Support Services for Students at Higher Education Centers

Transcription

1 STUDENT AFFAIRS LEADERSHIP COUNCIL Support Services for Students at Higher Education Centers Custom Research Brief October 19, 2009 RESEARCH ASSOCIATE Nina Capriotti TABLE OF CONTENTS I. Research Methodology RESEARCH DIRECTOR Jennifer Yarrish II. III. IV. Executive Overview Variables That Influence University Offerings University Services at Higher Education Centers V. University Programming for Satellite Students VI. University Staffing at Satellite Campuses 2009 THE ADVISORY BOARD COMPANY WASHINGTON, D.C.

2 I. RESEARCH METHODOLOGY Project Challenge: A member university approached the Council with the following questions: To what extent are student support services and student affairs programs offered at higher education centers? What are the most important services that should be offered at these campuses? How are these programs and services administered? At institutions where regional degree programs are offered in conjunction with other universities, is there collaboration between schools to offer these programs? If collaboration exists, how do the institutions partner to provide services and staffing? Project Context: In an effort to expand educational opportunities geographically and offer these opportunities to new populations, many universities and colleges partner with higher education centers to offer degree programs. A higher education center is a multi-institution establishment that is operated by the region or state, operating as a satellite campus for all associated universities. While students complete coursework at higher education centers, single universities remain the entity that organizes degree program offerings, enrolls students in programs, and awards students their academic degrees. Because students studying at higher education centers are removed geographically from their degree-offering universities or colleges, institutions must provide services to these students that compliment academic offerings at the center. Sources: Education Resources Information Center (ERIC) The Chronicle of Higher Education Association for Consortium Leadership National Association for Branch Campus Administrators Research Parameters: For the purposes of this brief, university and college degree offerings at higher education centers will be referred to as satellite programs, since the academic offerings occur at a remote campus location. Similarly, students at higher education centers will be referred to as satellite students. Over the course of research, the Council spoke with directors of higher education centers and university degree program coordinators by The Advisory Board Company 2

3 I. RESEARCH METHODOLOGY (CONT.) A Guide to s Profiled in this Brief Enrollment Location Classification (Total/ Undergraduate) A South Town: Distant Master's College: Smaller programs 1,600/1,500 B Mid Atlantic Suburb: Small Mater's University: Larger programs 7,600/6,900 C South Suburb: Small Research University: Very high research activity 24,100/14,900 D South City: Small Research University: Very high research activity 29,900/23,000 E Mid Atlantic City: Large Research University: High research activity 25,000/10,700 F Mid Atlantic Suburb: Large Mater's University: Larger programs 36,000/25,900 G Mid Atlantic Suburb: Large Research University: Very high research activity 32,200/21,600 H Mid Atlantic City: Large Research University: High research activity 6,400/3,300 SOURCE: National Center for Education Statistics A Guide to Higher Education Centers Identified in this Brief Higher Education Center (HEC) Location Number of Partnering s Number of Degree Programs* V-HEC Maryland W-HEC Oklahoma 4 40 X-HEC Maryland 6 12 Y-HEC Virginia Z-HEC Virginia 9 60 * Degree programs refer to the academic programs offered by partnering institutions at various levels, from GED preparation to associate, bachelor, masters, and doctorate level programs. All degree programs may not be offered during a given semester by The Advisory Board Company 3

