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Online Education and Online Success Coaching

Online Education and Online Success Coaching

Over the last ten years, online education has become an integral part of the higher education landscape. While there are unique benefits to an on-campus college experience, online education has opened the doors of higher education to millions of people worldwide who might otherwise, for one reason or another, have been unable to earn college a degree.

Earlier this week I met with a group of success coaches who work with online students to compare and contrast our jobs as well as to share strategies and advice. There are, of course, many similarities. First of all, we all share a universal goal: to help students successfully navigate the college landscape in order to achieve their goals. It is just as important, if not more so, for an online success coach as it is for an on-campus coach to establish a good rapport with students as well as a bond of trust that can facilitate open and honest communication between a student and his or her coach. I also discovered that online coaches teach many of the same skills time and time again as we do- skills ranging from time management and studying techniques to tenacity and perseverance.

Some of the major differences between on-campus and online success coaching are, of course, logistical. While I primarily meet with my students in person, most online coaches communicate exclusively through the use of technology (email, phone, Skype). While my biweekly sessions last thirty minutes each, the amount of contact these online coaches have with their students varies. I learned from our discussions that one of the first things online success coaches ask their students is, “how often would you like me to contact you?” The coaches I spoke with are required to contact their students by email or phone twice a week, but many students, it turns out, desire more. One coach told me that she had a student who requested that her coach contact her every day at the beginning. The coach obliged, and the two communicated at least once a day for four months before the student decided she felt she was doing well enough to reduce to twice a week.

Logistical differences between the jobs of online and on-campus coaches are in many ways about numbers. Because the number of students a typical on-campus coach can work with at any given time is limited by the number of thirty minute blocs in a day, my university currently only provides success coaches for students on either academic probation or academic warning. However, the school at which these coaches worked assigns each incoming student a success coach with whom they work for the duration of their enrollment. That means that, while I may have six to nine students at any given time, the average online coach’s caseload can be more like 125.  The thought of working with that many students at the same time seemed almost Herculean to me, but I was amazed at the way these coaches used state-of-the-art software programs to help them keep track of each student effectively.

This software enables coaches to keep up with students’ grades, know which assignments a student has or has not turned in, and whether that student has logged-in to class or participated in a threaded discussion. It tells a coach if a student needs to register for next semester or if he or she is on financial hold. It even allows professors to contact coaches directly about their students. Another difference is the average age of our respective students. The average age of an on-campus student at my university is twenty, but the average age of an online student is thirty-four. Many of these students are attending college while simultaneously working full-time jobs, raising children, or both.

While the mentorship part of my job sometimes involves trying to get an immature 19-year old to see that sleeping through class and then copying the notes from a classmate is not going to fly, online success coaches have many more conversations about how to juggle school and a full-time, off-line life. They have more conversations with older students who might be apprehensive about attending school in this unfamiliar format…or about going back to school at all after years away. They have all kinds of questions about getting a college education hundreds and sometimes thousands of miles away from their professors or closest classmate, and their success coach is their number one source for answers.

As I talked more and more with success coaches from the online world, I became almost envious of their seeming ability to bend space and time. While all of the success coaches with which I spoke are based in the midwest, the students they serve are literally all over the country. I learned that these coaches often work from early morning, when their east coast students are beginning their days, to late at night when their west coast students are getting to that discussion thread after a long day at the office or having just put the kids to bed. However, these success coach ninjas did discuss some unique challenges to the job. For example, I know (as do my students because I don’t let them forget) that I have multiple ways to contact them. If a student who is supposed to meet me doesn’t show, I can not only call, text, or email him but also I can contact all my other resources (professors, coaches, student affairs) in order to locate him and then physically walk over. (And as I tell my students: “I won’t be trying to embarrass you in front of your friends/girlfriend/roommate but…”)

Online success coaches do not have this luxury, so it becomes even more important, as one of the coaches said during our meeting to “forge a real-life bond in a virtual world.” This task requires more art than science, as online success coaches must forge this bond without the benefit of face to face contact. As anyone who has sent a text or email with one intended tone only to have had it interpreted completely differently can attest, it turns out that facial cues and body language do more heavy lifting in the communication department than many of us previously thought. That’s why online coaches have to be even more clear and precise in their tone of voice on a phone call or in the language they choose to use in an email. “That’s why,” according to one coach with whom I spoke, “we try even harder to communicate things in a positive way and to focus on solutions.”

Ultimately, as I said at the beginning of this blog, there are more similarities than differences in the work that on-campus and online success coaches do. At the end of the day we are facilitators, cheerleaders, mentors, and trail guides. But as online education expands its reach as well as its influence on the higher education landscape, we will need more and more good coaches to ensure that these students are just as successful in achieving their goals as all the rest.

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 To Help Students Find Their Place On Campus

How To Help Students Find Their Place On Campus

Last week’s blog about first generation college students got me thinking about something that affects all college students regardless of age, socioeconomic status, or previous life experience, and that’s connectivity. We know that students who participate in college athletics, student organizations, and/or social groups are more likely to stay enrolled through graduation than those who do not. This is partially because students know that they must maintain good grades in order to participate in many on-campus activities, but it’s also because students who feel connected, who feel like they really “belong,” are almost always happier than students who don’t, and happy people are, on the whole, harder working and more productive than unhappy ones.

