ABSTRACT
The emphasis in “online history major” should be on “history,” not on “online.” History advisors that practice a developmental advising model can readily adapt their advising practices to orient, develop, and mentor online history advisees in a way that integrates them into their academic department. To do this with success, advisors must first familiarize themselves with the online student population, including the group’s demographics and common support needs. Advisors must offer in-depth advisee orientation meetings to best understand each student’s unique situation. These early meetings help students outline expectations for their virtual degree program and develop strategies for success. Advisors must continue to work with their online advisees honestly and frequently, developing bonds of trust and helping students set growth goals that include not just degree progress, but intellectual and professional development. When advisors adopt a variety of communication pathways to connect online students to the department, and when they curate an appealing virtual home base, they will see the strongest sense of community among their history majors and greater levels of online student satisfaction. Finally, online advisors must work to develop and share edifying opportunities for their online students, so that all history majors, regardless of location, can be full members of the department, their local and virtual history community, and their larger institution.