4 II. EXECUTIVE OVERVIEW Key Observations: Because a majority of the students at higher education centers are adult learners with work and family obligations, contacts express that universities do not need to provide traditional main campus services geared toward undergraduate students, including student clubs and co-curricular opportunities. Other than adult learners varying needs, factors that affect the extensiveness of university offerings at higher education centers include higher education centers in-house services and the proximity of higher education centers to universities main campuses. Contacts agree that the most important services that universities should provide to supplement academic offerings at higher education centers are administrative in nature or directly related to degree programs, including: Academic advising Financial aid counseling Technology support Library services Online bursar and registrar capabilities Universities utilize higher education center services and online software to minimize inperson offerings at satellite campuses. Higher education centers have staff independent of universities, and these staff may offer additional services to all universities or colleges with degree programs at the center. Services provided at higher education centers vary widely but may include testing centers, computer labs, and technology support; in addition, advanced centers may also have tutoring services, writing centers, and in-house libraries. Some universities hire staff to oversee degree program operations at satellite campuses, while others manage programs remotely depending on staff and budget allowances. Universities with satellite staff generally have two to five full-time employees, either collocated in a central office that oversees all degree programs or individually id assigned to particular degree programs, managing only a small population of students. Although university programming at satellite campuses is limited, orientation events serve as the ideal time to educate students about the available resources at higher education centers. At contact institutions, all orientations occur at the beginning of the academic year; some take place during class time, whereas others stand as separate events with speakers and refreshments by The Advisory Board Company 4

5 III. VARIABLES THAT INFLUENCE UNIVERSITY OFFERINGS Because of the characteristics of the students we re serving mostly students at the graduate level as placebound, working adults their needs are very different than the undergraduate level. In terms of counseling and student affairs, they come here for class after work and when class finishes are out the door; they don t have time to be involved in non-academic activities, so the satellite campus doesn t have other services that you would see on a main campus. ~Council Interview The goal of all satellite programs is to provide the main campus s quality of teaching to students who live in locations that are not accessible to such educational experiences. In an effort to offer services that align to students needs while minimizing costs and avoiding duplicative efforts, universities offer a reduced amount of services at higher education centers compared to main campuses. Because satellite students lack abundant supplementary services, many universities do not add student activity fees into tuition. The types of services offered by universities at higher education centers vary according to the following: Student Population Needs: The majority of programs offered by universities at higher education centers are masters-level, which attracts an adult population. Adult students do not require co-curricular or traditional undergraduate services because work and/or family obligations restrict their focus to academics. The Extensiveness of Onsite Higher Education Center Offerings: The level of onsite services provided by higher education centers varies widely; accordingly, the more services offered, the fewer services partnering universities and colleges must coordinate. Proximity to Main Campus: Students attending higher education centers that are located close to main university campuses can easily access main campus services, thus reducing the need for additional services at higher education centers. For example, D s proximal location to Y-HEC permits students to travel back and forth easily, allowing the university to concentrate support services at its main campus instead of duplicating service offerings. A Brief Look at Community College Offerings at Satellite Campuses Many contacts note that community colleges at higher education centers offer more of the traditional student affairs support services than their four-year counterparts. Community college offerings include academic support services (e.g., advising), as well as non-academic offerings such as student tclubs, support groups, and planned student tactivities. iti For example, the community college at W-HEC has staff for onsite tutoring and advising of several student groups by The Advisory Board Company 5