While a lack of connectedness is rarely the primary boulder in a student’s road to success, it can exacerbate those more fundamental problems. For example, a student might be struggling academically due to a learning disability or lack of skills in a certain area, but if that student has something else going on at school that is exciting and meaningful to him or her, he or she is more likely to push though the tough stuff and persevere. However, if that same student is less invested in life on campus because of a lack of either friends or extra-curricular activities, it becomes easier and, at times, more tempting to cut his or her losses, pack up the t-shirt sheets, and go.

This can become especially problematic when a student’s academic status prohibits him or her from participating in the very thing that might bring him or her that sense of belonging. For example, this past fall I began working with a freshman named Lauren. Although she was in school on a music scholarship and had been recruited for our most elite singing ensemble, she entered school on academic probation and was therefore unable to participate during her first semester. Lauren already felt like a stranger in a strange land, intimidated by her coursework and desperately homesick. Singing was the one thing that made her feel successful; not just her confidence but her very sense of self was inextricably linked with singing and being a part of a performing group, and it was the one thing she was not allowed to do. During our first few sessions, Lauren told me outright that she didn’t think she would make it. While she knew that if she managed to get off of academic probation, she would be singing her heart out in only a few months, next semester seemed like a lifetime away. For Lauren, I knew that I needed to do two things at once- get her to see both the forest AND just the tiniest baby sapling right in front of her. Over the next few weeks, Lauren and I talked some about the big picture, about how every moment she spent slogging through difficult homework, every hour she spent studying for a test, brought her one more moment, one more hour, closer to the day she would be back on stage. However, most of our conversations involved the here and now- the very here and now. For, as we all have experienced at some point, “it gets better” advice only goes so far. People tell us, “you’ll eventually get over this career disappointment, illness, loneliness, divorce….” and we think, “Yes, but I feel bad NOW. I feel lonely NOW. I feel lost NOW.” So with Lauren, I would remind her, “you don’t have to make it through the week; you just have to make it through the day- or even the hour.” And hour by hour, day by day, she made it through. Two weeks ago, I went to a concert given by a few of our small ensembles. Lauren was the star of the show. I mean, it was a complete movie moment- there was Lauren standing center stage, smiling from ear to ear after having finished a solo, while the crowd was on its feet- stomping and cheering.

While some students know that they want to participate in sports or music and just need the motivation to get back on track, others don’t know where to begin. One thing I have found is a direct correlation between how much time students spend on campus and how connected they feel. It can become a chicken and egg argument at times- is this student going home every weekend because they feel disconnected and isolated, or do they feel more disconnected and isolated because they’re going home every weekend? Therefore, with students who are struggling to find their place in the crowd, I recommend that they double down rather than pull back. I inform them of groups they may not know exist, put them in touch with people with whom they have common interests and, as always, make sure that they know that there is always one person on campus who very much cares.

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.

Talkin’ About First Generation…Boulders in the Road

Talkin’ About First Generation…Boulders in the Road

A few weeks ago, I came across an article by Jason DeParle of the New York Times ‘For Poor, Leap to College Often Ends in a Hard Fall‘ that chronicles the struggles, both on campus and off, of three low-income students vying to be the first ones in their families to earn a college degree. Since roughly 60% of the college students enrolled at my university are first generation college students, the stories of these three young people echoed tales that I have heard over and over again throughout my tenure as a success coach. With such a high percentage of first generation students at my university, I have, of course, seen many students who have been able to overcome the obstacles that this status confers upon them, but I’ve also seen students fall victim to the myriad pressures and challenges of being the first person in a family to attend college.

How can we better understand the unique challenges faced by these students? And what can we, as success coaches, do to ensure the retention and graduation of first generation students? It’s important to understand that first generation college students experience challenges both off campus and on. Off campus challenges can at times seem paradoxical. Some students struggle with the pressure of having families and even whole communities who are behind them 100%, cheering them on, praying for their success. But this support can be so much more complicated than a “go get ‘em tiger” slap on the back. A student who is the first in his or her family to attend college has, in effect, become “the chosen one.” The one who will “make it” and then bring everyone else along. Thus, these students feel like they have a duty to succeed, not just for themselves but for the whole family. They become responsible for lifting up all the loved ones in their lives who were not given this special opportunity. They become like Atlas, and what would Atlas do if and when those who are working so hard to give him this opportunity discover that he is faltering, or failing English 101?

However, while some students feel the weight of the world on their shoulders, others struggle from the lack of support from family and community. I’ve had multiple students tell me of going home for a weekend only to face taunts of, “oh, here comes college boy! You think you’re better than me just because you go to college?!” And some students face both a surfeit and a lack of support simultaneously! A few years ago, I worked with a student named Devon. Devon was a first generation college student from a low-income, inner-city neighborhood. After we had met a few times, he began to open up to me about his family. “My mom and my aunt,” he said, “are so supportive. They want me to be the one to succeed so much.” At this point Devon’s GPA was abysmal, and as we talked about ways to improve academically he added, “but my dad doesn’t think I should go to college at all. He says that I’m not better than he is, and he never went to college. He tells me I am going to fail anyway, so I might as well start saving now to pay back my loans.”

