The 13 th Sloan – C International Conference on Online Learning 2007 – Orlando, Florida

1. The 13th Sloan – C International Conference on Online Learning 2007 – Orlando, Florida November 9 2007 An Organizational Strategy for Delivering Student Support Services to a Global Student Population Albert Galloway, M.A., Rosalie Maiorella, M.S., Karl Soehnlein, Ph.D. Convener: Susan Spencer, Ph.D. SetonWorldWide Seton Hall University

2. Presentation Overview • The underlying mission and concomitant strategy for delivering online education to a global population • The pitfalls, obstacles, and lessons learned in servicing remote learners • An organizational template for a student support services • Recommendations to enhance the quality of student services for the online student

3. History of SetonWorldWide

4. SetonWorldWide Student Statistics • A national and international student population that represents all 50 states and 12 countries • 800 SWW graduates since 1998 • Faculty/Student teaching ratio of 1:10 • 85% retention rate on average • 95% of students graduate on time in accordance with their respective program time frame

5. SWW Organizational Structure

6. Dedicated University Support • Enrollment Services/Registrar • Financial Aid • Bursar • University Public Relations and Marketing • Library • IT and Teaching & Learning Technology Center • Help Desk – Technology Issues

7. Role of SWW Faculty in Student Support • Collegial relationship with SWW program administration • SWW faculty comprised of full-time SHU faculty and outside instructors (practitioners) • All SWW faculty who are SHU full-time faculty are off-load and paid as adjunct faculty • Most courses have a primary and a secondary instructor

8. Student Supervision Off-Site Education • Student works with mentor at off-site location • University faculty assigned to collaborate with off-site mentor • Students follow guide in completion of learning to gain experience across multiple areas • Mentor and faculty consult when necessary

9. Lessons Learned The need for full-time dedicated program administrators assigned to each program The need for university central-services cooperation and collaboration The need for a faculty who understand the importance of student support and interaction A program design that enhances the development of an intimate learning community (i.e., cohort model) On-campus residencies • Orientation • Mid-residency • Final Residency/Graduation Dinner/Hooding Ceremony

10. Recommendations to Enhance Quality of Student Services Acknowledge that student satisfaction for remote adult learners will not come about without ongoing personal support Recognize that dedicated program administrators are the pivot points ... and act as the points of contact for student services and academic issues Realize the functional relationship between quality learning and quality student services -- beginning with adequate faculty and administrative support Understand the importance of face-to-face student contact (e.g., residencies) Ensure the integrity of off-site student management and supervision Have in place remote library resources that are easily accessible Assure that the technology services are transparent and students have adequate “help-desk” assistance