6 IV. UNIVERSITY SERVICES AT HIGHER EDUCATION CENTERS Universities should preserve their mission as they develop satellite programs. We re the face of our university here at the center, and it s important to work with students and make them know we re available for them and help make their experience meaningful. And it is also necessary to build a working relationship with students because they are the ones that are going to return for more education, recommend our programs, or provide a collaborative opportunity in the community. So you can t just have class. At the same time, however, you can t do everything, and at satellite campuses there is no expectation to have student activities amounting to the typical college experience. Overview of Necessary Services Top 5 Services Sought By Satellite Students 1. Academic advising 2. Financial aid counseling 3. Library resources 4. Technology support 5. Online bursar and registrar ~Council Interview To support student populations at higher education centers, most universities give satellite students access to main campus services such as career counseling and library use. However, these services, like the main campus itself, are inaccessible for the majority of satellite students. Thus, it becomes necessary for universities to complement academic offerings with non-academic services. Contacts rank the following services in order of demand: Academic Advising Role of Academic Advisors Academic advising is an integral support service at higher education at Satellite Campuses centers. Even though administrative staff sometimes serve as academic Serve as a face of the university to advisors for satellite students, contacts note that having onsite faculty students at satellite campuses. advisors or professional advisors who are equipped to directly answer Assist with course selection materials student academic inquiries results in a more efficient advising model. The and degree completion concerns. following describes the four types of staff employed by universities to Re-direct questions to the main provideadvising d i i services to satellite students at higherh education centers. campus, when appropriate. Professional Staff Advisor: Most universities have a full-time professional staff advisor. Universities with comprehensive satellite degree programs tend to have multiple full-time advisors stationed at satellite campuses, while universities with limited programs targeting a specific cohort group of students may have a full-time faculty advisor that travels to multiple satellite campuses, administering services. Faculty Advisor: Occasionally, when program faculty teach full-time at higher education centers, such as at i D, the university i delegates advising i responsibilities i to faculty. Additionally, i universities i i that maintain a main campus near the satellite campus typically have visiting faculty academic advisors. Program Staff: Some institutions assign advising duties to multiple university staff who also perform other administrative duties for degree programs at a given higher education center. Remote Administrative Staff: Only a few institutions do not have any advisors on satellite campuses and instead arrange academic advising services via phone or . In addition to program variations, cost considerations may also dictate the type of university advisor used at higher education centers. According to contacts at V-HEC, having a faculty-level advisor allows E to streamline student inquiries, producing an instantaneous and efficient advising process. However, faculty salaries are higher than those of administrative staff; therefore, universities may utilize program staff as general advisors who funnel complex questions to main campus resources by The Advisory Board Company 6

7 IV. UNIVERSITY SERVICES AT HIGHER EDUCATION CENTERS (CONT.) Academic Advising at Multiple Higher Education Centers Satellite Campus V-HEC W-HEC X-HEC Y-HEC Z-HEC Description of fpartnering Universities iti Academic Advising i Presence All universities are required to have a center coordinator, who may serve as an advisor or connect needful students with an appropriate resource on the main campus. Both E and F have half-time coordinators with advising duties who work during class hours. Similarly, the G has one staff member that works three days per week during business hours and an additional part-time staff member that works on Wednesdays. Rather than an onsite advisor, H has a representative on its main campus that answers questions remotely by phone. All universities have at least one academic advisor present at the satellite campus every day during the business week. Universities make appointments for students to meet with academic advisors. Some universities schedule regular office hours at higher education centers twice per month; other universities send advisors to higher education centers upon request. Although not required, universities are strongly encouraged to provide onsite academic advisors; as a result, onsite advising varies greatly. For example, A has four advisors present everyday, whereas C has advisors that visit the higher education center monthly. Alternatively, a few universities do not have any advisors present at the center. Six of the 11 universities have one part-time to two full-time advisors at the higher education center depending on program size. The other five universities rent space on an as-needed basis, especially during the beginning of semesters, course registration time, and final review periods. Financial Aid Counseling Contacts indicate that financial aid is the most in-need yet lacking service at higher education centers. Most universities expect students to rely on online materials or else travel to the main campus for additional in-person assistance. Sometimes, the onsite advisor will have knowledge of financial aid, but this occurs on an individualized basis and is not mandated by the university. A few institutions, such as A and C, designate a staff member in the main campus s financial aid office to act as a point person to respond to satellite students questions. In addition to corresponding by phone and to offer students assistance, the point person will help remind advisors onsite at the higher education centers of upcoming deadlines. The point person should have a strong rapport with onsite advisors in order to ensure efficiency in long-distance communication. Financial Aid Support at A The designated financial aid point person at A s main campus is responsible for creating a PowerPoint presentation on financial aid deadlines, contacts, and important details. In more stable fiscal times, this point person travelled to each satellite campus, delivering the presentation; now, due to travel restrictions, the onsite advisor presents the information in lieu of the financial aid staff member. Regardless of the presenter, the PowerPoint presentation proves effective, as shown by the minimal number of questions students have about financial aid throughout the year by The Advisory Board Company 7

