Investing in Services for Online Students

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By Lurene Kelley

Walk around campus and you’ll see students wearing backpacks, laughing with friends and ducking into Alfonso for a bite. That’s our student body, we tell ourselves. But what you may not see are those students registered for one of the 180+  seats in online courses this semester. This number doesn’t even include the CAPS program, which offers numerous courses online.

Most CBU students taking classes online are simultaneously taking courses on campus. They are the same ones you’ve seen with the backpacks, joking with friends and munching on a cookie as they leave Alfonso. But there are others you won’t see. Some started out on campus, have since moved and are finishing degrees from another city or state. Others live in the Mid-South, but work full time, have family and are taking what they can online.

So even before CBU launches a fully-developed program of online majors, we already know something about what it means to have students experiencing limited or no interaction with the physical CBU campus. Even if they don’t know how to get to the Canale Arena, though, these students are every bit CBU Buccaneers. We may not see them in the physical classroom or in our offices, but they are our students to teach, mentor, tutor, retain and graduate.

The charge for the Online Learning & Educational Technology (OLET) team and for every office on campus is to provide the same level of service to online students as is provided to on campus students. This straightforward formula, however, isn’t as simple as it seems.

Investing in Online Students 

The National Center for Education Statistics finds that on average, student services and related costs in the 2015-16 school year accounted for 20% of higher education spending at state schools. The expenditure is even more at private schools, where it can account for 30% of the budget.

But this is typically not the case for spending on online students. Robert Ubell, the Vice Dean Emeritus of online learning at NYU’s Tandon School of Engineering, found that student services for online students is usually an afterthought.

Ubell says this disparity is particularly troubling, because online students desperately need quality assistance. A 2017 US News survey of online students determined that 84% work while going to school with about 60% working full time. Contrast that with on campus students: an average of 70% work and 25% of those students are working full time.

Given the additional load most online students are already balancing, they may not be able to handle the extra stress of financial aid bureaucracy, ignored emails or calls bounced from department to department. Especially, if they can’t just walk into an office and experience a friendly face.

Student Services for CBU Online 

This is why the OLET team is working to gather or prepare as many services as possible for online students, before we ever recruit our first fully online student. For CBU, it is both an ethical imperative and smart management to treat online students the same as on campus students. If online students are left to fend for themselves, they can leave for another online program or, worse, feel that their time with CBU has been frustrating and isolating.

Some CBU student services are simpler to provide virtually than others. For example, Plough Library offers an always growing database of online publications that students off and on campus access in an almost identical manner. Library staff is available five days a week until 11pm to offer assistance via phone and email. Canvas Help is provided 24 hours a day, 7 days a week by phone, email or even chat. And our Career Services office is already accustomed to giving resume and coaching advice by phone or email.

Of course, the most important connection online students have with CBU is you, the faculty. Whether as their classroom instructor or academic advisor, online students who never or rarely set foot on campus can feel as if they are a valued member of the CBU community because of you. Just as it happens for students on campus, the CBU experience often comes down to the professor/student relationship.

Some services, though, are more difficult to translate to online than others. With just one counselor at CBU and concerns about HIPPA rules, will CBU ever be able to provide counseling services? What about Campus Ministry, CBU 101, Career Fairs? How will those experiences be made available to fully online students? Those are all areas that must be reimagined for a virtual environment.

The Webex video conferencing feature has recently been integrated into Canvas, and we are collaborating with Career Services and Academic Services to determine what it will look like to access tutoring or career consultations via virtual meeting spaces. This conversion to online is about more than just turning on a web cam, however, so we are working together to figure out how these critical needs will be met.

Questions remain, but unlike most universities that have launched online learning programs– we are focused on finding these solutions while we’re still building a full array of online majors. For CBU, how we serve our online students is as important as recruiting and teaching them.

