1. 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)

2. 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.).

3. 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.

4. 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

5. 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 s
Personal contact
Accessibility
Hard to gauge involvement/dedication to the course work
Identifying area of struggle
Determine best way to provide guidance

6. 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)

7. 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

8. 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

9. 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

10. 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

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