TOPIC #1 Deficits in Advising

1. Lack of accountability in staff/faculty

a. Not made a priority
i. Often faculty play dual roles, instructing is primary goal
b. Expectations not communicated
i. No established time tables or number or students reached
c. Vast differences in effectiveness from staff/faculty
i. Student body having extremely different experiences
2. Lack of accountability in students
a. Not a mandatory initiative
i. Because it is not mandatory, students view advising as not necessary
b. Students who are failing do not seek help
i. The failing student population can be hardest to reach even though they
are the ones in most need of assistance
c. Not integrated into part of campus culture
i. Student population must be aware of advising and have a culture with no
negative stigma
3. Absence of communication on services
a. Value is not presented
i. Students will not seek advising help if they do not understand the benefit
b. Uncertainly of what is offered
i. If students do not know what advising entails they may feel too
intimidated to seek help
c. Little to no communication on how to access assistance
i. Outdated access like a phone number, office hours or an email can be
replaced with new technology
4. No standardized system
a. Advisors/faculty not given proper tools
i. Training, newer technology
b. No follow up on progress
i. No accountability for progress therefore, no follow up after initial
conversation
c. No computerized system for organization
i. Many lose models of advising do not integrate computerized system of
organization making it impossible to track progress and revisit
conversations

TOPIC #2 Persistence in Distance Learning

1. Students do not feel a sense of accountability
 a. Lack of face to face connection = weaker connection
i. Students do not feel comfortable reaching out to professors and
students electronically
ii. Students do not take the time to foster a relationship
b. Distance students feel much less institutional loyalty than campus students
i. Students who are not on campus do not have the same sense of
institutional loyalty, they feel less connected to the school
c. Misconception that online school is not real and there is less of a time
commitment
i. Online students are often less committed from the start, they feel its
something they can try
2. Students are able to drop off and cut connection easier
a. No relocation effort to quit
i. Because students are taking class from their living room they do not
have to go far to drop courses
b. Stop answering phone or emails, no immediate consequence
i. Once a student decides to disconnect from the school there is little
one can do to re-establish communication
c. Slow response time
i. Often no one at the institution notices a student is not participating
until weeks pass and the situation progresses
3. There is often no system/weak systems in place to re-engage student
a. Some schools have no system whatsoever for students who drop
i. There is sometimes no re-engagement effort whatsoever
b. The systems that are in place are not multi-dimensional
i. Professors often do not communicate with advising and tutors
ii. Re-engagement can consist of only email communication, or
notifications
c. Often no support team in place
i. Students family/friends are not engaged/aware of situation

Topic #3 Community Partnerships

1. Lack of partnerships with high schools
a. Opportunity for exposure, branding and recruitment
 i. Giving students and administrators a positive experience with the
institution
b. Chance to make a positive impact in local community
i. Assisting students in college preparation hopefully increasing first
year success rates
c. Through online technology there is the opportunity to expand beyond local
schools
i. Making quick preparation guides available online has the ability to
reach many more students and makes college less intimidating
2. Lack of partnerships with community businesses
a. Internship opportunities
i. Placing students in internships within local businesses provides them
with life/work experience.
ii. Some students chose their school based on internship options
b. Additional funding
i. As balancing budgets becomes more difficult for many schools,
community businesses can be a source of revenue, sponsoring events,
programs etc.
c. Research partnerships
i. Businesses that need scientific or scholarly research can partner with
schools that are leading progressive thought and research
3. College remains isolated from community
a. Students are not prepared for the real world
i. The more interaction students have with their community the more
life skills they build
b. Missed opportunity for branding to entire community
i. Any partnership, corporate, non-profit, academic, etc. builds brand
recognition within the community
c. Chance to transform community
i. Colleges have the potential to transform the surrounding community,
economically and culturally