What You Can Do

While the bulk of preparing services for online majors is the responsibility of OLET and other offices dedicated to serving students, there are a few things that faculty can do as you advise and teach students:

  • When advising a student who is working full-time and only taking classes online, suggest they take fewer classes, not more. Yes, we want students to get their degrees, but succeeding in an online course is time consuming and requires students to stay on track or else quickly fall behind. At NYU, advisors have found that online students who also work full time should try to limit their load to two courses a semester.
  • When you set a deadline for an assignment, such as midnight Sunday, remember that even for on campus students – it’s difficult to get assistance on the weekend. If you assign a Sunday evening deadline, remind students that at CBU, there is a librarian on call until 11pm Sunday and Canvas tech support is available 24 hours, 7 days a week by calling (901) 318-3024 or by using the Chat feature inside Canvas. You may also want to check your email more frequently the evening of the deadline to see if students are requesting help.
  • Use the Webex feature in Canvas to meet virtually with online students. CBU has an enterprise license with Webex, meaning that every person with a CBU account can host a WebEx meeting. The OLET team is developing training for this service, but in the interim, feel free to dig in. Just go to teams.webex.com and log in with your CBU username and password. You can set up individual and group meetings, breakout sessions, webinars and events.
  • If your online students need more assistance than you can give or if you are concerned about their progress – send them to me! I will do everything I can to help them create a plan or find needed resources.

Lurene Kelley, Online Student Success Specialist

Lurene.kelley@cbu.edu

(901) 321-4456

Sources

(2018) Expenditures: How much do colleges and universities spend on students? Retrieved September 12, 2019 from: https://nces.ed.gov/fastfacts/display.asp?id=75

Friedman, J. (April 4, 2017). U.S. News Data: The Average Online Bachelor’s Student. U.S News & World Report. Retrieved September 12, 2019 from: https://www.usnews.com/higher-education/online-education/articles/2017-04-04/us-news-data-the-average-online-bachelors-student

Smith, D. F. (May 22, 2014). Who is the Average Online College Student? EdTech. Retreived September 12, 2019 from: https://edtechmagazine.com/higher/article/2014/05/who-average-online-college-student-infographic

Ubell, R. (July 17, 2018). Does Online Education Help Low-income Students Succeed? EdSurge. Retrieved September 12, 2019 from: https://www.edsurge.com/news/2018-07-17-does-online-education-help-low-income-students-succeed

Westra, K. (October 29, 2018). Online Student Services: What, Where, Who, When, How, and Most Importantly, Why. EDUCAUSE Review. Retrieved September 12, 2019 from: https://er.educause.edu/articles/2018/10/online-student-services-what-where-who-when-how-and-most-importantly-why

Lurene Kelley is an Online Student Success Specialist.

Learning to Swim (Online!) with OLET

Featured

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By Dale Hale

It has been said that some people learn to swim by being thrown into the deep end of the pool. I don’t know if that’s true, but I can tell you that having good lessons can go a long way toward helping a person learn to swim properly.

Some people have been “thrown into the deep end” of software and been expected to learn on their own. Humans are resilient and can educate themselves. Although, it can be similar to self-medicating — it is rarely best practices and sometimes does more harm than good! It never fails that when someone who really knows the software comes along and shows the self-taught person how to properly use the application, things “click” (no pun intended) and they get it.

I am happy to tell you that we (OLET) never want anyone to miss an opportunity to learn. We do not believe in throwing people into the deep end to fend for themselves. That’s why we have offered approximately 30 sessions of Canvas Basic training since March and are still offering them this month.

We believe so much in online teaching that we have created an Online Faculty Training course that will help faculty learn to make the switch from the traditional classroom to the online classroom. This training course will give you the very basics of teaching in the online environment. It is a short, four-week, asynchronous class designed to fit the busy faculty’s schedule. The next one is beginning very soon. If you’re interested, just click here to go to our website and enroll in Online Faculty Training. Oh, and by the way, successfully completing the training and then deploying that training in an online course will gain you a stipend!

We have another opportunity that will take you beyond Online Faculty Training. We call this multi-day event, “Course Design for Today’s Student.” It will equip you to build an online course that is immediately ready to deploy online. Because this is an actual course development, it comes with a sizable stipend for the successful completion of the course, including designing and building the complete course. This opportunity is open to twelve faculty who have completed the Online Faculty Training and are interested in developing a fully online course with the expectation that this course will be used online in the very near future. You can register for the workshop here.

