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After spending months on the design and development of a new online course, applying theoretically and empirically sound instructional and community-building strategies to support student engagement and learning, Joni launched the course without a hitch. The projects were relevant, involving students in real-world activities. The instructional materials were well designed, and students were encouraged to participate in the bounded course community and the professional community of practice (PCoP). The course was a great success…or, so Joni thought. Midway through the semester, a student emailed the following: "Thank you for a great course. The materials are so useful, and the projects really have me applying what I've learned in the program. But, where are you?" What did that mean? Joni came to realize that — although appreciative of and engaged by the course materials, activities, and emphasis on community — students also craved a one-on-one, personalized relationship with her. And, that her new challenge of online course and programdesign was to balance the needs of the many with the needs of the one.

Identity. Students have the opportunity to interact with university representatives (professors, advisors) on a one-to-one basis. Individualization. Students have individualized interactions with university representatives, based on their specific needs and goals. Interpersonal interaction. Students' interaction with university representatives is mutual and reciprocal, with the achievement of learning and performance goals as the focus.

At the start of our online courses, we invite4 students to participate in a five-minute telephone conversation (see Figure 1).5 We typically receive RSVPs from two-thirds of the students. However, because we continue to extend the invitation throughout the first few weeks of the course,6 we end up talking with all but one or two students.