Browsed by
Tag: advice

Is Technology replacing Advising?

Is Technology replacing Advising?

According to MarketWatch, by 2035 there will be 2.7bn students worldwide and in order to meet this demand we would need to build two universities per day over the next 20 years.  Couple this growth with tightening budgets in higher education and cuts have to occur somewhere.  Are you currently experiencing this in student services on your campus?

MarketWatch also indicates that EdTech will be a $252bn industry by 2020.  We can register students without a human interaction.  Students can get career or academic advice through search engines and phone apps.  It’s the Big Bang of EdTech, but if technology slowly replaces advising our retention crisis will only deepen.

Advising through technology with no human contact is largely transactional.  The truth is that many students would still achieve their academic goals with this type of advising.  However, we all know students vary by college and university and a majority of them require an interpersonal connection.

On the surface, computers are unable to replace the value of human interaction.

When you look a little bit deeper, we see that individuals seek out advising and student support roles because they care about people and this is their opportunity to shape the lives of others.

At the core, we have students who are facing new and unique challenges every day and require support from an actual person who is trained to drive their college experience.

The trick is providing technology that allows front-line student support to do their job effectively and efficiently.  Don’t replace technology with advising, rather provide smarter tools so advisors can do what they love.  The question becomes not, “Is technology replacing advising,” rather, “Which technology is ideal for my staff to effectively support students?”

If you value that human interaction on the advising front, then work to align a technology solution with campus culture, student success initiatives and the needs of your students.

Select technology that reflects campus culture.  You can purchase a wide range of data analytic products.  Deciding upon a complex solution without a campus culture to match and you could end up with superfluous data.

Align your student success initiatives with a retention solution.  Technology should mirror the student success initiatives you have or want to put into place.

Align technology with the needs of your students.  Institutions serve different types of students and it’s important to ensure the data that you are gathering and utilizing to engage students is most pertinent to your institution.

Student advising can be incredibly rewarding.  Connecting the dots for a student and working to constantly connect their hard work to the value of a degree and their future is necessary.  These conversations can happen through careful strategy and planning.  In other words, retention technology should allow you the time to think about how you will advance your students rather than trying to figure out who actually needs your support.

Aviso Retention provides analytics, software and expertise to increase student retention and engagement.  Click here to learn more.

Transactional vs. Transformational

Transactional vs. Transformational

For many, February encompasses various important and historically significant days; for my family, February holds an additional, especially incomparable day. This particular day holds the weight of endless hours away from home, on the phone, late nights and countless conversations. It is known around the college coaching world as Signing Day. Every year on this day, future college athletes declare where they intend to spend the next few years of their life, and to which football staff they will entrust a significant amount of their college experience. This decision is often also linked to the potential opportunity to move beyond college football and play on Sundays.

When thinking about the interactions leading up to this day, it is critical that the relationship between an athlete and college coach has moved beyond “Hi, what is your name, and what would you like to major in?”.  The coach has to become an advisor, a confidant, an expert, and a friend. Often, this trusting relationship will also need to extend to other stakeholders in the athlete’s life. The buy-in from the entire support system is crucial.

These conversations must transition from a simple transaction to the idea that being with this team, this coach, and this institution will transform this athlete’s ability to be successful in whatever he/she decides to pursue after college. The same can be said for every student heading into their collegiate experience. As institutional professionals, are we simply performing transactions with our students? Are we doing everything we can to ensure that every interaction aids in transforming their future?

Our days can become overwhelming. When walking into our offices, we are immediately hit with reports, agendas, state mandates, and that same one or two students, who always seem to be waiting for us in the lobby.  Every moment can be multi-faceted. Knocks on the door are endless, and while our office’s uphold an “open-door” policy, the moments when you can close it, to take a breather (even if a breather means ensuring that reports are submitted on time) feels like a little bit of advising heaven.

We love our students and what we do. In fact, we are passionate about helping them, progress. It’s very likely that we, ourselves, had an impactful college professor or staff member who really made a difference in our college experience. That very experience is what made us want to work in higher education. When thinking about our own experiences, we can still name those staff or faculty members that made a difference. To dive deeper, when thinking about the interactions we had with these impactful people, often times, they transformed our thinking or experience. Too often, college students become accustomed to transactional communication in higher education. “Go to the registrar’s office and give them Document A. They will then send you to the business office to turn in Document A and give you Document B. Once you have Document B, go online and type in your user name and password so that you can sign-up for classes. If you have forgotten your user name or password, please call IT, and they may pick up.” During this process, do we ever ask our students anything other than their last name and student ID number?

