The Evolution of Advisement for the Online Clinical Laboratory Science Student Wade Redman Ph.D., MBA, MT(ASCP)DLM Tammy Carter, Ph.D., MT(ASCP), MB(ASCP) CM Lori Rice-Spearman Ph.D., MT(ASCP)

Purpose: The purpose of this presentation is to provide the participants with information related to developing formal advisement for the online Clinical Laboratory Science. The Texas Tech University Health Sciences Center School of Health Professions in 2007 sought to increase enrollment in the Clinical Laboratory Science program by developing an online second degree program for those individuals who held earned Bachelor’s degrees in a science field (biology, chemistry, microbiology, biochemistry, etc.).

Objective: At the conclusion of the presentation the participant will be able to describe the unique challenges associated with advising online clinical laboratory science students and assess the resources required for positive student learning outcomes.

Methodology: The presenters will outline the advising process for the online Clinical Laboratory Science program to include: Challenges associated with advising Distance Learners Comparison of traditional advisement (face-to-face) to online advisement Method of delivery Forms Evolution of “forms” Outcomes

Challenges for Advising Distance Learners Communication Online student/Scientist personality = introverts Doesn’t readily ask for help Reluctant to respond back or give feedback Forums Emails Personal contact Accessibility Hard to gauge involvement/dedication to the course work Identifying area of struggle Determine best way to provide guidance

CLS traditional (face-to-face) advisement Method of delivery CLS traditional (face-to-face) advisement Meet assigned advisor in person VARK learning style assessment Initial advisement Midterm advisement CLS online advisement Initial advisement via assignment (non-graded) Midterm (non-graded)

CLS traditional (face-to-face) advisement Advisement Forms CLS traditional (face-to-face) advisement Face to Face Advisement Form CLS online advisement Online Advisement Form Initial Advisement Example Midterm Advisement Example

YEAR PASS RATE RETENTION ASCP Board of Certification 1st Time Pass Rates: Online Cohorts (SD and LC) YEAR PASS RATE RETENTION 2010 100% n = 6 50% 2011 88% n = 9 53% 2012 94% n = 30 71%* initiated 2013 91% n = 34 91% 2014 90% n = 31 90% 2015 97% n = 31 94% 2016 87% n = 36 84% 2017 95% n = 41** * Indicates start of “formal” online advisement ** Indicates not all have taken the exam 19 out of 20 have passed

Online Program versus Traditional 2+2 Program Pass Rates YEAR ONLINE TRADITIONAL 2010 100% 2011 88% 96% 2012 94% 2013 91% 83% 2014 90% 2015 97% 76% 2016 87% 84% 2017 95%* *Not all have taken examination

Initiating an Advising Curriculum: Summary Initiating an Advising Curriculum: Helped improve the Retention Rate of the online CLS program First-time Pass Rate stayed the same. Helped improve communication between the online students/advisors/instructors

Future Implications Need more advisors to accommodate the number of online students Include midterm advising questions to help identify: Study patterns Areas of weakness