How to Build Good Relationships With Professors

You might think your professors are just the people who lecture, assign grades, and move on. But research tells a very different story.

A review of 46 studies found that positive relationships between students and their instructors improved nearly every measurable academic outcome, from attendance to grades to graduation rates. Faculty contact outside the classroom has also been independently linked to higher GPAs, even after controlling for prior academic ability.

Beyond grades, these connections shape your entire college experience. Professors who know you personally can point you toward research opportunities, internships, and career paths you may not have discovered on your own.

Many faculty members spent years working in the industries you want to enter before moving to academia, which means they carry real-world knowledge and professional networks that benefit you directly. Students who interact meaningfully with faculty also report higher academic satisfaction, stronger intellectual development, and a greater sense of belonging on campus.

If you are a first-generation college student or come from an underrepresented background, this effect can be even more significant — early faculty interaction in your first year predicts how much mentorship you receive as a senior.

Office hours exist specifically for you, yet surveys show that 28% of undergraduates never attend a single session, and among those who do, the majority visit only once or twice per semester. This means that simply showing up already distinguishes you from the majority of your classmates.

You do not need to have a specific problem or emergency to visit. Professors genuinely appreciate when you stop by to ask about a concept from a lecture, discuss a topic that interests you, or explore how the course connects to your career goals.

If going alone feels intimidating, bring a classmate. If the timing does not work, ask whether your professor offers virtual office hours — research from Stanford found that nearly two-thirds of students find online office hours useful at least part of the time. When you do attend, come prepared with a question or talking point, but do not stress about having the perfect thing to say.

Professors notice effort, not perfection. Aim to visit each professor’s office hours at least twice per semester. Over time, this consistent presence builds familiarity and trust, making it far easier to ask for help when you actually need it—and far more natural to request a letter of recommendation later.

How you write an email to a professor matters more than you might expect. Faculty receive dozens of messages daily, and emails that are unclear, overly casual, or missing basic context often get delayed or overlooked.

Fortunately, the formula is simple. Start with a formal greeting using the correct title — “Dear Professor [Last Name]” is almost always a safe default. If your professor holds a doctorate, “Dr.” also works. Never use a first name unless your professor has explicitly invited you to do so.

In the body of your email, identify yourself with your name, year, major, and the specific course and section you are enrolled in. State your question or request clearly and concisely. Avoid texting abbreviations, emoticons, or all-caps. Before sending, check whether the answer is already on the syllabus — professors notice when you have not reviewed materials they have already provided, and it does not leave a positive impression.

Keep emails short. If your issue requires a longer conversation, use the email to request a meeting during office hours rather than writing a multi-paragraph message. Allow 24 to 48 hours for a response before following up, and when you do, keep your tone polite and patient. Finally, use your university email address rather than a personal one — it looks more professional and ensures your message does not land in a spam filter.

You do not have to be the loudest voice in the room to demonstrate engagement. Professors can easily tell which students are paying attention and which are checked out. Making eye contact during lectures, taking notes, asking one thoughtful question per class, and responding when your professor poses a question to the group all signal that you are invested in the material. In discussion-based courses, aim to contribute at least once or twice each session.

If speaking up feels nerve-wracking, remember that most of your classmates feel the same way. You can start small — a follow-up question on something another student said, a connection to a reading, or even a clarification request all count as meaningful participation.

Nonverbal engagement matters too: arriving on time, putting your phone away, sitting where you can be seen, and offering to help distribute materials or set up group activities all register with your professor. Many courses also allocate between 5% and 10% of your final grade to participation, which means active engagement directly protects your GPA.

Beyond the grade, consistent participation helps your professor associate your name with your face, which becomes critical when you later need a letter of recommendation or a professional reference.

Many professors are actively involved in research and are looking for motivated students to assist.
Undergraduate research is one of the six high-impact educational practices identified by the National Survey of Student Engagement, and it provides benefits that extend far beyond your transcript.

Working alongside a professor on a research project gives you hands-on experience, sharpens your critical thinking skills, and demonstrates initiative to future employers and graduate programs. It also transforms the professor from an instructor into a genuine mentor who understands your strengths, work ethic, and goals at a deeper level.

To find these opportunities, start by reading your professor’s faculty bio on the university website to understand their research focus. Then visit the office hours and ask what they are currently working on. Express genuine interest rather than simply asking to be added to a project. If a formal position is not available, ask whether you can sit in on a lab meeting, review a reading list, or contribute in a smaller capacity.

You can also look for campus-wide undergraduate research programs, which often match students with faculty mentors. Volunteering for faculty-led clubs, attending departmental colloquia, or joining study groups organized by your professor all create additional touchpoints. These informal interactions build the kind of relationship that leads to meaningful mentorship, strong recommendation letters, and career opportunities that go beyond anything listed on a syllabus.

Whether you are applying for graduate school, a scholarship, an internship, or your first job, letters of recommendation can make or break your application. A generic letter that says you earned a good grade is forgettable. A specific, detailed letter that speaks to your character, work ethic, and potential is the kind that opens doors. The only way to get the second kind is to give a professor enough time and enough knowledge of you to write it well.

Start thinking about recommendation letters early — ideally in your first or second year. Build relationships with professors in your major, perform well in their courses, and make yourself known through office hours, class participation, and research involvement. When it is time to ask, give your professor at least three to four weeks before the deadline.

Make the request in person or via a thoughtful email, and always ask whether they feel they know you well enough to write a strong letter. This phrasing gives them an easy way to decline if they cannot write something substantive, which protects you from receiving a weak recommendation.

Once they agree, provide your resume, a summary of your goals, the specific programs or positions you are applying for, and all submission deadlines in a clear format. Follow up with a polite reminder one week before each deadline, and always send a thank-you note after the letter is submitted.

Your relationship with a professor should not end when the semester does. If you built a good rapport during a course, make an effort to keep the connection alive. Stop by their office hours the following semester to share an update on your academic progress or career plans. If you see an article or event related to something you discussed, send a brief email mentioning it. These small gestures keep you on their radar without requiring a major time commitment from either of you.

You can also maintain contact by taking additional courses with the same professor, joining clubs or organizations they advise, or connecting with them on professional platforms like LinkedIn after you have established a genuine relationship. If you are an online student or attend a large university where in-person interaction is limited, a thoughtful email once per semester is sufficient to keep the relationship warm.

When you eventually graduate, your strongest professional references and mentors will come from the professors who watched your growth over multiple semesters — not from one-time encounters. Investing a few minutes each month into these relationships now can pay dividends for years to come in the form of job referrals, graduate school guidance, and ongoing professional support.