Ashford University COM340: Technical Writing Final Paper
Proposal for Student Assistance Program Online
Introduction
Twenty-three percent of college students have dependent children. Forty-five percent work more than 20 hours per week (Johnson, Rochkind, Ott, & DuPont, 2009, p. 4). As adult learners, these students have a lot to deal with. They are parents, employees, friends, and neighbors doing their best to balance their life responsibilities with their education. They are not only impacted by their studies, but a variety of life problems as well. To this effect, their studies may suffer from events occurring in their lives. A staggering 60% of college students in the United States are graduating within 6 years of beginning a bachelor program (Kanstoroom, 2009).
Ashford University’s mission statement is “to provide accessible, affordable, innovative, high-quality learning opportunities and degree programs that meet the diverse needs of individuals pursuing integrity in their lives, professions, and communities” (Ashford University, 2010, p. 1). The Online program does provide individual support for academic and financial services to ensure the success of its students. What it lacks is assistance for students to deal with the transition from “parent and worker” to “parent, worker, and student,” and the kinds of tolls that can take on a person.
Ashford University’s catalog openly shows that part of its students’ success is access to this specialized program through the Office of Student Success. Given that, Ashford University Online should provide free 24-hour access to trained counselors who can assist with life problems and set up support groups or just be there to lend a friendly ear.
“University life presents many new challenges and situations that individuals may not have experienced previously” (Ashford University, 2010, p. 39). The preceding quote from the university catalog introduces the Office of Student Success. This on-campus office subsequently runs Ashford’s Student Assistance Program, which provides “at
no charge to students and provides confidential counseling via telephone 24 hours per day, 7 days a week” (Ashford University, 2010, p. 39). According to the catalog, this program is available to provide assistance “with issues such as budget and debt assistance, new parent transition, relationships, depression, anxiety, substance abuse, and any other relevant concerns” (Ashford University, 2010, p. 40).
Debatably, this program at another university might be considered available only to the “traditional” on-campus student, but Ashford’s ASPIRE adult students also have access to the Student Assistance Program. In fact, based on the description in the catalog, it may have been designed for them.
On-campus students have access to support through dormitories, athletics, and student organizations. Through these campus-only meeting places, students find like-minds and build their own support groups. Not only would these programs not be feasible online, the pace of classes in the online program does not allow for students to get to know one another in the same way that campus-based programs do. Counselors or life advisors would be able to communicate with multiple students and coordinate students with like issues to formulate support.
Implementation
Implementation of the program should begin with a survey of online students for receptiveness of the program. This survey could be done in much the same way as, and even using the same server as, the end-of-course surveys that are distributed to students every five weeks. Student portals and email systems are available to all students, staff, and faculty of Ashford University, therefore it would not necessarily be obligatory to hire additional Student Assistance Program staff. Online students could simply be provided contact information for use of the program. Using the survey, the Office of Student Success could determine if more staff would be needed to cover the additional student population. Staff could then consult with their own student-clients and one another to form schedules for online one-on-one or group counseling sessions on an as-needed basis. After one calendar year, the Office of Student Success could survey the students again to see how and if the program is working, what the students think of it, and how it has affected Ashford University Online.
Limitations
Some students may hesitate to use the program due to newness, uncertainty, or pride. They may resist the available assistance even as they resist the already available academic assistance provided. In addition, should the University need to hire additional counselors to cover the higher population, the program could become costly. An in-depth cost-benefit analysis should be done prior to implementation to weigh the cost of the program. Costs, however, may be balanced by students who remain in school longer due to available assistance.
Conclusion and Recommendations
Arguably, the most compelling reason to provide an online Student Assistance Program is that on-campus students already have this available. Ashford’s own mission statement says it wants to meet the “diverse needs” of its students. Despite the probable costs, implementing the Student Assistance Program online would show how Ashford is meeting those needs.
References
Ashford University. (2010). 2010-2011 Academic Catalog [Pamphlet]. Clinton, IA: Ashford University.
Johnson, J., Rochkind, J., Ott, A. N., & DuPont, S. (2009, December 9). With Their Whole Lives Ahead of Them. Retrieved January 15, 2011 from Public Agenda website: http://www.publicagenda.org/files/pdf/theirwholelivesaheadofthem.pdf
Kanstoroom, M. (2009, September 9). Why Don’t More College Students Cross the Finish Line? Education Next . Retrieved January 15, 2011 from http://educationnext.org/why-dont-more-college-students-cross-the-finish-line/comment-page-1/