This document discusses using online resources to support graduate students at all stages from prospect to alumni. It identifies several tools that can meet different student needs, such as Adobe Connect for online information sessions, surveys through Qualtrics and Survey Monkey, and social media and newsletters through Facebook, Twitter and Constant Contact. The document advocates analyzing student needs at each stage, finding readily available tools to address them, and using data to streamline processes and personalize support, while still emphasizing personal interactions.

1. Using Online Resources to
Support Students
Paul Cincotta Jr.
Jamie Grenon
Darren Macdonald
College of Graduate Studies
Bridgewater State University

2. Opening Questions
• Who provides directs “support” to
students?
• What are questions you are getting?
• Who has limited resources?
• What do we hope to gain by
supporting students?

3. Why support students using online
resources?
• 24/7 connectedness
• Digital natives and immigrants
expect it
• Include all stakeholders
(consumer to alumni)
• Allows for the streamlining of
information delivery

4. Off-Campus and International
Graduate Studies
• Coordinate the delivery of graduate-level
courses for off-site locations
• Support students, and faculty, before,
during and after courses (online and
face-to-face)
• Facilitate positive relationships with
course/program completers,
community members and BSU

5. What supports do our students
need?
• Identify your “students”
• Why are they coming?
• Do they have unique needs?
• Can you begin to track patterns of
their respective needs?
• How? Anecdotal vs. Statistical Evidence
• Does your group “sit” on unique data?
• Can you help them?
• Will you need help from other stakeholders?

6. Off-Campus and International
Graduate Studies Students (2012)
• Prospects
• Non-degree students
• Matriculated students
• “Close to completers”/Graduates
• Alumni

7. Feedback Cycle
• Discover opportunities
• Some are obvious and others are not.
• Analyze problems
• Vary by student “level/position”
• Brainstorm solutions
• With data, comes buy-in
• Commit to change
• It is easy to go back to “old ways”
• Evaluate

8. Unique student needs
Prospects
• Accessibility to BSU
Adobe Connect/Skype
• Build knowledge and demystify
graduate education
Blackboard or Moodle (Sample LMS)
• Bring stakeholders to the table
Google+ Hangout

9. Unique student needs
Non-Degrees and New Matrics
• Support wide range of needs
Adobe Connect
• Build communication priorities
Survey Monkey
• “Can” correspondence built on
previous patterns
Apowersoft Free Screen Recorder & Jing

10. Unique student needs
“Close to Completers” & Grads
• Comprehensive Exam and Thesis
Information
Jing & Adobe Connect
• Commencement specifics
Google forms & Constant Contact

11. Unique student needs
Alumni
• Keeping them close to BSU
Facebook and Twitter (Multiple)
• Communicate achievements
Google+ Hangout, Constant Contact
• Dedicated office

12. BSU Graduate Students (2014)
• Prospects
• Cold
• Seeking information
• Come to campus
• Applicant or non-degree
• Non-degree students
• Applying to a program
• Professional Development
• Matriculated students
• Newly matriculated
• 1 year into the program (halfway)
• 3+ year student

13. BSU Graduate Students (2014)
• “Close to completers”/Graduates
• Comprehensive Exam/Thesis
• Applying to Graduate
• Commencement specifics
• Alumni
• U/G vs G
• Degree vs PD
• Good PR stories to share

14. Marketing and Recruitment
• Qualtrics
• Responsive communication from RSVP to
event attendee
• Data helps with web design
• Adobe Connect
• Online Information Sessions
• Constant Contact
• Communicate to prospects with metrics
• Connect news to matrics (e-Newsletter)

15. Admissions
• Qualtrics & Wufoo
• Online forms
• LOR
• “Intends to Enroll”
• Reinstatement
• Comm100
• Real time connections for students
• Using Data to streamline admissions
processes

16. Takeaways
• What is readily available and can
be transformed to meet your
needs?
• Using specific “tools” to meet
specific needs
• Personal interactions are
paramount

17. Questions
Paul Cincotta Jr.
paul.cincotta@bridgew.edu
Jamie Grenon
jgrenon@bridgew.edu
Darren Macdonald
d3macdonald@bridgew.edu