Regardless of how much or little support they get at home, first generation students can sometimes experience feelings of guilt that they are in college at all. They worry that they are abandoning their families or inadvertently losing a connection to their communities. All college freshman enter school hoping to be changed and bettered in some way by the experience, but many first generation students fear that change as much as they desire it. And when they arechanged, as we all are by new experiences, they can, at times, feel caught between two worlds.

First generation college students also face on-campus challenges. For one, there are the nuts and bolts of navigating the terrain that all new students face. How do I register? What in the world do all of these terms mean on my financial aid form? How do I apply for extra grants or loans? Can I resell this $200 textbook I needed for exactly ten weeks of my life? However, unlike students whose siblings or parents have walked this road before, first gen-ers A) have no one back home to advise them and B) sometimes don’t know that these questions are confusing and intimidating for every new student, so they keep mum, try to “fit in,” and don’t ask the questions to which they most need answers.

Thus, one of the biggest services mentors like success coaches can provide is to be an open forum for questions and uncertainty. It is so important for these students, much like it is for international students and veterans, to feel like they have someone to talk to, whether that’s a coach, an RA, a success coach, or even an older student who has been in their situation before, who they trust. With my first generation students, I help them navigate financial aid forms, the registration process, and work study options. I inform them about tutoring programs and other resources. I give them information on ways to connect to the campus at large through clubs and organizations, since we know that a sense that one has found one’s place in the campus community is perhaps the single best predictor of whether or not a student will stay enrolled. But more than anything, I try to provide them with a support system, a home away from home. I make sure they know that no question is too “dumb,” and no issue to seemingly insignificant to discuss.

America’s greatest asset has always been its people- its dreamers, its adventurers, its pioneers.  For many first generation college students, stepping foot on a college campus for the first time is no different from disembarking off a gangplank at Ellis Island, or catching a first glimpse of the Pacific Ocean from the back of a conestoga wagon. It is the moment when one realizes that, while a seemingly impossible dream has been realized, the real journey has only just begun.

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.

Creating the Four Year Plan

Creating the Four Year Plan

It’s registration time again, and while much of the registration process is about the prosaic- the nuts and bolts of dates, times, and requirements- over the last few days I’ve found myself waxing existential. Registration, at its core, is about students building the road, brick by Macroeconomics 210 brick, that will lead them into the bigger, scarier forest of “the real world” and career. Yes, they will strive to build careers that will provide for them financially, but as we all know, what we chose to do in life affects so much more than how many dollars are in our bank accounts. It affects how we engage with the world, the language we use, the philosophies we claim and discard, how many sunrises we see. “What we do” becomes an inextricable part of “who we are” whether we like it or not. (If you don’t believe me, eavesdrop on the conversation at any dinner party and count how many times the question “what do you do?” is asked between new acquaintances.)

Because of this, I help all my students create a four year plan. Some students enter college with a clear idea of what they want to do in life and what field of study they would like to pursue, and for these, the primary benefit of the four year plan is that it provides a sense of scope and perspective, like seeing the box top of a jigsaw puzzle on which the finished image is revealed before diving in to a sea of strange, unconnected pieces. With these students, we can usually create a comprehensive four year plan during their first semester, and barring a change of direction, they can use it as a roadmap all the way through their senior years. Other students, however, come to college having little to no idea what they want to do, and for these the conversation can span a couple of years. First, I always remind my students who have yet to declare a major that they have time.

Freshman year is mainly about fulfilling core requirements as well as exploring introductory courses in fields of study that might appeal to them, so I encourage students to take courses that will serve them regardless of the major they eventually choose. However, at some point students do have to declare, at which time I start to dig a little deeper. I ask them to start by thinking about their skills, likes, and dislikes in the abstract. If you had the choice, do you prefer to be indoors or outdoors? Do you like your daily or weekly schedule to be pretty structured, or do you prefer to manage your own time? Do you thrive on routine, or do you need new and varied challenges in order to stay interested? If you had to do a puzzle in the newspaper, would you choose the crossword or the soduku?  Do you like being part of a group or working solo? When you think about the show The Office do you think, A) “I’d hate to work in that office,”  B) “I’d love to work in that office,” C) “I’d love to be in/work on the set of the television show The Office,” or D) “I’d love to have so much money that I never had to work and could spend all my days in my massive mansion watching re-runs of The Office”?

As with all students, even those for whom the path seems straight and clear, I remind them of the fundamental truth that, no matter what they choose now, no choice is irreversible. In fact, I had a student just last semester who is a perfect example of how a change in major can have a huge impact on a student’s academic success. Brad didn’t come to me until midway through his sophomore fall semester, and he was not doing well, particularly in a course on business finance. I looked at Brad’s high school as well as his college grades and quickly discovered that nearly all of his poor grades were in classes that involved math. Okay, I thought, math is just not Brad’s strong suit. Soon after Brad came to me, it was time for him to register for his next semester, and before we talked about specifics, I asked him a few questions. “So why did you choose business as a major?” I asked.  After a few moments of deer-in-headlights blank staring, his face furrowed. “Well,” he began slowly. “A bunch of my friends were choosing business, and I don’t really know yet what I want to do, so I figured that would be as good as anything.” I assured him that he was very much not alone in his uncertainty, and then I walked him through what the next three years as a business major would look like. Sophomore year = math. Junior year = math. Senior year = math math math. “Now,” I said. “Having looked at these classes, thinking about your strengths as well as where your interests lie, is this something you want to do?”  The answer was no. “Well,” I continued, “then I think you might be happier and more successful if you changed your major.” Brad’s eyes got big. “You can do that?!” he exclaimed. Yup. That was a year ago, and now Brad is doing well as a criminal justice major. His grades have improved significantly, and he is actually interested in his classes.