Friends, we want to help you do your life’s work – to enlighten, inspire and enrich the students who enroll in your course. We truly believe you can do all of this as well in an online course (or maybe even better!) than in a physical classroom. Be on the lookout for even more training opportunities. In mid-October, we will be rolling out offerings for both WebEx and Canvas Studio (both video platforms). Beyond that, watch for trainings in online grading, taking attendance, and more advanced features of our Learning Management System, Canvas.

We’re here to help. Let’s work together.

To register for all course offerings by the Center for Digital Instruction visit our website: https://www.cbu.edu/cdi-training

Dale Hale is the Director of Online Learning & Educational Technology.

Growing as an Online Instructor

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By Tyler Isbell

Lou Holtz is the only coach in NCAA history to lead six different football programs to bowl games. Of these programs, the most memorable is Notre Dame. Including a win at the 1988 National Championship, Coach Holtz led the Fighting Irish to bowl games for nine consecutive years and finished eleven seasons with a 100-30-2 record.

Although his performance at Notre Dame serves as the crown jewel of his coaching career, it also serves as one of his biggest regrets.  In a commencement speech to the Franciscan University of Steubenville, Holtz shared this from his time at Notre Dame:

We took a program on the bottom and we took it to the very top… We put it on top and we maintained it.  That’s the thing I regret the most.  See, there’s a rule in life that says you’re either growing or you’re dying.  The tree’s either growing or it’s dying.  So’s grass. So’s a marriage. So’s a business.  So’s a person.   Doesn’t have a thing to do with age.  My birthday candles cost more than the cake.  It has everything to do with trying to get better (Inspire Bingle, 2017).

Holtz admits that he became complacent with where he was as a coach and where his players were as a team.  He believed that they had arrived and simply needed to maintain their success: no risks, no improvements, no drive, and no growth.  It would only be a short period of time before their success quickly passed away.

Regardless of your level of experience, past success, or confidence in teaching off or online, it is important to remember that no one has arrived.  The rule in life that applies to trees, grass, and football also applies to planning, designing, and teaching online. For those that seem to have it all together, this might be a disappointment.  For most everyone else (including me), this is an encouragement that trying new things and making mistakes is only a part of the growing process to becoming a better instructor.

Today’s  ‘Small Teaching Online’  Tip: “Cultivate Your Online Teaching Practice.” 

Gardens rarely sprout and prosper without cultivation. The same is true when it comes to your online (and offline) teaching abilities.  It’s essential to “find ways of impassioning yourself so that you don’t become stale in your online classes” (Darby & Lang, 2019).  Strive to care for and work on your online courses with the same dedication you have for your in-person classes – we want ALL of our students to learn, earn a degree, and successfully begin a career, regardless of modality or location.  In other words, making time to grow is also making time for your students to grow. These small strategies are great ways to foster positive change in your practice:

  • Take an online course – All teachers were once students, and their personal experience often shapes how they approach instruction. Taking an online class, whether it is for credit or for a personal interest, is an excellent way to see what works (or what doesn’t work) in the online classroom. Being an online learner will help you build empathy for your own online students.
  • Look for and ask for exemplars – Examples can inspire you or model strategies that work for other instructors and students.
  • Start small, but continue to try new things – Build confidence and mastery by trying something new each week or term. Incremental growth is still growth and will help you avoid burn out.
  • Seek quality certification for your online course design and teaching – OLET offers in-house training and workshops geared towards best teaching practices and course design. Sign up here.
    • In-person Trainings, such as our upcoming Canvas trainings and instructional video trainings.
    • Online Faculty Training (OFT):  This four week completely online training course allows you to study and exercise best practices as you create your own course.
    • Course Design for Today’s Student: A three day workshop that investigates student needs and how an efficient and effective online course can be developed. Individual feedback and support is provided to participants after the workshop until an actual course is completed.

References 

Darby, F., & Lang, J. M. (2019). Small teaching online: Applying learning science in online classes. San   Francisco, CA: Jossey-Bass.

Inspire Bingle. (2017, September 15). Lou Holtz – Silver spoon motivational speech | University of Steubenville [Video file].  Retrieved from https://www.youtube.com/watch?v=nfoQBmNW_JQ

Tyler Isbell is an OLET Instructional Designer & Trainer

Autumn: A Time for Renewal

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By Dale Hale

Last weekend, my wife and I did what we do to relax – we went for a jeep ride, top down, cares in the wind. Sometimes you need those kinds of drives. It’s the equivalent of a few minutes you may take to get away from your desk and take a saunter around, just to clear the cobwebs. For me, I can feel the tension ease from my chest and perspective comes back.

