Universities are quickly moving from brick and mortar toward online classroom settings. The online setting provides students with increased accessibility and flexibility to attend classes they would normally be unable to attend. Unfortunately, for those students who never attend classes on campus, many campus resources are not accessible. Students who attend online are often challenged by a lack of access to on-campus resources such as the ability to contact an academic advisor, retrieve forms, obtain timely information, use the writing lab, and technology assistance. Additionally, many adult learners are returning to school to further their education after a long period of time. These students are surprised at their lack of technical skills needed to complete course work. Virtually all courses in the Purdue University Calumet School of Nursing were either hybrids or totally online. Thus the School needed to reach all students equally with student supportive services whether they were attending class on campus or through distant learning. In response to the aforementioned issues, the School created series of "support courses" within the University's course management system. These were not credit courses. Each student was provided access to them in his or her course list and interacted with them as if they were real distance learning courses. The alternative course development began with the "Undergraduate Academic Advisor" site where students accessed a myriad of advising resources. A "Graduate Advisor" support course was then developed to provide graduate students with resources needed for both their classroom and clinical experiences. In the "Carol's Corner" support course, all students found general school information, including information about student organizations. A "Faculty Intranet" site disseminated information rapidly among faculty and allowed them to interact with each other online. Lastly, the School developed a "Computer Tutor" support course to enhance technical skills of students to ensure program success. Changes and upgrades to each site were done based on user evaluations and needs by all participants. In general, faculty, staff and students evaluated these on-line course management additions positively. (Contains 2 tables.)