Regardless of your line of work, every once in a while it’s nice to talk shop. It just feels good to compare notes, swap stories, celebrate or, at times, commiserate with the other people who truly understand what you do because they do it too. A couple of days ago, my fellow success coaches and I got together for a shop talk session, and the conversation centered around stories of students present and past. So this month I’m going to forgo the larger thesis and just relate a few of these anecdotes. These are snapshots of individual lives- brief glimpses into moments, both large and small, on a few individual students’ paths to a college education.
Aaron is a soccer player who came to college two years ago on a full athletic scholarship. Aaron is good. I mean, really good. So good, in fact, that our soccer coach recruited him as a freshman and basically built the entire team around him. Fall is soccer season, and with the demands of the sport combined with the dual challenges of coursework and adjusting to college life that all freshmen face, Aaron’s grades suffered. He ended the semester with the bare minimum GPA he needed to remain eligible to play. However, it seemed reasonable to assume that in the spring, when he would be practicing but not traveling or playing competitively, he would have the time to focus on his studies and bring his grades up. Unfortunately, the exact opposite happened, and by second semester midterms, Aaron had Fs in five classes. That’s when his coach stepped in and got him a success coach, who immediately went into full triage mode. She got him organized. She kept him accountable, even when that meant walking over to his dorm and physically escorting him to her office when he failed to show up for a meeting. It was a herculean task, but it worked. Aaron got out of the hole and was ready for another fall season. Case closed, right? Lesson learned and the rest is history? Not exactly. Aaron’s sophomore year was a mirror image of his first, and by then his coach had realized something of a common, if counter-intuitive, phenomenon among student athletes.
While one would assume it would be harder to keep one’s grades up when one is so busy with a sport in season, sometimes the exact opposite is true. Sometimes it’s the structure of an on-season that helps a student organize the rest of his or her time effectively. It’s the immediacy of being able to connect how you are doing in school right now to your eligibility to play the sport you love. For Aaron, the loss of that structure and immediacy in the spring was a major drawback. Luckily, with the help of his success coach, he was able to break the pattern this year and has been doing well in class as well as on the field. When I spoke to his success coach, she told me of one particularly wonderful moment. She had gone to a game to see Aaron play, and had, without realizing it, sat next to his mother and grandmother in the stands. They spent most of the game simply sitting side-by-side, until Aaron scored a goal and all three women jumped to their feet and began cheering. After a moment of surprise, Aaron’s mother and grandmother looked over and asked, as if they already knew the answer, “are you the success coach?” When Aaron’s success coach answered in the affirmative, hugs and words of gratitude were shared all around.
Madison is a freshman this year, and her story, while still largely unwritten, has been less inspiring. An extremely bright young woman with excellent test scores and high school grades, Madison, nevertheless, managed to get on academic probation during her fall semester. She started meeting with a success coach at the beginning of this semester, but by midterm she had been dismissed from two of her five classes for lack of attendance. Lack of attendance, it seems, is the name of the game for Madison. She is simply not going to class. When pressed, she has revealed to her coach that there is a set of issues she is dealing with, but so far she has not been willing to talk about what they are. Clearly there are deep and stormy seas churning underneath Madison’s nonchalant exterior, and hopefully she will listen to her coach’s advice and utilize the psychological counseling resources on campus. However, if she doesn’t do something to turn her ship around, she is likely to be asked to leave. Madison’s story reminded all of us success coaches of students we’ve had who just weren’t able to make it. Either their grades were just too low to be turned around, they had underlying family or personal issues that were simply too big to surmount in the time they were here, or some combination of both. Perhaps the unwritten chapters of Madison’s college career will be happier ones. Perhaps the last chapter ends with Madison, beaming from ear to ear, crossing the stage in cap and gown to receive her diploma. In the meantime, we will hope, we will help, we will facilitate…and we will keep our fingers crossed.
Cody is another freshman in his second semester of college, and another student who did not work with a success coach initially but whose fall semester grades put him on academic warning, and so he was given a success coach for spring. (This trend, by the way, is why I strongly believe all freshmen should receive a success coach for their first semester.) Cody is the only child of parents who for a long time believed they would be unable to have children. This does not necessarily account for the amount which they doted on their miracle child, but Cody readily admitted to his coach that his parents basically did everything for him and let him do pretty much whatever he wanted. He certainly is a smart, charming person, but it seems he learned to use his powers of charm and manipulation mainly in order to get out of things or to get other people to do things for him that he really should have done himself. Unfortunately for Cody, his college professors have not been quite as easily charmed, and this paradigm shift in the way of the world seems to have thrown Cody for quite a loop. He’s confident enough to admit he’s gotten away with a lot in the past and smart enough to know that’s not going to work anymore, but he needed someone to help him figure out just how to do things differently. He needed help learning skills like time management, organization, and work ethic, and that’s where his success coach came in. Cody is still not out of the woods, and sometimes his coach describes getting him to do things as “like pulling teeth,” but he is working on it. Little by little, the way we all break old habits and forge new pathways, he is working on it.
Statistics about retention, performance, and graduation rates on college campuses often focus on the abstract- the composite. And yes, composite data is important. But amidst all the data, we must remember that there are trees in this forest! There are as many stories as there are acceptance letters, desks in a classroom, and piles of laundry waiting patiently…for Summer break.
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.