I also remind students who struggle with choosing a major that many people end up doing something in life that has absolutely nothing to do with their college majors, or who change careers throughout their lives. I think about a friend from college who majored in theatre and was an absolute tour de force as an actor but who is now a veterinarian- or of one of my high school classmates who spent twenty years as a nurse before going to law school and eventually becoming a judge. Life is an adventure, I have learned, and you never know what kind of opportunities may come along. Therefore, the most important thing is that you learn how to learn, so that when those opportunities arise, you can say “yes” with confidence, competence, and curiosity.

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.

Faces of a Success Coach: The Boxing Trainer

Faces of a Success Coach: The Boxing Trainer

Beyond knowing that Muhammad Ali “floats like a butterfly and stings like a bee” and having watched most of the Rocky films (life is just to short to spend two hours on Rocky V), I don’t know a lot about boxing. Even so, there’s something about the idea of the boxing trainer as someone who’s always in your corner that just rings true to me as a success coach. Today was one of those days where it rang out loud and clear.

The day, however, didn’t begin with a revelation; it began with a trio of soccer players and Death of a Salesman. You see, Ian, my first student of the day and a member of the soccer team, hadn’t read it. Which isn’t necessarily a big deal. Lots of people haven’t read Death of a Salesman. In fact, I predict that the majority of humans on the planet haven’t read Death of a Salesman, and the world keeps on spinning on its axis. Reading Death of a Salesman is not necessary for living a successful and happy life unless, of course, you register, of your own volition, for a course in which you are required to read…you guessed it…Death of A Salesman. And it turns out that Ian had registered for just such a course! What are the odds!

When Ian revealed to me that he still hadn’t read the play, weeks after it was assigned, I played the athletic coach card. “Okay, so do you want to head to the library right now to read or do you want me to call Max to tell him that you can’t go to practice today?” I asked. Ian knows that Max and I are a united front when it comes to academics AND that no practice today basically means no playing time this weekend. Ian headed to the library. The next student to walk in my door was another soccer player named Kenny who, as it turns out, also needed a verbal refresher on the Riot Act of 2013. As Kenny left and my third soccer player, Deke, walked in the door, Kenny gave him a look that said, “man, I wouldn’t want to be you right now.”

It was not even lunchtime, and already I was feeling exhausted, frustrated, and annoyed. “Why can’t these guys just get their acts together?!” I wondered. “Are these meetings with me even useful for them?”

In other words, I was not in the zen-like, open-hearted mindset in which I’d like to have been, even after a walk across campus to the music building where, in addition to success coaching I also teach piano lessons,  when my mid-day piano student arrived ten minutes late. This wasn’t the first time that Calista was late, and just as I heard the door open and was preparing my, “this isn’t gonna fly anymore,” speech, Calista entered in the middle of an apology. But before she got very far, she halted in mid-syllable and burst into tears. Calista comes to me for piano, but she also works with another one of our success coaches for academic purposes, and after a conversation about feeling overwhelmed and underwater, I asked her if she felt her success coach was helping. “Oh yes!” she said. “Since I’ve been working with him, I’ve been doing much better but…” “But?” I asked. “But…he always seems so busy,” she said. I asked her to elaborate. Other students were constantly knocking on his door during their meetings, she said. (Her coach works part time in student affairs.) She felt like he was doing five other things in his head while he was talking to her. She wasn’t resentful, but she clearly didn’t feel like her success coach’s focus was completely on her during their sessions. In response, she had instinctively backed off, loosened the bond of trust that connected them. She simply no longer felt that, after an exhausting round of boxing her way through a day or week of college life, she could count on her success coach to be there, in her corner, with a bottle of water and her best interest at heart.

I spoke with her coach, a new addition to our team who was very glad to get the feedback. She had been doing so much better, he had reasoned, that she didn’t need as much help from him anymore. Furthermore, he realized that his current office set-up was not as conducive to success coaching as he would have liked, and he decided to move his meetings with Calista to a quieter area of campus.

But the thing that struck me most of all while speaking to Calista was how much those 30 minutes twice a week meant to her. Recently, she has been dealing with multiple deaths in her family and financial as well as academic concerns. Sure, she is doing better academically, but that is partially because the time with her success coach has been so valuable. Sometimes, at success coach meetings, we have thrown around the idea of meeting only once a week with our students who are getting As and Bs at midterm, but this conversation with Calista made me realize that the feeling of missing that 30 minutes twice a week -where someone was completely focused on her- made her anxious, made her more likely to fall back into the old habits that got her on academic probation, made her more likely to go back to thinking, “nobody cares about me, so it doesn’t matter if I fail or not.”

I thought again about Ian, Kenny, and Deke. I remembered a conversation Ian and I had had on a previous occasion about why he was here and what he really wanted. “That’s the first time anybody has asked me that,” he remarked thoughtfully. I remembered how Kenny and Deke had joked about how I must be psychic, since I’d texted them both for results of a test literally a minute after the professor had returned the tests. I could tell by the way they told the story that they liked knowing that I would ask. They liked being accountable to someone and knowing that that someone was always going to be in their corner. Ian, Kenny, and Deke will eventually get it and be able take the ball and run with it themselves, but right now they need someone to help them see the long game. They need someone to be accountable to. But mostly, they need to know that, after an exhausting round of boxing their way through a day or week of college life, they can count on their success coaches to be there, in their corner, with a bottle of water and their best interests at heart.