While some of these transactions are imperative to their progress, the transformational conversations will be what leads to their success. Although those one, two (or fifteen) students who always seem to be waiting for us, can be a bit daunting, these same students are being transformed because of what their advisor, success coach, or faculty member is doing for their college experience. The same student who continued to wait outside your office to report unrelated information or change their schedule, just ONE more time, will also be transformed because of the support provided.

‘Good advising may be the single most underestimated characteristic of a successful college experience.’

Light, R.J. (2001) Making the most of college. Cambridge, MA: Harvard University Press.




Sarah Hood is the Client Success Manager for Aviso Coaching LLC, in Columbus, Ohio. She has played and instrumental role in the successful retention efforts for multiple collegiate campuses.  This experience has guided her to provide a platform for institutions and departments to voice their retention goals, establishing the first link to the Aviso team’s ability to assist in reaching and sustaining those endeavors.

Coaching Adult, Online Students

Coaching Adult, Online Students

Online programs are here to stay. These programs have revolutionized how students can access a college education and the population of people who are doing so is booming. That is an unequivocally good thing!

Older students who have taken time away from education to work or start families are coming back in droves to begin, finish, or extend their educations. During a conversation with one of my colleagues who works with many of these students, I asked him what the biggest takeaways have been in his work so far. The best thing, he said, is that older students are (no shockers here) more mature. Having decided to go back to school voluntarily, they generally have both the clarity of purpose and experienced work ethic that students fresh out of high school so often lack. Also, while much of what I do early on with my younger, more traditional students involves detective work- sometimes I can’t tell if a student just isn’t telling me what the problem is or if he or she genuinely doesn’t know that herself- older students arrive with a pretty good idea where their deficiencies lie. “I haven’t taken a math class in over 20 years!” Or “I haven’t written anything longer than an email since I started working!” Likewise, they are more comfortable admitting when they need help. Younger students, especially those who have ended up in academic hot water, are often reluctant to speak out when they don’t know something or need help for fear of looking stupid. They’re terrified of anyone finding out that they might not know something, so they keep mum even if it means falling further and further in the hole. Older students are much more comfortable asking for help, and they generally are very willing to use the resources available to them.

At my university, our online programs are chock full of great resources for students, from individual online tutoring to streaming video review sessions. Since many of these resources, much like online education itself, revolve around technology, it’s important to make sure older students know not only where to access help but how to actually use the technology. Not everyone over 40, of course, is a hunt-and-peck typer unable to do so much as cut and paste, but according to my colleague…”since there is such a wide spectrum of technological experience and ability with older students, it’s best not to assume that anyone knows anything.” He spends much of his time with online students helping them gain a facility with the technology that will enable them to make the most of the available resources. Sending an attachment, uploading a paper, joining a discussion thread, engaging with a tutor via video chat- these are all skills crucial to success as an online student that may be as foreign to an older student as pumping out some copies on the ditto machine would be to…well, pretty much anyone.

All in all, helping older students navigate the world of online education is, much as it is with traditional students, all about connecting students with the resources they need to succeed. It’s about listening to their stories and helping them discern first what they need and then how to get it. Online education has opened doors for so many new types of students, and it’s our job to make sure they have all they need to walk through those doors and across a graduation stage.

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.



For those of us in higher education, we have either passed or are approaching the end of the school year. My university holds convocation in May, but in solidarity with my brethren who are still running towards the end zone, it’s time to talk about burnout. We all experience it from time to time, and it’s a completely normal part of work and life. One of the things I have liked most about my career in education is that the schedule takes these natural cycles of work and rest into account, but when you’re in the last few weeks or days of a term that can sometimes seem interminable, those breaks never seem to come soon enough.

Students and success coaches alike can come down with severe cases of burnout, especially during the Spring when the long summer break is nearly in view, and I’ve found that the prescription is not so different for both patients. First, it can help to understand that there is something greater than yourself for which to keep focused. For me, it’s my responsibility to my students.

