whole learning environment benefits. 

Because faculty carry the intellectual and pedagogical leadership of a course, the way they frame the TA role matters enormously. This doesn’t require major time commitments or extra meetings. Sometimes it’s as simple as sharing the “why” behindgroups of students in large lecture hall an instructional choice, asking TAs what they’re noticing in student questions, or clarifying the tone the faculty member hopes to set. These small moments of alignment can have an outsized impact on how effectively TAs support a course. 

When faculty choose to engage TAs as collaborators—even briefly—teaching becomes more reflective, course design more intentional, and students experience a more cohesive learning environment. Many faculty also find that this partnership lightens the cognitive load of managing a complex classroom, allowing them to focus more fully on the aspects of teaching that require their expertise. 

TAs do not simply help faculty teach; they help faculty reach—reach more students, more consistently, and with greater humanity. They are part of the hidden architecture that helps make excellent teaching possible. When faculty include TAs in their instructional planning, even in small ways, the partnership can enhance their own teaching while supporting the kind of learning environment they are working so hard to create. 

Christine Solan
Teaching and Training Specialist, Biology
Johns Hopkins University

Christine Solan is a seasoned education professional with extensive experience in curriculum design, training, and development. She holds an M.S. from Johns Hopkins University and a B.A. in Biology Secondary Education. In her current role as a Teaching and Training Specialist (TTS) in the Department of Biology at Johns Hopkins University, Christine focuses on enhancing the undergraduate classroom experience in STEM courses where TAs play important teaching roles.

Image Source: Pexels

A Student’s Journey: the Power of B.E.R.C. (Build. Encourage. Reflect. Celebrate.) 

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[Guest post by Christine Solan, Teaching and Training Specialist, Biology, Johns Hopkins University]

When Alex walked into their first college lecture, their breath caught in their throat. The room was massive, packed with hundreds of students chatting and settling into their seats. It didn’t take long for Alex’s initial excitement about starting college to morph into a mix of overwhelm and dread. The lectures moved at breakneck speed, the textbook felt like an impossible maze, and Alex began to feel like they were drowning in the material. Even though they were putting in the hours, nothing seemed to stick. Frustrated and defeated, they considered giving up entirely.Student reading a textbook with an overload of equations and symbols swirling around him

But one day, while scrolling through the course syllabus, Alex noticed their Teaching Assistant (TA), Jamie, had open office hours. Hesitant but desperate for help, Alex decided to go. That decision turned out to be a turning point—because Jamie wasn’t just any TA. They’d been trained in the principles of B.E.R.C.—Build Rapport, Encourage a Growth Mindset, Reflective Listening, and Celebrate Achievements. Through their interactions, Jamie didn’t just help Alex with the course content; they helped Alex rediscover their confidence and love of learning.

Building Rapport
When Alex nervously stepped into Jamie’s office, they were bracing for judgment or dismissal. Instead, they were met with warmth and kindness. Jamie smiled, asked for Alex’s name, and even made a little small talk about how things were going outside of class. It was such a small gesture, but it set the tone.
“What’s been on your mind?” Jamie asked gently.
Slowly, Alex opened up. They admitted that they felt completely lost, unsure of how to start tackling the mountain of material ahead. Jamie listened intently, nodding in understanding. “Honestly, you’re not alone,” they said. “A lot of students feel this way at first—it’s a big adjustment. But the fact that you’re here shows you care, and that’s a huge step forward. Let’s figure this out together.”

In that moment, Alex felt a weight lift. They weren’t just another face in the crowd anymore—they were seen, heard, and supported.

Encouraging a Growth Mindset
As Alex began to share more about their struggles, Jamie noticed a common theme: Alex kept using phrases like, “I’m just not smart enough for this” or “I’ll never get it.” It was clear that Alex was stuck in a fixed mindset, believing that their abilities were set in stone.
“I totally get why you feel that way,” Jamie said. “But learning isn’t about being good at something right away—it’s aboutHalf finished jigsaw puzzle effort and growth. Think of it like going to the gym. At first, lifting weights might feel impossible, but over time, you get stronger. Learning works the same way.”
Jamie even shared their own story of struggling with a tough class in undergrad. “I felt like I’d never understand it,” they admitted. “But I kept at it, took it one piece at a time, and it eventually clicked. You can do the same—I promise.”

Reflective Listening
Jamie practiced reflective listening to make sure they fully understood Alex’s concerns. When Alex blurted out, “I just don’t get how this concept fits into the bigger picture,” Jamie didn’t rush to provide a solution. Instead, they paused and said, “It sounds like you’re saying this part doesn’t make sense because it feels disconnected from everything else. Did I get that right?”
Alex nodded. “Exactly,” they said, relieved.
From there, Jamie broke the material down into smaller, more digestible chunks. They used diagrams, analogies, and step-by-step explanations to help Alex bridge the gaps in their understanding. Jamie also encouraged Alex to ask clarifying questions, which helped build Alex’s confidence in voicing their thoughts.

By actively listening and taking Alex’s concerns seriously, Jamie made them feel like a partner in the learning process, rather than just a student being “talked at.”

Celebrating Achievements
When Alex finally solved a problem they’d been stuck on for days, Jamie broke into a grin.
“You nailed it!” they said, their enthusiasm contagious. “This is a big win.”

The celebration didn’t stop there. Jamie added a small but thoughtful gesture, jotting down a quick “Great job!” note on Alex’s worksheet for them to keep. It may have seemed minor, but that little boost of encouragement left a lasting impression on Alex.

The Ripple Effect of B.E.R.C.

Alex’s story is proof that a little guidance can go a long way. By applying the principles of B.E.R.C., Jamie helped Alex not only succeed in their course but also rediscover their belief in themselves. And the impact didn’t stop there. Inspired by their own journey, Alex began sharing what they’d learned with classmates, creating a ripple effect of encouragement and support.Woman on top of a mountain with hands raised in celebration

Why B.E.R.C. Matters
Helping individual students isn’t just about improving their grades—it’s about showing them that they’re capable of more than they realize. The B.E.R.C. approach gives educators and teaching assistants the tools to make those moments of connection count. It’s not about having all the answers; it’s about creating an environment where students feel seen, heard, and empowered to grow.

Alex’s journey is a reminder that every student has the potential to thrive—with the right support and a little bit of encouragement. So, whether you’re a faculty member, a TA, or even a peer, remember this: every interaction is an opportunity to make a difference.

Christine Solan
Teaching and Training Specialist, Biology
Johns Hopkins University
Christine Solan is a seasoned education professional with extensive experience in curriculum design, training, and development. She holds an M.S. from Johns Hopkins University and a B.A. in Biology Secondary Education. In her current role as a Teaching and Training Specialist (TTS) in the Department of Biology at Johns Hopkins University, Christine focuses on enhancing the undergraduate classroom experience in STEM courses where TAs play important teaching roles.
Image source: Pixabay