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.

Faces of a Success Coach: The Polygraph

Faces of a Success Coach: The Polygraph

Human beings lie for many reasons, some of them more excusable than others. On the indefensible end of the spectrum, people lie to cheat, steal, manipulate, and control. However, human beings also tell lies both big and small to protect themselves, sometimes from the negative consequences they actually deserve due to bad behavior, but also from mundane, human experiences like feelings of embarrassment, disappointment, and insecurity. It’s as universal a human impulse as rain in Seattle, and it takes experience and moral education to learn to control these impulses for the greater benefits gained by taking responsibility for one’s own mistakes.

However, as a success coach, my first job is to convince students who have a problem with “truthiness” of the sheer futility of lying. As a mother and teacher of over forty years, I’m like a double black belt in lie detecting. There’s just not much I haven’t yet heard. I’m like a veteran cop who, after nearly half a century of interrogations, has become his own polygraph machine. Most students are generally honest with me from the get-go, but even the vast majority of those who are not figure this out pretty early on. I may look like a small, sweet lady with a faint Southern accent, but it doesn’t take much to see that I’m more “steel magnolia” than “shrinking violet.”

But…some students learn the hard way.

An extreme example is that of Eddie, a freshman who came once or twice at the beginning of his first semester and then just stopped coming. He would say he would come but then wouldn’t. Then all communication from Eddie went dark. After about a week, I called the RA and asked him to keep me on the phone while he knocked on Eddie’s door. The RA went to Eddie’s room and gave him the phone, at which time I made it clear to him that, at this point, he was required to see the director of retention services. He didn’t go. So the director called me back and together we contacted the director of campus housing to bring him in. (For students to truly come to understand that lying is futile, it’s important that they know that A) I am constantly working with/sharing information with other administrators and educators on campus, and B) I know where you live… muhahahaha!) As it turned out, this young man’s story was one of bad choices in a difficult, even sympathetic situation.  Eddie had been living in California in an abusive home, and when his stepfather kicked him out of house, he figured he could get into college in Ohio where his grandmother lived, utilize the need-based aid that made it nearly free for him to attend, then use his dorm as a hotel for an extended vacation.

Eddie’s case is an example of clear abuse of the system; however, more often a case comes along like that of a sophomore named Keith who was on Academic warning and had a brand new (very competent –but not yet experienced with coaching) success coach. At the beginning of fall semester, Keith went to all his classes the first week. From then on, he only ever attended two. While he had perfect attendance in those two classes, he attended the other three a grand total of zero times. He was, however, telling his coach that all was well, that he was going to class and turning in all assignments. During the fifth week, his coach got word from Keith’s English professor letting the coach know that she hadn’t seen Keith since day one.  Math and Info Tech? Same story- they hadn’t seen Keith at all since first week. When his coach confronted Keith directly, instead of admitting that he hadn’t been to any of these classes in a month, he doubled down. He pleaded and asked incredulously, “why is no one believing me? I’ve been to class! I’m doing well!” Next, Keith and his coach met with the dean of students. He tripled down, perhaps believing he was too “far in” his own lie to back out now.  “Nobody believes me!” he would cry. “I can’t believe this is happening to me!” I was in the loop with this situation and Keith’s performance was so convincing that we did take a moment to reconsider. It seemed unlikely, but maybe this was a case of mistaken identity. So we made an appointment with his English professor, where he repeated the same story. He insisted that she had him confused with someone else. Then…the smoking gun. She pulled up a folder with his photograph on it. “Is this you?” she asked. He nodded, trapped. “Well,” she continued, “this is the folder where I keep the work that students in my class have turned in to date. Your folder is empty. You have turned in nothing and you have not been to class.” With the presentation of this evidence, Keith’s house of cards collapsed.

This semester, Keith is working with me. On the first day, we talked about what had happened last semester as well as ways to turn it around.  I scheduled a meeting between Keith and the dean of the school of criminal justice (do you see the irony here?) to discuss Keith’s potential success. During the meeting, the dean was honest and blunt. He told Keith that when job recruiters in the field of criminal justice come to campus, they ask the dean of the school or a faculty member, “would you hire this student?” If a professor even hesitates, the recruiter marks that student off the list.

Right now, Keith has 2 Bs, an A and a C. He is attending classes (I check – trust but verify) bringing papers and written assignments to me before turning them in (trust but verify), and we are discussing topics in criminal justice which he has to explain to me in a way that I (knowing nothing about the subject) will understand it. I think I could do pretty well on the next test in Justice 220. As a result, we’ve had some really good conversations about public policy, the justice system, and American society. We are four weeks until the end of the semester and so far so good.

Oh…and Keith has learned that it’s no use lying to a polygraph.

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 Student Athletes

Success Coaching Student Athletes

Over the course of my tenure as a success coach, more than a few of my students have been athletes, and I would like to speak a bit about the unique challenges I’ve encountered and strategies that I’ve used in my work with these students.