As we were driving, I was thinking about what comes next, sort of like what I wrote in the last newsletter. I landed immediately on the most important thing – football! I grew up in Oklahoma where the main sport is football. Other sports abound, but football is the king of the state. I enjoy it. I’ll watch teams that I have no interest in just for the pleasure of watching football. That’s the first thought I had.

The next thought was about the season. I love the fall. I love the briskness, the beauty of the trees, the warmth of being inside, knowing that the outside is getting cold. I love the fall because it leads me into the celebratory time of the calendar – Thanksgiving, Christmas, and New Year’s Eve. I love the fall. It’s a time of expectations.

Fall is also the time when there are new beginnings. Try as hard as we might, we know that the calendar begins in August/September with the start of the school year. Institutions have tried to spread the “start” times out, but even the students instinctively recognize fall as the time to start fresh. There is an air of excitement over the start of an academic year. Around the CBU campus, the parking lots are full and students are everywhere. Just a few weeks ago, it was quiet and there was no problem finding a parking spot. Now, you have to look for a spot. It’s a great time of the year!

This year, we’re starting the fall with the move to our new LMS, Canvas. I hope you’re all discovering that it’s an accessible, yet powerful tool. It offers options that we never had before. Obviously, it’s a little (or a lot) different than what you’ve experienced before. It may even throw you for a loop. Don’t worry, that’s normal. Change is difficult but can be easily managed by giving yourself a break and realizing there is help readily available.

While we can’t stop the trees from shedding their leaves, the OLET team can help eliminate your frustrations from growing. Just call or email us. We are here on this campus to assist you with Canvas and other educational technology that can improve your online or classroom experience.

I also want to challenge you to find out what Canvas can do. Explore a little. Try something new. This is the time. If you have an idea and can’t seem to find a way to do it, grab one of the OLET team members and let us know. We’ll be happy to hear from you and work with you to get to where you’re dreaming.

So, with the excitement of the cheers of the crowds in the stadiums, the crisp feel of the air, the beauty of the changing trees, and the opportunity to learn and to teach, there’s every reason to love the fall. Of course, as we approach every season, I’ll probably say the same thing about it.

Welcome back to CBU. We look forward to partnering with you in this time of renewal and change.

Dale Hale is the Director of Online Learning & Educational Technology

‘Small Teaching Online’: Small Changes, Big Impact

small teaching online

By Tyler Isbell

‘Small teaching’ is an approach to improving instruction based on the belief that “minor modifications to our teaching can have a major impact on student learning” (Lederman, 2019).  Essentially, effective improvement is made when faculty make small changes to their teaching based on research.  This small change approach allows instructors to avoid the overwhelming pressure of complete overhauls or time-consuming restarts.

Based on James Lang’s approach from Small Teaching: Everyday Lessons from the Science of Learning, Flower Darby presents the micro-actions you can take to design, facilitate, and motivate so that your online class is a huge success.  The name of her recently released book is Small Teaching Online: Applying Learning Science in Online Classes.  Her book is divided into three sections: Designing for Learning, Teaching Humans, and Motivating Online Students (and Instructors).

Today’s Small Teaching Online Tip: “Online Classes are Not Slow-Cookers.” 

Your new online course should NOT resemble your favorite slow-cooker recipe (Darby & Lang, 2019).  Students need more than a quick set up and then a few days to cook the material by themselves.  Most students will not thrive in such an environment – They did not sign up to take an electronic correspondence course.  Students need to feel a connection with their instructors (and with their peers) in order to feel supported in their learning and avoid being discouraged from finishing the online course.  Here are some ways to build your teacher presence in the online classroom:

