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Month: August 2014

Peer Relationships In College: Skill Building for the Real World

Peer Relationships In College: Skill Building for the Real World

I recently wrote about the changing relationships between students and their parents when a young man or woman enters college. The conversation made me realize that this particular relationship is only one of four “P”s. The full roster? Parents, peers, professors, and professionals. As students go from “moving out” to “moving in” in these next few weeks (don’t forget the t-shirt sheets!), I’d like to discuss the second of the four: that between students and their peers.

The relationships students form with their peers, both on campus and online, can hugely impact their college experiences personally, socially, and academically. Many would argue that these relationships are actually of more import than all the rest combined during this stage of life; physically removed from family (often for the first time), one begins to build a surrogate family of friends. It’s the blind leading the blind as they all try to figure out this brave new world together! This level of intimacy and shared experience, I believe, is why friendships that begin in college often last decades if not a lifetime, but it is also why it is so crucial to find friends who have your best interest at heart.

I have worked with more than a few students whose relationships within a disadvantageous peer group became huge boulders to their success. Especially for students who may be already lacking in the motivation department, hanging out in a friend group made-up of similarly unmotivated students, those who have a lax attitude toward academics, or those who simply do not understand what they want in life and therefore have no clear path to achieving it, can make it that much harder to stay on track. I had one student who was having such a hard time bucking the trend of “all play and no work” that I told him he could always use me as an excuse. “Tell your friends I am making you come study with me and there’s nothing you can do about it,” I’d say. Sure, there are days when the lesson should be how to tell your friends you can’t hang out because you are making you study, but you know…baby steps. And it worked! Jared began studying with me, and not only did his grades improve but his increased level of academic focus led another one of his friends to ask if he could come study with me too! Just as surrounding yourself with people who always have a second piece of pie is not going to help you lose weight, finding a jogging buddy can make dropping that stubborn 20 even easier!

Peer relationships are just as important inside the classroom, as they help students learn skills that will become incredibly valuable in the working world. Group projects can help you hone leadership skills, practice group decision making, and improve your ability to work with people who might have very different perspectives or ways of working. How do I navigate personality clashes? How do I deal with the man or woman in my group who is just difficult to work with?! College is a training ground for developing these kinds of peer-to-peer skills, and I remind my students that the relationships they develop in and out of the classroom will help them for years to come.

Again and again, I find my advice train arriving at the same station: identify what you need and then seek it out. In terms of peer relationships, that means finding good friends and good mentors. Whether that fellow student is next to you in class or 2,000 miles away logging in from her laptop- find mentors. Nurture those relationships. Ask for help. Pay it back and forward when you can.

Susan Marion is the Coordinator for Success Coaches at Tiffin University, in Tiffin, Ohio. She was instrumental in starting success coaching at the institution in 2007.  The program now has fifteen part-time success coaches and supports almost one hundred students who are at risk academically.

Success Coaching Relationships – Students and Parents

Success Coaching Relationships – Students and Parents

We may be coming into the dog days of summer, but for incoming college freshmen and their parents all over the country, this is a time of major transition. Sons and daughters are preparing to set out into the world of higher education and independence as mothers and fathers steel themselves to do that most dreaded act (even if it should be so easy): letting go. All of us have, at some point, gone through the transformation of the parent/child relationship that occurs as children become adults. For some, the change feels natural, easy, at times even imperceptible; for others, it can be a tumultuous and confusing road. In any case, one of the many jobs of a success coach is to help students understand and navigate these transitional relationships.

Knowing how to help a student in this way depends, of course, on the kind of relationship a student has had with his or her parents prior to arriving on campus. Some students are 100% ready for the independence of college life; others have never spent a night away from home. On the extreme ends of the spectrum, some students are used to having their parents do practically everything for them while others have basically raised themselves. While many students move through the this transition relatively easily, those with more complicated or co-dependent parent/child relationships can face significant roadblocks.

One phenomenon that has garnered its fair share of ink in the last few years is that of the “helicopter” parent. The picture most often portrayed is one of parents whose over-involvement in their children’s lives comes despite the protests of their son or daughter.  However, I find that, more often, this kind of relationship is a two-way street (albeit one that parents have been primarily responsible for creating). I’ve had students who are used to talking to their parents three or four times a day, and so that is what they continue to do in college. They are in near-constant communication (most often by text) with their parents, and they often feel incapable of making decisions of any importance without their parents’ input. This situation is not necessarily unhealthy, but it can prevent students from taking initiative on their own or thinking and acting independently.