The good thing about working with student athletes is that not only they, but you, become part of a team. Among professors, success coaches, advisors, athletic coaches, and the students themselves, there are always multiple people with a vested interest in a student athlete’s academic success. Athletic coaches, especially, can be great partners. In many cases, these coaches have personally recruited these students, provided them with scholarship money, and are now counting on them to be able to play. This, of course, cannot happen if the student is not academically eligible according to NCAA rules, which makes coaches doubly invested in each of his or her students’ academic success. When I am having trouble with student athletes either failing to turn in work, go to class, or show up for meetings with me, my first call is almost always to the coach. “I will take care of that today,” is a common response. So is, “that will not happen again,” and “I’m on it.” They always are. Because they are directly responsible for a student’s ability to play the sport they love, coaches can also provide carrots and sticks that the rest of us cannot. For example, last February (another frigidly cold, Ohio February…) I was working with two members of the soccer team who had problems both with not turning in assignments and lying about not turning in said assignments. So I called the soccer coach. Well, lo and behold, the next morning if those boys weren’t running suicides on the soccer field in sub-zero temperatures! We didn’t have to talk much about turning in assignments after that.

Because time management can be complicated for student athletes who have to juggle classwork with practices, workouts, and games, we also set up a variety of group-study resources for them. Every one of our athletic teams has a “study table” which meets for 6 hrs. or more a week under the supervision of an assistant coach or graduate student. Students can use these meetings in any way they want (group study, independent study, writing, research, tutoring), as long as they meet their weekly hour requirements. In addition, I have organized study sessions with small groups of my students who happen to all be struggling in the same area. Currently, I have four student athletes on three different teams who have started a weekly math tutoring session just outside my office.

But for all the “nuts and bolts,” ways in which we can support our student athletes’ academic endeavors, success coaches must also help some students overcome boulders of a more nuanced, psychological nature – mainly the idea that time on the field or court, and not the education, is the most important thing. Now, most of our student athletes do not come to college exclusively to play; sports are an important part of their lives, but they also have the goal of receiving a college degree. However, a few see academic work as simply the price they have to pay in order to stay eligible, as something to be tolerated in these few years before they start making millions and millions in the NBA or NFL. Some student athletes see education not just primarily but exclusively as a way to continue to participate in their real passion: sports. Thus, one of my primary jobs is to get student athletes to be able to look beyond their sport in order to understand the true value and importance of getting their degrees.

Five years ago, a freshman quarterback receiving a very large athletic scholarship walked into my office.  While he was amazing on the football field, he was young, pretty immature, and had entered school on academic probation. His mind was not on the benefits of college, but he knew he had to get his grades up in order to play, so he worked hard, kept it up all spring, and by the following fall he was eligible to play.  That fall, he did a great job as back-up quarterback, but academically did so poorly that he was dismissed from the university. The next year, he tried to go to another school to play football. The same thing happened and he was again dismissed. After being dismissed from his second school, he returned to our university. I hadn’t seen him in almost two years, so I was caught by surprise one day when, as we both were walking across campus, he spotted me. His walk quickly turned to a run and suddenly I found my 5’3″ frame enveloped in a bear hug. “You’re back?!” I asked. “Yes, I am,” he replied, “but this time I’m just here to get my college degree.” Since then, I have seen him often, usually in the library studying. He will graduate a mere six weeks from today.

Alright, now I’m off to cheer on our spring athletes. Go Dragons! But get your homework done first!

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.

Keeping Success Coaches Motivated

Keeping Success Coaches Motivated

I’ve spoken before about all of the things my success coach colleagues and I do to get and keep students motivated, but what about the coaches themselves? How do we keep new coaches motivated amidst the seemingly overwhelming amount of information thrown at them during training? How do we keep a coach, new or old, motivated during a semester in which he or she finds one or more of his or her students failing despite all the best efforts of the coach? This might seem an indulgent notion to blog about, but I think we’ve all seen or experienced first-hand the unintentional yet real impact an unmotivated teacher, professor, or coach can have on his or her students, especially if they are already at risk. So in the next few paragraphs, I’d like to discuss the things my colleagues and I do to ensure that we are always in a place to be of the utmost help to our students.

New coaches, especially, can run into motivational roadblocks. First of all, the fact that success coaches must be able to cover so many areas of expertise at once can be intimidating. Once, I had a new coach come to me after training. He said, “I’m overwhelmed by all of the information- by all of the skills involved in this job. I hope I can do this. I hope I can serve my students well.” I agreed that what we do involves a lot of information in areas in which we may or may not initially be experts, and I reminded him that he didn’t need to know everything as long as he knew how to send his students to the people who did know. “The most important thing is that you always have your students’ best interest at heart,” I told him. “If you feel you can do that, then you’ll be fine.”

