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Early Intervention- When Knowing My Name Didn’t Matter.

Early Intervention- When Knowing My Name Didn’t Matter.

This past weekend I ran a ½ marathon. This was not my first and I hope will not be my last as my results were less then desirable. I had made a promise to myself that I would run at least one ½ marathon a year, not because I particularly like race day, but training for these races will keep me in somewhat good-ish shape…I tell myself this anyway. All to say, I had trained for this race and was excited for what was ahead. That morning, came with little anxiety however,  as I did not have a running buddy therefore was relying on a carefully picked play list to carry me through. I had also made the decision not to drive the course before-hand, so as to not psych myself out. This would later prove to be one mistake of many that I would make.

So feeling all the feels, I made my second poor decision. Not wanting to run alone, I decided at the last minute to join a pace group. Pace groups are those that are led by wonderful volunteers to ensure you are running at a specific pace so that you might achieve a certain race time. I chose a group that was running at a faster pace than I have ever run a ½ marathon, not by much (I’m not that crazy), but about 40 seconds faster per mile. This may not seem too bad….but at mile 10, it feels like A LOT.

So fast forward and the race begins. I am doing ok with the pace group. Thoughts of “oh man, this is it? I can totally do this”, race through my head. I quickly make friends with the pacers and fellow racers in the group. We each have different stories and very different physical builds, but all share the same goal.  As the race continued, I started to feel the fatigue of running faster than I had ever trained for. I also learned this particular course had the most/steepest hills of any race the area had to offer. I could feel every single one.  At mile 10, I made the last bad decision that would prove to be detrimental to my race efforts. I over-hydrated. I’ll spare you the details of what comes next. All to say, I quickly found myself far behind the pace group and very alone.  I needed to mentally tough it out. I was not in good shape and quickly loosing spirit. The last 2 miles felt as if I was starting from the beginning. Hill after hill, I decided that in order to survive I needed to take a run/walk approach, walking up the last few hills. The mental games were at an all-time high. Then just at the right moment, one of the pacers that I had run with during the first 10 miles, came back on the course to get me. She stayed by my side encouraging me to keep moving forward. This was amazing. Intervention happened when I felt as if I would rather be carted off the course then take one more step. She came to get me at the perfect time and while I am certain she probably doesn’t even know my name, that doesn’t matter. She provided what I needed most. Not water or time checks but just encouragement.

We are at that time in the school year where our students may be starting to lose their excitement for classes and their collegiate journey. The initial “I got this!” has been met with a few less than perfect test scores. The fatigue of everything happening outside of classes is starting to take its toll. Students thought they knew what going to school would take and prepared for the year, yet life circumstances and possibly a few errors in judgment are starting to catch up with them.

This can be hard, student success is what we care about most, but unlike the volunteer that came back for me, she was encouraging one person, while we are trying to encourage hundreds. Not every student will show the need for early intervention, or encouragement. It may simply look like a skipped class, missed appointment or overall lack of engagement. So how do we even attempt to catch all of these behaviors when our caseloads are overwhelming on their own? Its simple. We cant. Not well, anyway. Early intervention, encouragements and alerts only work if staff is working together. A faculty member can record a missed class or lack of engagement, a success coach can record a missed meeting and a financial aid representative can become aware of financial hardship, but unless all of this information is coming together, it becomes very difficult to fully understand how to best serve our students or intervene before it is too late.

A student’s collegiate experience is a marathon not a sprint. Road blocks come in many forms and it can be hard for a success coach or faculty member to manage each student’s hurdles. Yet when we intervene and offer encouragement or work through solutions with our students at the right time, the results can not only affect our overall retention but can be life-changing for the students that we work with.

Renew, Refocus, Revitalize…Retention

Renew, Refocus, Revitalize…Retention

As the saying goes, the only thing constant is change. While this continues to be true, we can also appreciate when things stay the same. As long as those “things” are adding to our lives in a positive way.  When change does happen, it is often given a title that typically has  “re” at the beginning. Essentially, we are revisiting the way we have once done something and changing it.

With this in mind the main focus of our team at Aviso Coaching continues to be the success of our partner institutions. This will remain the same, as we lead college and universities through renewing their team’s energy, refocusing their efforts into a unified early alert software system and revitalizing student success and degree completion on their campus. We encourage campuses to change daily, even in the smallest ways to best meet the needs of their student populations. Sometimes these are easy changes, while others take time and effort to incorporate. All the while we ensure each team is fully supported.  This is our story. We are passionate about student success and retention and remain firmly focused on these initiatives.

So while our team continues to support and encourage our partnering campuses to adjust when needed, we must do the same. Therefore, we have decided to move forward with a few key modifications.