  • Show Up for Class – Schedule time several times each week to visit your course as if you were attending in person.  Make announcements (this can even be scheduled to help you be present when you cannot be present), answer questions, respond to discussion boards, and give feedback.  With Canvas, your responses may be text, audio, and/or video – more on students hearing and seeing you in the next point.
  • Reveal Your Personality – Students want YOU.  They want to know that you are there and that you are a real person.  Use the ‘About Your Instructor’ page in the template to share more about you, including a picture and a welcome video.  With Canvas Studio within the LMS, you do not need any third-party software to shoot, edit, and share a webcam or screencast video.  CBU faculty members who participated in the Online Faculty Training (OFT) course this summer had the opportunity to create their own welcome videos within Canvas.
  • Design and Teach for Cultural Inclusion – Create a safe learning environment for ALL students.  Make your expectations known and demonstrate how students should interact with you and with other students in the online classroom.  Consider how ethnic or cultural contexts might shape your students’ experiences in your course.
  • Convey Caring and Support – In the same way you want your student to know you are a real person, remember that your students are real people, too.  There are many obligations and commitments that each student must meet.  Consider offering every student an opportunity to receive a deadline extension or an opportunity to revise an assignment if something unexpected occurs.  Think of ways you can “checkup” on each of your students individually.  One faculty member requires her students to meet with her individually at least once during the term.  She prefers a face to face meeting, but offers a web conferencing option for students that cannot meet in the same physical space.

References 

Darby, F. (2019, April 17). How to Be a Better Online Teacher. Retrieved August 19, 2019, from: https://www.chronicle.com/interactives/advice-online-teaching

Darby, F., & Lang, J. M. (2019). Small teaching online: Applying learning science in online classes. San Francisco, CA: Jossey-Bass.

Lederman, D. (2019, June 26). Small Teaching Online. Retrieved August 19, 2019, from https://www.insidehighered.com/digital-learning/article/2019/06/26/bringing-small-teaching-online-classroom

Tyler Isbell is an Instructional Designer & Trainer for OLET

Appreciative Advising

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By Lurene Kelley

The red pen.

Aside from the apple, it’s the object most emblematic of teaching. The red pen that relentlessly sniffs out errors and makes snarky comments in bright, scarlet ink! But that is our job, right? How else can students improve if we don’t point out what they are doing wrong?

What if the key to improved student outcomes, though, isn’t about identifying problems and trying to help solve them? Perhaps there is equal or even greater value in focusing on what students are already doing right.

That’s what’s behind Appreciative Inquiry, a model that positions transformational change as possible when we help people develop a positive mindset through the inquiry process. According to the model, this is accomplished with “powerful questioning” to locate a person’s hidden strengths, help envision a successful outcome, create a plan to get there and shepherd the student along the way.

You may already do much of this in your interactions with students, but what makes Appreciative Inquiry a unique approach is its grounding in you, the advisor. It is dependent on you maintaining an appreciative mindset with every student, no matter how hopeless their situation seems or frustrating their personality or lack of progress. Your sincere acceptance of the person before you and your unyielding belief in their potential… is at the core.

“Appreciative Inquiry seeks out the best of what is to help ignite the collective imagination of what might be.” (Cooper Rider & Whitney, 2000).

Appreciative Inquiry is an organizational management change model developed in the 1980s (Cooperrider & Srivastva, 1987). It is largely associated with the corporate world but has since been adopted as an approach for academic advising (Bloom & Martin, 2002).

As a CBU advisor, you may think that helping a student develop a “new mindset” sounds like quite a bit to expect out of 30-minute advising sessions, especially when many of you have dozens of students to advise each semester!

But first, take a moment to apply Appreciative Inquiry to yourself – have you ever advised a student who later told you that you changed the course of his life or helped him through a difficult time?

If that question brings a student or even dozens of students to mind, then you know you are already capable of bringing important, positive change through advising. This one powerful question allowed you to identify times you were successful. Now we can develop a strategy based on your strengths to enhance your advising with Appreciative Inquiry!

This is exactly how Appreciative Inquiry works in an advising session – powerful questions allow you and your student to unearth past successes and then develop strategies around those strengths to produce positive outcomes.

