Description: As student affairs professionals, we have long been aware of the benefit students gain from taking advantage of the services we provide. Astin's Theory of Involvement and Tinto's Theory of Departure are frequently referenced in student affairs to provide the theoretical basis for why we do what we do for our on-campus students. However, only recently has light been shed on the lack of student services offered to and accessible by online students. Texas Woman's University recognized the gap in services for our online learner population and through collaboration and some experimentation; we have begun the process of closing that gap. In this presentation we will discuss the relationships between technology, student affairs and distance learners. We will note recent research that suggests best practice models and explores the different levels of services universities can and do provide to online students. Also, we will share our own successes and setbacks. Goals: Our goal is to provide attendees with a deeper understanding of why and how to create innovative ways to serve online students. Learning Outcomes: Upon completion of this session, participants will be able to: •Understand the unique needs of online learners •Understand how student affairs/services staff can better support online learners •Identify social media and other potential tools and applications which can be used to provide services to online learners •Understand the benefits of strategic partnerships in trying to serve online learners Context: "Online enrollments have continued to grow at rates far in excess of the total higher education student population, with the most recent data demonstrating no signs of slowing," (Allen & Seaman, 2008). As this quote suggests, distance education is not a passing fad. Enrollment numbers are on the rise and more and more universities are beginning to recognize the need to connect students with a range of support services to ensure their success. Problem: Student feedback has shined light on feelings of isolation, frustration with paying fees for unutilized services, and feelings of institutional invisibility. Online students need to experience community and know that they count. This presentation will examine unique needs of online learners. Some of these needs include creating a sense of community, affinity for the university, and access to support services such as career and personal counseling, health and wellness, leadership opportunities, diversity training, as well as many other services already provided to on-campus students by students affairs departments. These and other questions have prompted our team to think about innovative ways to turn our programs, events, and traditions into experiences our distance learners can be a part of all over the world. Ensuring online students are aware of, have access to and utilize student affairs services are central to student learning and development. Through the use of technology, online students can have the opportunity to take advantage of more of the services already available to on-campus students. Ideally, the end result yields online students with a well-rounded college resume including knowledge in their field of study as well as leadership, communication, and career skills gained from both the academic and student affairs sides. Approach: It can be difficult to adjust the traditional student affairs approach for on-campus students to an approach that reaches the somewhat invisible students online. One quick lesson to learn is to meet them where they are, online. Whether it's Facebook, Twitter, YouTube, Wikis, or your university's course management system, there are a number of options to reach students. Through strategic partnerships with Distance Education as well as online faculty, student affairs can use the paths of communication already established to understand and connect with these students. Results: Online students at TWU have responded positively to the efforts we have made to better serve them. Whether we measure students interest by the response of over 600 students who signed up and participated in our online health and wellness program or the 250 students who applied and qualified to be part of our honor society for students earning an online degree, students are indicating that they want the option to be more engaged and supported. I think this student says it best in her response to being accepted into the honor society, "Thank you. You have created a wonderful opportunity for distance learners to become a close knit community, connect and continue to communicate after graduation. Rarely do we "meet" one another from class and I am thrilled to become a member. Please let me know if I can do anything to help from this end in Logan, Utah."