8 IV. UNIVERSITY SERVICES AT HIGHER EDUCATION CENTERS (CONT.) Library Resources Although some higher education centers have their own libraries, all universities grant satellite students access to online university it library services, including access toelectronic dtb databases, electronic materials maintained iti dby the library, and interlibrary loan functions. Contacts note that faculty members often need educational materials placed online or materials electronically formatted; thus, library support is as vital for faculty as it is for students. To respond to satellite demand, some institutions, such as C, appoint a librarian from the main campus to field requests from satellite students and faculty. Technology Support Technology support is especially important for adult populations unfamiliar with online library catalogs, capabilities, and Internet search engines. Additionally, satellite students are given university accounts and oversee that the university server functions properly for these students. Most universities rely on in-house technology support staff at higher education centers rather than hiring their own IT staff. However, a few universities, such as D, hire technology staff to help operate online classroom learning environments at higher education centers. D s Extra Computer Labs While most higher education centers have computer labs, D rents out additional space from Y-HEC, creating a private computer lab for commuting students and online learners. According to contacts, this 24-hour computer lab ensures that D students have access to computers at any time of the day. Online Bursar and Registrar Services Most universities utilize Internet-based software to provide online enrollment management services to satellite students. These services include both bursar (bill payment) and registrar (course scheduling) services. For most universities, all online registration information is collected and processed on the university s main campus. C s Onsite Registrar Services C s higher education center staff currently uses a paper-based system and coordinates all course registration materials for satellite students. Contacts note that this unique set-up allows staff to better customize degree pathways for students at short notice. Nonetheless, the university is transitioning to an online platform because such customization proves time-intensive. Online Bookstores Students at most contact institutions can purchase their textbooks and course materials from the university bookstore through an online platform. Even though most universities have online bookstore capabilities, contacts find that the adult population at higher education centers use the service sparingly, since many students make last minute decisions i to join newclasses or are not familiar with the online space. C used to have a bookstore that catered to satellite course reading requirements at one of its partnering higher education centers during the beginning of the academic school year; however, after finding that this service was underutilized due to students last minute course changes and alternate bookstore options, the university eliminated the service by The Advisory Board Company 8

9 V. UNIVERSITY PROGRAMMING FOR SATELLITE STUDENTS Orientation The main type of university programming for satellite students is orientation. In fact, very few universities organize other programming, such as lecture series, brown bag lunches, or movie viewings, outside of the classroom. The following describes the orientation events organized by three institutions. A B Eligible Satellite Students t Undergraduate Students Social Work Graduate Students A Closer Look at Several s Orientation Events Time Length 4 hours 6-8 hours Location Programming Notes Satellite Campus Mi Main Campus Graduate 30 Satellite C Students minutes Campus The dean of adult studies and a satellite alum deliver speeches. Students informally meet faculty over light refreshments. Attendees receive a notebook outlining college traditions, center contact information, degree planning advice, and a calendar of events. The satellite program director coordinates multiple information sessions focusing on online services, the university computer system, online bookstore purchases, and identification cards. Onsite office representatives attend each class, providing students with information during an informal presentation. Students pay a $50 fee that covers the costs of refreshments and the notebooks. Contacts believe that having top administrators present boosts student morale and instills a connection to the main campus. The program director makes attendance mandatory, dt ensuring that all students are aware of services and technology capabilities. Hosting orientation during class saves students time and ensures that all students receive information. Additional Student Programming at A To ensure student success, A offers the following programs at higher education centers. Learning Portfolio Workshop: This day-long workshop is designed for adult students who wish to receive academic credit for prior work experiences. During one of the three annual workshops, participants develop learning portfolios with the guidance of a professor. While the workshop is free, students must pay a standard fee to have their portfolio evaluated for credit. Degree Planning Class: All undergraduate d students t are required dto attend dthis class, which hmeets twice a semester but includes ongoing assignments, administered through Blackboard. The class focuses on strategies for graduating on time, covering topics such as the best use of the college experience, time management skills, library resources, and online learning by The Advisory Board Company 9