When I feel like I just can’t get through the two weeks or even a few days left, I remind myself that if I let down my enthusiasm, my students will also. I remind myself that at every single meeting with a student I might say something that could really help him or her pull through this last bit of hard work. Incentive might come in the form of another person- “my mom is counting on me” – or in the form of the end goal itself: that bright, shiny college degree and the opportunities it will bring.

When, however, the symptoms of burnout are too great for measured introspection, there is always the two Ts: teamwork and treats. It’s the same idea that helps people lose weight by finding a workout buddy or rewarding themselves with that delicious smoothie if they run at least 3 miles. If I know a student is particularly burned out and needs to complete a paper, I might let her work on it during our time together. Another student and I might spend our 30 minute session studying for an exam. I’ve actually learned a great deal this way about certain subjects that I would never have known! I ask my students questions on the subject they are studying, and because it’s new and interesting to me, it can become new and interesting to them once again. And when we hit a goal, sometimes it’s just the right time to celebrate with a big bowl of popcorn or a trip to the coffee shop.

Finally, while it’s important to keep an eye on that light at the end of the tunnel, it’s equally important to focus on the day to day. To make a plan for Monday’s work and, once done, not worry about Tuesday’s work until Tuesday. In this way we march forward through that seemingly endless tunnel, step by step, until we suddenly find ourselves bathed in light. Time to take a 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.

The truth that dare not speak it’s name – Failure

The truth that dare not speak it’s name – Failure

Most of my time as a success coach is spent trying (and blogging about trying) to take a student who has found him or herself in academic trouble and help turn the situation around. It’s about fixing- finding out what works. But what happens when nothing is working? What happens when the problem does not get fixed? We talk a good game about the necessity of failure, just as in the dead of a polar vortex we cling to aphorisms reminding us that without winter there would be no spring, but when it comes down to it, we hate hate hate the polar vortex, and failure…well, it’s just a big, ugly, dirty word.

While the graduation rates for students in the success coaching program at my university is only going up, every year we have students who end up being dismissed from the university. Some come back and graduate, as was the case with a former student of mine whose journey to a bachelor’s degree lasted a bumpy six years, but whose smile as he walked across the stage to receive his diploma was even larger because of it. Some leave and enroll elsewhere. Others seemingly drop off the map.

So why do these students fail, and when they do, how do we help them figure out what’s next? Most of my students who have been dismissed or have left the university are those who just never get their acts together. Most of them really want a degree, but they don’t really know why or can’t see what it’s going to do for them. Some of these students never quite grasp that college isn’t high school or, more accurately, a video game. In college, you can’t just restart every time you fall off the cloud into the river of alligators. After a certain number of falls, you’re alligator lunch. That’s what happened this past year with Paul, a student of mine who almost never went to class, did not turn in work, and then went on a cruise with his family two weeks before exams. When he returned, he asked his professor if she could give him the dates he’d missed while sunning himself in the Caribbean. “Was it so he could make up the work?” she asked. No, he replied, it was so that he could retroactively get a doctor’s note saying he’d been sick those days. And yes, this really is a true story.

For students like Paul, there’s not much else to do but give some tough love. Once they’re in a room with no doors but the exit, these students almost always realize that they’re primarily responsible for the situation in which they find themselves. Sometimes the darkness of failure itself illuminates for them both the opportunity they’ve just squandered as well as the way to turn it around. Sometimes, they still need a little outside illumination. This is when we talk about hard truths. “You can mess up for awhile, and indeed messing up is part of the process” I begin, “but at some point, the opportunity goes away, and you will find yourself regretting its loss.”

I’ve had other students, however, who ended up dropping out or being dismissed when the primary boulder in the road was not motivation at all but lack of ability. This is another discussion educators have trouble with, but it happens nonetheless. In particular, I remember a freshman I once had who was failing every class a few weeks into the term. Once we started talking about his classes, it became instantly clear that he simply could not do the work. He said as much, his professors said as much, and it was obvious that this lack of ability even to comprehend his textbooks was making him miserable. So we had a conversation about other options. I broached the subject carefully, as I knew that Sean was the first in his family to go to college and therefore was under a lot of pressure to stay and succeed. I asked him how he felt about life on campus, and then I asked him what he would do if he wasn’t here. What did he like to do? What was he passionate about? He said that he loved cars. What about going to school to become a high-level mechanic, I asked? His eyes lit up immediately, and for the next fifteen minutes he told me more than I ever wanted to know about cars. A month later, after some difficulties convincing his mother that this was the right choice, I called Sean to check in. He had started training as a mechanic at a vocational school near his home, and he was loving it. “I am doing so well here, I really love it, AND I already have a job!” he exclaimed.