Also, like eager, new social workers who find that they can’t fix every family or that even a caseload that brings them to the limits of their time and energy leaves deserving people without aid, new coaches can at times get locked into a “save the world” mentality that sets them up for disappointment, a sense of failure or even futility when they discover they cannot do it all. Even though our success coach program has consistently shown improvement in retention as well as student GPAs, not every student we coach will graduate. Not every student will reach the goals they have set for themselves. Even seasoned success coaches experience this sense of frustration and disappointment. To do our jobs well, we must make personal connections, and the only way to really make those personal connections is to become personally invested in each and every student. We’ve got to “buy in,” as it were, to “put some skin in the game,” or else everything else we’re telling these students about our support for them becomes meaningless. But that personal investment can leave us feeling impotent when we realize that, in the end, we cannot do the work for our students. Therefore, as personal as our connections become, we cannot take anything too personally. I, for example, cannot take it personally when a student bails on a midterm for which he or she and I have been preparing. I can’t take it personally when a student misses two meetings in a row, though I have been known to personally follow up on spurious excuses. For example, if you call me on my cell to tell me you are sick, don’t be surprised if I keep you on the line while simultaneously walking to your dorm, being told by your roommate that you are perfectly healthy and eating lunch in the dining hall, then walking to said dining hall to set the perfect trap. “Can’t choke down anything but soup,” you say? “Well, it looks to me like you’re currently having chicken….rice…and is that a biscuit or a yeast roll I see?” (Monthly cell phone bill? $75. Walking shoes? $40. The face on that student’s face when she realized I was in the dining hall? Priceless.)

One of the most helpful ways in which our success coaches stay motivated is to meet frequently with one another. Sometimes we invite speakers from different departments on campus to speak to us about things like changes in financial aid policy or course scheduling, but more often we meet just to ask questions, give professional advice, and brainstorm possible solutions to current problems other coaches may be facing with their students. We celebrate student success stories and remind ourselves, in the face of student setbacks, of a fundamental truth: that failure is never failure until the journey is over. We remind ourselves that, while a student may have failed out of school or simply left, his or her time with us was not for naught, and maybe in one or two or twenty years, that student will remember some of the things we talked about and think, “You know? I understand what my coach was trying to tell me know, and I think he or she was right about that.” Who knows? This thought may encourage a former student to go back to school, or start a business, or simply become a better father, mother, husband, wife, or employee.

Earlier this year, I borrowed some baby pictures from students around campus and took them to our first success coach meeting of the semester. I laid them all out on the table and said, “Eighteen years ago, most of our freshmen looked like this. When these babies were born, somebody loved them and raised them and wanted the very best for them. Now these human beings are grown-up and going off to college, but they’re still somebody’s babies. Make sure you give them your very best.”

And they do.

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.

The Integration of the CARMA Model and the Aviso Coaching Retention Solution

The Integration of the CARMA Model and the Aviso Coaching Retention Solution

In my previous post, I addressed how the coaching methodology used by Aviso Coaching is based on some of the essential foundational student development theories. This is done because it is central to our belief that coaching must support and engage in the development of each individual student to his or her fullest potential. This intention is also clearly the guiding principles behind the architecture of Aviso coaching software.

The Aviso coaching software is the retention solution that helps students, coaches, and colleges achieve critical higher education goals.  How the software helps all of these actors is found in its holistic approach to student engagement.

Ultimately, student success is predicated on students accepting responsibility for their own goals and plans to achieve those goals. This belief is core to all of the theoretical models we use for our CARMA model of coach training and student support. What is equally clear in our theoretical foundation is that institutional support in helping students navigate the various challenges they will encounter in higher education is critical. Students not only have to navigate through academic, career, and financial challenges, they must also steer through their integration into the campus community while maintaining their own multi-role busy schedules. The Aviso software supplements and improves the quality of coaching by identifying critical challenges students encounter in the CARMA model. By pulling student data from both the institution’s Student Information System and Learning Management Systems, real-time alerts are generated for interventions by coaches when triggered by student behaviors or non-behaviors. Some of the core alerts that can generate interventions using the CARMA models are as follows:

1) Collegiate Needs

– Has the student paid tuition? Does the student need financial aid assistance?
– Does the student have housing and a meal plan?
– Has the student registered for classes? Do classes align with the student graduation plan?

2) Academic Engagement Needs

– What is the student activity in the course he/she is attending?
– Could the student benefit from tutoring or peer instruction?
– How often have they logged into his/her courses?
– Has he/she turned in assignments in a timely way?

3) Relationships, Social Integration and Involvement Needs

– Coaches receive a nightly digest of all alerts sent to students in their caseload assignments. This provides an easy way for them to monitor students assigned to them.
– Notifications of these alerts can be sent to both the student and coach. With the communication tools in Aviso both the student and coach can quickly check in with one another to determine if more in depth conversations need to occur or whether other campus resources and individuals need to be included.
– Coaches are also trained to encourage students to develop personal relationships with peers, professors and professionals in their field of study, thereby increasing the interpersonal bond with individuals at the institution.

4) Meaning and Career Exploration Needs

– Each student identifies his/her academic and career goals in the Aviso system. Progress is measured against these goals
– Campus resources for career planning are aligned so to help the student prepare and succeed with their transition after college.
– Coaches can also be prompted to periodically assess if the student is find the course of study personally fulfilling and challenging.

5) Actualization and Student Success.

– Post graduation plans can be documented for use by institutional outcomes assessment professionals, alumni offices and career services professionals.
– Exit surveys can be configured to document student satisfaction and other information.

While this is a sampling of some of the events that can trigger an alert and a coaching intervention in Aviso, more are being added and customized to each institutional setting.