10 VI. UNIVERSITY STAFFING AT SATELLITE CAMPUSES A lot of folks feel that higher education centers and facilities that are away from the main campus often have the sense of feeling like an isolated outpost. I don t feel that whatsoever because my director keeps me connected via phone and meetings... You just have to make the commitment to be connected and stay connected. You can t open a shop and not fund it adequately, because also you want your students to have a valuable experience. ~Council Interview Some universities maintain staff at higher education centers in order to administer services remotely and oversee satellite degree programs. To stay current with university affairs, most satellite staff travel to the main campus once per month to meet with administrators. Contacts at A note that these meetings serve as an opportunity to discuss issues, curriculum, operations, and practices to better serve satellite students. The number of hired staff depends on the breadth of services provided by the university, as well as specialized program demands, such as classroom technology. In addition, some higher education centers mandate that universities have a full-time staff person available at all times. Regardless of the number of staff, universities operate satellite offices under one of two staffing models: centralized or decentralized (see below). Centralized Staffing Model A, C, and D all have centralized offices on satellite campuses to coordinate degree programs. These offices supervise the administrative aspects of all degree programs at a given higher education center s satellite location. As evident in the table below, which summarizes various satellite campuses centralized staffing models, the specific staff positions vary widely across institutions. Centralized Satellite Campus Staff Structures of Several s No. of Staff Reporting Line Position Summaries A 3 full-time 1 part-time 1 graduate assistant Dean of Adult and Graduate Studies Adult Program Director: Manage programs administrative processing and serve as an academic advisor. Academic Advisors (all other staff): Advise and assist students with hdegree and dlicensing i requirements. C 2 full-time 3 part-time Associate Dean in Continuing and Professional Studies Staff (share responsibilities equally): Set up courses, hire faculty; organize and administer support services; and coordinate marketing, publicity, and recruitment efforts. D 3 full-time Vice President of Outreach and International Affairs Director: Ensure classroom readiness, identify research opportunities, and perform community development work. Program Support ttechnician: i Oversee video broadcast services, electronic classrooms, and any faculty/student technology need in the classroom. Clerical Staff: Link center to offices on campus, assist with course registration and degree completion requirements, and perform other administrative duties as necessary by The Advisory Board Company 10

11 VI. UNIVERSITY STAFFING AT SATELLITE CAMPUSES (CONT.) Decentralized Staffing Model B has a decentralized staffing model at its partnering higher education centers: each degree program has designated dstaff who travel to various satellite campuses, dli deliveringi assistance to all students within ihi that respective program. Each program generally has two staff that visit each satellite campus at least once per week and report to the department chair of the program. Additionally, each class has a master s level facilitator and a technician to support classes that rely on live video technology. These individuals monitor the class and provide assistance as needed. The titles and duties of these positions are as follows: Program Coordinator: Develop degree curriculum, manage student transcripts, fulfill advising function. Field Coordinator: Address logistics relating to student internships and create new field placements. Facilitator: Monitor class and provide in-person, supplemental instruction. Technician: Set up classrooms and deliver technical assistance as needed. Two-thirds of B s satellite courses are hybrid, taught with main campus and satellite students in the same classes by using interactive video content from a faculty member on the main campus and broadcasting material to students at satellite campuses. How Satellite Staff at B Gain Familiarity with Main Campus Services As an introduction to the position of satellite program coordinator at B, each coordinator spends three days per week for one semester teaching classes on the main campus. This helps coordinators develop rapport with college services contacts, gain a strong understanding of offerings, and realize ways to access resources they might need while operating in a remote offices. Community Relationships Offering degree programs at higher education centers is a way to give traditionally underserved communities access to educational opportunities. To further bring value to these communities, some universities develop community outreach programs at their higher education center locations. Below are two examples of this type of partnership. Students in the satellite social work program at B are guaranteed community field placements in a position that relates to their degree. This arrangement has a dual benefit for the students, who are guaranteed valuable work experience, and for the community, which values the work of the educated student. As part of an articulation agreement, A conducts onsite program advising for community colleges in the area. These small group presentations help smooth the transition process for transfer students by educating them on necessary preparation measures for a four-year degree and by informing students about the program that suits them best by The Advisory Board Company 11

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