Sometimes you have to know when the student is telling you, “this is not working.” When that happens, it’s not necessarily a failure on the coach’s part (though both failure and polar vortexes are necessary sometimes!); it just means that the next part of the job is opening that student up to greater truths and possibilities.

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.

Be Bad At Something…Until You’re Not

Be Bad At Something…Until You’re Not

Recently, I’ve been reading the book Nine Things Successful People Do Differently by Social Psychologist and Associate Director of Columbia Business School’s Motivation and Science Center Heidi Grant Halvorson. The book is full of interesting thoughts and sage advice, but I’ve been focusing on one chapter in particular as it relates to my current crop of second semester students.

The chapter is titled, “Focus on Getting Better, Rather Than Being Good,” and it speaks to the thoroughly debunked yet pervasive notion that our aptitudes, personalities, and personal strengths and weakness are fixed. How many times have you heard someone say (and perhaps this someone is you): “I’m just bad at math.” Or, “I’m a slow reader.” I do this all the time even as an adult. “I’m good with faces,” I say to the person whose name I’ve forgotten again, “but so bad with names.”

While of course people’s brains think in different ways, and while we are usually “naturally” better at some things than others, this is no way means that we cannot get better at the things at which we struggle. A large and growing body of research has shown that abilities are, in fact, profoundly malleable. In the words of Halvorson: “embracing the fact that you can change can lead you to make better choices and reach your full potential.” While I agree with almost all of this statement, I’d like to take a moment to disagree with the idea of “full potential.” The phrase “full potential” insinuates an end point, a point at which we could not get better or go further if we tried for a million years. It seems to indicate a finite universe in which limits of time, space, and energy exist. For better or worse, I do not believe in such limits. It’s the blessing and the curse of being human. We cannot possibly achieve it all (a reality that can frustrate us and at times make it seem as if all of our striving is for naught), and we cannot possibly achieve it all (the absolute best thing there is, for it leaves another adventure always beyond the next horizon!). However, Halvorson’s main point is that we can change even the things about ourselves we believe to be fixed, and that the first step to enacting change is understanding that it is possible.

With my students, I first try to take them back in time. “When you were two years old,” I ask some of my athletes, “were you good at basketball?” They laugh. The question is absurd. “Of course not!” Then I ask, “when you were in 7th grade, were you better at basketball than you were when you were two years old?” Now it’s starting to make sense. “But when you were in 7th grade, did you think that you were the best you would ever be at basketball just because you were better than you were when you were two?” The answer to this question is a universal no.

I also remind them of something they already know because they are experiencing it: when you are inexperienced or new at something, the odds of making mistakes are naturally higher. Learning something new- whether it’s a killer jumpshot or string theory or the art of time management- can be hard. It doesn’t feel good to be bad at something. It feels bad! It can be frustrating and intimidating and at times overwhelming. But you have a choice. You can take those feelings for what they feel like– a sign that a certain skill or concept is unlearnable or simply not for you- or you can take them for what they are- the natural but temporary discomfort that comes with being a rookie.

I’ve had students who find themselves in a course that is much more difficult than anything they ever experienced in high school. They don’t understand the lectures. They don’t understand the reading. They’re scared and intimidated and they feel like giving up. So we talk about “getting better rather than being good.” Perhaps next class they get a handle on one of the concepts being discussed. Better! Perhaps they schedule a meeting with the professor or a tutor to go over the material. Better! The pressure to get it right the first time often results in many more mistakes and a far inferior performance than allowing yourself to be bad at something until, well, you’re not so bad at it anymore.

And you know what? The message is being received. Since 2007, the success coach program at my university has seen over 700 students walk through our doors. And every year, more and more former students and upperclassmen spread the word to freshman as well as older students who find themselves struggling. All of my students this semester knew about the program before our first meeting. They knew friends, classmates, or teammates who had worked with a success coach in the past, and this kind of word-of-mouth support for the program has basically erased any and all stigma that could be attached to needing academic help. Students entering the program now see it for the tool that it is: a headlamp, a compass, a rope thrown down to the bottom of the well.

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.