The multi dimensional aspects of the Aviso software provides a platform for a campus professional to share desktop space with a student to plan, intervene, and encourage success. In the end, many of the essential foundational student development theories can be synthesized as the following. That students face many different challenges while attending higher education. While the ultimate source of success rest with the student, with the proper and timely support and intervention from campus professionals, student success can be dramatically improved and the learning experienced enhanced. In short, Aviso helps builds an intelligent, data driven, campus-wide learning community where students and campus members working together can address student challenges to achieve student academic success.

Dr. George Steele is the former Executive Director of the Ohio Learning Network (OLN). Before his work at OLN, George directed the advising program at The Ohio State University for undecided and major-changing undergraduate students. George has written publications addressing academic and career advising theory, use of technology in advising, and assessment of the use of technology for student services and distance learning. George has been a member of the National Academic Advising Association for over 25 years, has held numerous leadership positions in that organization and has been recognized by it for his work and contributions.

Coaching Non-Traditional Students Part 2: Veterans

Coaching Non-Traditional Students Part 2: Veterans

Since the beginning of the wars in Iraq and Afghanistan, colleges and universities have had a greater influx of veterans entering college after serving in a war zone than at any time since The Vietnam War. According to the Center for American Progress (Center for American Progress, Easing the Transition from Combat to Classroom) more than 400,000 veterans enrolled in institutions of higher education for the 2012 spring semester. Many of these veterans are working toward college degrees by taking advantage of the benefits provided to them under the Post-9/11 G.I. Bill; according to a Veterans Affairs and accountability report, the United States government by way of this new G.I. bill invested more than $7.7 billion in 2011 alone to fund education and training for 555,000 veterans or their dependents.

However, despite the increased financial support offered by the G.I. Bill as well as an increasing understanding of veterans’ issues on the part of colleges and universities, returning veterans still face unique challenges when it comes to higher education, including navigating complex administrative systems, reintegrating themselves into civilian, social networks, and the obvious challenges brought on by deployment-related disabilities such as PTSD.

Of course, there are many ways in which military service makes veterans ideally suited for college life. If there’s one thing that veterans of the United States military don’t need to be told, it’s how to get to places on time. Or, for that matter, how to stay motivated. In fact, many of the things that can be difficult for a student straight out of high school (time management, work ethic, independence, decision making, etc.) are often a piece of cake for veterans. These students have been trained to be where they need to be, when they need to be there, then buckle down and get the job done, whether that job is searching for IEDs in an abandoned mine in Helmand Province or writing ten pages on Keynesian economics.

Unfortunately, both of those jobs can, at times, seem easier than navigating administrative bureaucracy, especially when one is combining the bureaucracy of a college or university with that of the United States government. Thus, a lot of the support we give to our veterans at my university begins with everyone’s favorite thing: paperwork. It is extremely important to our student veterans that they have a point person at the university who can take care of their paperwork, and they don’t trust just anyone to get it right. That’s why every veteran who comes on to our campus receives a personal advisor. This advisor is familiar with not just university bureaucracy but also the ins and outs of military bureaucracy and the G.I. Bill. Even if a certain add/drop form needs to go to the registrar or a check to the bursar’s office, student veterans will often send an extra copy to their advisor so that they know their paperwork is all in one place and is being overseen by a single person who they know and trust. This process is becoming even more effective and streamlined as more and more of this documentation goes online. When students can click a mouse and see all of their paperwork online, connect to their advisor for questions, and make sure their financial aid is in order, they feel even more relieved and reassured knowing that someone has their back.

While all veterans returning from a deployment or a life in the military go through some sort of soldier-to-civilian readjustment, that social and cultural transition can be felt especially acutely on a college campus. For one thing, some veterans are somewhat or significantly older than their new classmates. Last year, one of our advisors worked with a student veteran who was starting college in his late 30s after having spent twenty years in military. When he and his advisor met he said, “I don’t know how it’s going to feel being in a class full of 20-year olds.” As this particular advisor was also working on a degree at the time, she could relate, and she told him that while he might feel out of place the first few classes, after a week or two he wouldn’t even notice. With others, it’s the wide gulf of experience rather than age that makes it difficult to connect to their peers. The percentage of people on a given college campus who understand what military life is like or have been to war can be very small, and returning veterans can sometimes feel like there’s no one on campus who understands where they are coming from. This can lead students to feel isolated, and as we all know, feelings of social isolation can be detrimental to a student’s chances of staying in school. We have a veterans club on campus, but also, advisors and success coaches can help student veterans transition successfully from soldier to student by connecting them with other veterans, helping to translate the nuances of this new, social world, and simply being someone who will listen and support them as they re-adjust.

Finally, while all of our veterans are in some way changed by their experiences in the military, some return from war more scarred than others. Veterans returning from the wars in Afghanistan and Iraq experiencing symptoms of PTSD or traumatic brain injury walk through university doors every day, and it is our job as success coaches and advisors to ensure that they get the resources they need to walk out of those doors wearing caps and gowns. It is our job to make sure that students feel comfortable seeking out psychological services, or telling the people who need to know (professors, friends) what they are going through. One student I worked with only felt comfortable talking about his PTSD to the few professors he knew were also ex-military. Luckily, on the day when a construction crew working on a roof dropped something from a lift, which shattered at a deafening volume upon hitting the road, consequently triggering flashbacks for this particular student, he was in the classroom with one of those few professors.

Student veterans come to college seeking what all college students seek: an education that prepares them for a better, more successful life. It is our job to make sure that we do everything we can to make sure they get it.

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.