Sometimes, though, the pressure does come primarily from the direction of the parent, and those are the cases I find particularly frustrating. I vividly remember one Fall, a few years ago, running into our track coach while crossing the quad. School had only been in session for a few days, and already he seemed run-down and stressed. I asked him what was the matter. “I recruited this amazing runner,” he began. “She’s smart and driven and, as an athlete, I could build my whole team around her.” So what was the problem, I asked? “Her mother has been distraught ever since she left home. She keeps calling, begging her daughter to come home, saying she can’t live without her.” And so? “And so she left this morning.” I didn’t know this woman or her life, obviously, but I wanted to try to get her to see that it was her child’s future, not her own, that she needed to keep in mind. This particular student was not one of mine, but I have had students facing similar pressures, and I understand how difficult it can be. Even those who stay must build up a wellspring of courage in order to combat the stress and guilt that can accompany a parent or parents who are controlling or who just cannot seem to let go.  Other students arrive at our university having dealt with all sorts of manifestations of family dysfunction. I’ve had more than a few students whose family lives were simply terrible and who were thrilled to have finally escaped, only to find new challenges at college which stemmed, in part, from their lack of good role models at home. I’ve had students who have no parental support whatsoever- who’ve grown up in foster care, who were begrudgingly passed around from relative to relative, or who simply had parents who did not seem much to care about the future of their children. As a parent myself, it seems unfathomable, but it happens.

Obviously, the way in which a success coach helps to guide someone through these complex relationships and changes varies from student to student, but I find myself at some point giving a version of the same advice to all, “This is your life. From here on out, it’s all up to you. You have to make your own decisions and try to build the life you want. It may not be easy; in fact, at times it may seem nearly impossible to tell your mother you can’t come home because you have to study, or to apply for financial aid when you are the first person in your family to go to college and the weight of the world seems to be on your shoulders. Perhaps your struggle is seemingly as simple as the journey to learning how to do your own laundry. But that’s why there are resources here to help you!” I tell my students to seek out mentors, whether they be fellow students, RAs, coaches, professors, or administrators. “Find someone who seems to know something you’d like to learn and let them show you how to do it,” I say, “for though we and we alone are in charge of our own lives, we all need teachers, mentors, guides, and friends.”

And in terms of a student’s relationship with his or her parents, I remind them that this process of transition is normal. We all go through it. And for most of us, when we come out on the other end, our relationships with our parents are often deeper and more meaningful than ever before. 

Susan Marion is the Coordinator for Success Coaches at Tiffin University, in Tiffin, Ohio. She was instrumental in starting success coaching at the institution in 2007.  The program now has fifteen part-time success coaches and supports almost one hundred students who are at risk academically.

How Success Coaching Programs Can Affect Administrative Change

How Success Coaching Programs Can Affect Administrative Change

In previous blogs, I’ve written about how success coaching can benefit both students and coaches themselves. But what about the university as a whole? Besides helping our students achieve success, one of the things I’m most proud of about the success coaching program at my university is that, because of our work, we have been able to affect change campus-wide. This is partly because success coaches are nexuses of communication, acting as liaisons between our students and their professors, coaches, and administrators. Over time, that unique role has enabled us to provide valuable feedback to the administration, sometimes ending in policy changes or the creation of additional resources that benefit not only our students but all students.

Take the example of a new major that was created a few years ago. Almost immediately, success coaches started to notice that an unusually high percentage of students entering as freshman with that particular major were being admitted on academic warning or probation. Those students, consequently, were enrolled in the success coach program automatically, and so it was success coaches who first noticed the trend. For reasons we do not yet completely understand, it seems that the kind of students who gravitated toward that major were more likely to enter school underprepared than were students with different majors. Once we realized this, we were able to take our findings to the faculty members recruiting students for this major and then the admissions office, which led to a discussion of how best to tighten up our admissions standards in this area.

Success coaches have also been able to contribute toward change on a university-wide level as it affects our policies toward international students. As we are working one-on-one with many of these students on the ground, we have, at times, been able to notice cultural issues that may provide challenges for entire groups of students. For example, we have a high number of students from a particular region of the world in which the idea of punctuality is not the same as it is in the U.S. Many of these students were perpetually late to class, and most did not realize that this lax attitude toward an on-time ETA came across as disruptive and disrespectful. Because so many of them were working with success coaches, we were able to notice the trend and connect it to problems with cultural translation. Thus, we were able to bring the issue to the attention of both the head of career development and the point person for international students, adding to a list of things we want to make sure to address with our international students as soon as they arrive on campus.

Finally, our experiences working with students on the low end of the GPA scale have helped professors understand and tweak their curricula, and it has led to the addition of resources for students struggling in certain core subjects. Students may need help in these areas for many reasons, but it is often success coaches who are able to make the initial prognosis. I once had a student who was failing math. He had come directly from community college where he had not needed to take any math courses, and before that he had not been required to take math as a senior in high school. His math grades from freshman through junior of high school were good enough to place him out of remedial math, but by the time he got to my university it had been three years since he’d done more than add tip to a restaurant check. He simply needed a refresher course, and working together with the math department, we were able to get him up to speed before the dark mark of a failing grade was forever on his transcript. 

Susan Marion is the Coordinator for Success Coaches at Tiffin University, in Tiffin, Ohio. She was instrumental in starting success coaching at the institution in 2007.  The program now has fifteen part-time success coaches and supports almost one hundred students who are at risk academically.