Web-Based Academic Support Services: Guidelines for Extensibility

Using the experience of the University of Illinois at Springfield 's College of Liberal Arts and Sciences at the as a foundation for discussion, this paper addresses the provision of student support services to distant students within the context of development and expansion. Specific issues for consideration include: integrating student support functions with institutional technology and information systems; determining developmental concerns and their impact on scalability; and, identifying barriers related to systematic program expansion. As on-line learning continues to grow in terms of popularity and access, academic support practitioners have new opportunities to re-conceptualize Web-based programming that furthers the integration of service, instructional, business, and cultural aspects of the institution. A fundamental challenge to program expansion is appropriately scaling such services in ways that student demands, curricular priorities, market trends, and institutional mandates can be met through an integrated approach to technology based support provision. Context for Discussion: UIS College of Liberal Arts and Sciences On-line Program Development & Expansion The University of Illinois at Springfield 's ("UIS" or "University") College of Liberal Arts and Sciences ("College") routinely delivers approximately 60 to 70 percent of the University's Web-based programming. On-line coordination personnel provide ongoing support and advising for both newly admitted and continuing students studying in the College's Web-based academic programs. Growing beyond the first Web-based degree completion program developed by the University (the Bachelor of Arts in Liberal Studies initially delivered in fall 1999 to 32 students), now in its seventh year of delivery) the College of Liberal Arts and Sciences has admitted approximately 1,000 majors to its on-line programs. On-line programs currently include six undergraduate degree completion programs (computer science, English, history, liberal studies, mathematics and philosophy) and two minor concentrations (mathematics and philosophy); two graduate certificates (computer science); and, one graduate program (computer science), as well as a range of elective courses offered throughout the liberal arts and sciences disciplines. This growth impacted not only the nature of outreach and support services provided to this student population, but also contributed to shaping a new institutional culture. The following discussion extends beyond a traditional approach to support provision to promote a scalable, integrated and interoperable administrative strategy enabling expansive learning experiences for students