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This article briefly reports on the needs of students with diagnosed psychological disorders who are enrolled in 2-year colleges and studying at a distance. A six-feature descriptive model was constructed that included three areas of need (Hurdle of Self-Disclosure, Hurdle of Personal Connection, Hurdle of Time Management) and three corresponding roles for counselors (Psycho-emotional Support, Relationship Support, Learning Support). We discuss the relationship between the descriptive model derived from the current study and the Universal Design for Learning (UDL) framework, which historically has been applied to work with this population. Implications for the roles of college psychotherapists at 2-year institutions are presented.

Student affairs educators and academic faculty continue to respond to demands that they become more accountable; conduct better assessments of learning outcomes; and demonstrate, through evaluation, the contributions they make to institutional missions. In this article, the authors bring together multiple resources selected for their potential to assist educators with the important tasks of evaluation and assessment of student learning. The selected media resources include two recent books, Web-based survey tools and Blackboard evaluation components, and spreadsheets and statistical packages. The authors also explain how to use a theory of action as a road map when designing evaluation and assessment projects. (Contains 7 notes.)

Old Dominion University's distance learning program, called TELETECHNET, brings the main-campus college experience to geographically distant learners at sites across Virginia and as far away as the state of Washington, as well as to military personnel on Navy bases, carriers, and submarines. In an interesting turnabout, the Summer Institute for Distance Learners is now bringing students to the main campus. Many institutions invite distance learners to campus for a long weekend. What makes this program different is that students participate in courses on campus for at least a week, and some stay for an entire month. Over the years, administrators, faculty, and staff have discovered that adult learners arriving for the extended institute face concerns similar to those of traditional-age students. As a result, the program has been reshaped over time to offer support beyond the classroom. Participants deal with college transition issues, confront intellectual and developmental challenges, and leave campus with a shorter version of the traditional collegiate experience. (Contains 4 notes.)

Student personnel professionals are beginning to have key roles and increased involvement in distance learning programs. This article presents a work sample exercise for use when interviewing and hiring college student personnel administrators for professional positions in distance learning programs. (Contains 20 references.) (GCP)

The effects of personality construct, goal instability, peer affiliation, and teacher support on undergraduate distance learners' quality of learning experiences and academic outcomes was examined. Participants demonstrating high goal instability had more positive learning experiences when they perceived higher levels of classroom social support. (Author/EMK)

Academic programs continue to respond to institutional demands for greater accountability. Evaluating human service education programs involves two challenges: (a) conducting outcome evaluations that measure eventual student outcomes while demonstrating how the program accomplished these outcomes and (b) meeting the needs of multiple constituent audiences. This article offers a chain-of-effects framework to conduct useful evaluations showing how a human service education program's design leads to expected student outcomes and provides information useful to faculty, program directors and chairs, as well as upper administration and governing bodies. The authors provide a case example from a four-year human service education program offered on the main campus and via distance learning. [ABSTRACT FROM AUTHOR]

When Old Dominion University created a summer institute to allow adult distance learning students to enroll in accelerated on-campus courses, typical college transition issues were, at first, left off the schedule. Over the years, the institute has evolved to provide these students with the same kind of personal and academic support needed by their traditional-age peers. [ABSTRACT FROM AUTHOR]

Discusses how campuses can support students in distance learning programs. Several types of distance learning delivery systems; Distance learning program at Old Dominion University; Creation of an atmosphere that puts distance learning students at par with on-campus learners when it comes to recognition, status, and investment in order to enhance their experience of community.