The Phases of Appreciative Inquiry 

An advising session guided by Appreciative Theory would follow its five phases: Define/Disarm, Discovery, Dream, Design and Deliver/Destiny.

appreciative-inquiry-5-d-cycle

Source: Coaching Psychology Manual, 2012, www.wellcoaches.com

Bloom and Martin (2002) provide specific suggestions for improving academic advising through four of the phases of Appreciative Inquiry:

  1. Believe in the goodness of each student who walks through your door. Treat him or her like you would want your son/daughter/best friend to be treated.
  1. Utilize positive open-ended questions to draw out what students enjoy doing, their strengths, and their passions. Listen to each answer carefully before asking the next positive question (Discovery phase).
  1. Help students formulate a vision of what they might become and then assist them in developing their life and career goals (Dream phase).
  1. Give students a clear idea of what they will need to do by devising concrete, incremental, and achievable goals to make these dreams come true (Design Phase).
  1. Be there for them when they stumble, believe in them every step of the way, and help them continue to update and refine their dreams as they go (Destiny phase) (Bloom & Martin, 2002).

Bloom, Hutson & He (2008) have since expanded the model to six phases and refined the Appreciative Theory model for advising. Bloom developed this guide with specific actions and questions for each. The Bloom Appreciative Advising Guide

Appreciative Advising Online 

All of this can be adapted to advising online learners. Even more than your on-campus advisees, students learning entirely or primarily online can feel disconnected from CBU. As an academic advisor, you can often provide that critical connection that increases engagement and allows a student to feel a sense of belonging.

Just like their campus counterparts, online advisees need your expertise to guide them through majors and to opportunities to improve their chances for success after graduation. But applying the lens and phases of Appreciative Inquiry can help academic advisors truly get to know online advisees – particularly through phone or via webcam sessions. It’s these interpersonal moments with a student that can make follow up email contact more meaningful to both you and the advisee. (This link will take you to the CBU WebEx web version. You just log in with your CBU email and contact a student to get started!)

It would be an unexpected and, likely, welcome moment for an online student, if an advisor asked the student to share an accomplishment that made the advisee feel most proud. Most online students simply expect advisors to tell them which classes to take and how to stay on schedule for graduation.

Asking powerful questions produces answers that inform the advisor about an online student’s strengths. Those questions also allow the advisor to get to know an online student on a more personal level and give the student the sense that the advisor wants to know him as a whole person, not just a name on an academic record.

Obviously, note taking is a critical aspect of Appreciative Advising for both online and on campus students. This allows the advisor to add to and follow up on stories the student has told about herself at each advising session, as well as track the progress of the plans the advisor and advisee have developed together.

Want to Get Started?  

As part of a course at the University of South Carolina on academic advising, Dr. Jennifer Bloom, one of the authors who first applied Appreciative Inquiry to advising, had graduate students submit articles to an academic advising journal. This piece provides academic advisors with a reflection exercise based on the phases of Appreciative Inquiry, while also demonstrating how this approach to advising works with students. Genius! Truschel (2007) also provides examples of “powerful questions” here that can help you identify your advisee’s strengths and past accomplishments.

Backup Provided

We know that as professors, academic advisors, scholars and colleagues – you are already wearing many hats. It may feel that a more intensive advising approach only adds to that weight. But know that as the Online Student Success Specialist, I’m also here to help with online students who might need more assistance than you can offer or with whom you’re having difficulty connecting.

So, please, feel free to refer students facing difficulties with their online experience to me. And, of course, for those students facing challenges on campus, CBU’s Academic Services and the Student Success Center are always there to help and they value your student referrals.

Online Student Success Specialist 

Lurene Kelley, PhD

(901) 321-4456

References: 

Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes.

Bloom, J. and Martin, N.A. (2002, August 29). Incorporating appreciative inquiry into academic advising. The Mentor: An Academic Advising Journal, 4 (3). http://www.psu.edu/dus/mentor/020829jb.htm

Cooperrider, D. L., & Srivastva, S. (1987). Appreciative inquiry in organizational life. In Woodman, R.W. & Pasmore, W.A. (eds). Research in Organizational Change and Development (Vol. 1, pp. 129–169). Stamford, CT: JAI Press.

Olson, N. S. (2009, July 10). Appreciative advisers: Be advised. The Mentor: An academic advising journal. Retrieved from https://dus.psu.edu/mentor/old/articles/090710no.htm

Truschel, J.H. (2007, July 6). Using Appreciative Inquiry in Advising At-Risk Students: Moving from Challenge to Success. The Mentor: An academic advising journal. Retrieved from https://dus.psu.edu/mentor/old/articles/070706jt.htm

Lurene Kelley is the Online Student Success Specialist for OLET.