First, we wanted to make sure we were telling our story in a way that portrayed who we are and where Aviso is going. Therefore, Aviso Coaching is now Aviso Retention. Why? We have grown quite a bit in the last few years, but the laser focus on retention, student success and degree completion remains the same. We feel that Aviso Retention better captures the overall impact of our solution and the value of our partnership.

Second, while we encourage our partnering campuses to stay on the forefront of innovation and student retention, we as the Aviso team need to do the same. Therefore, we have revitalized our logo to reflect this forward movement. The transition has already begun and will continue throughout the next few months.

The success of our partners and the students they serve continues to be our priority. We are thrilled to be transitioning to Aviso Retention and excited for the years to come. Cheers to continued quality and exciting innovation!

Please take time to check out our new website: Avisoretention.com

Follow us on LinkedIn and Twitter to keep up with the new and exciting things happening with our team!

Contact Us to learn more about our student centered retention initiatives!

Change is Hard but Culture Hurts

Change is Hard but Culture Hurts

It’s July. This month, along with BBQ’s and family trips, can often be a great time for college and university administrators to reflect, regroup and implement changes within campus structures. When addressing the implementation of changes, countless books, webinars and strategies have been developed to help ensure success. While the suggestions leading to success can be different, one thing we do know is change is hard and without a unified effort, any implementation will be sure to fail. While change management is important, one piece that can often be ignored is the campus culture leading up to it.

When thinking about change management, it is critical that college and university administrators remain cognizant of the various intricacies and consider every possible stake holder in their action research. However, even when implementing the smallest of processes, if the campus culture leading up to the transition isn’t healthy, any measure of change management will be very difficult to maintain.

Changing campus culture can hurt. Maintaining a healthy student-centered college or university can bring about challenges. It requires sacrifice, a strong sense of humility and an active presence with faculty and staff.  Consider this… when trying a new work-out or exercise routine, maybe even coming back to one that you had mastered a few years prior, it can leave you a bit sore. What seemed great at first now feels like a self-inflicted wound that simply won’t heal.  Mid-workout thoughts of “Why am I doing this?” or “Am I really paying money to feel like this?” scream through our minds as we count down the minutes until the workout is complete. Change is hard. In an effort to change your current situation, you merely exercise and while it sounds simple, because we all appreciate when A + B = C, there are factors surrounding this simple equation that can muddy the waters.

Now take this into account. What is the culture of your current living situation? Do your family members actively exercise? Is it relatively normal for you to eat out a few times a week but still choose the healthiest options on the menu? Do you work so much that finding the time to go to the gym or even for a walk seems impossible? Have you established a culture that would make it really difficult to ensure a successful change? Change is hard, but culture hurts!

When looking at culture from a campus perspective, this is also vital. From the onset of hiring a new success coach or faculty member, are we ensuring that this person is receptive to the college or university culture we are constructing? This also needs to be paired with a little (really – a lot) of self-reflection. Does our student success team feel like they have a voice? Do success coaches and faculty members feel ownership of our campus and their position? Are they being heard? This is where the “hurt” can really gain momentum. Change is great, tough, imperative and exciting.  Yet if we have not developed a campus culture that is strong enough to withstand the “hard” part of any change, inevitably we hurt student success and retention.

The tone of any campus culture starts with the institution’s administration. While it’s great when a simple equation works, higher education can be one big gray area. With this in mind, we can avoid the “hurt” if we establish a culture that can move through the “hard” part of any change. That is when we are sure to have a pathway to success.

Now I’m worried about the DRAIN, not the DRIP

Now I’m worried about the DRAIN, not the DRIP

References to “data rich, information poor” (DRIP) syndrome are ubiquitous; a quick Google search returns articles addressing DRIP in numerous disciplines including education, health care, and water quality management. Organizations suffering from DRIP find themselves awash in data—quantifiable facts and statistics—but lacking information—knowledge obtained through analysis of these data.

Universities and colleges are avoiding DRIP by employing data management procedures that result in consumable, aggregated information. These activities may be the responsibility of an internal office, contracted to an external group, or, as I have found useful, assigned to a mix of both internal and external data professionals.

Following the distillation of relevant information through data analytics, institutions must avoid the next hurdle: “data rich, abundant information, non-action” (DRAIN) syndrome. DRAIN occurs when information lies dormant. This syndrome may be the result of a lack of institutional resources to take on a new project, the inability to navigate institutional silos to prompt action, or poor cross-divisional communication channels for sharing information.

A signal that DRAIN is present is the utterance of the phrase “OK, so what?” or “Interesting” after a quick scan of a report. For example, insights about the success factors for student sub-populations are bundled into reports, shared across departments, viewed with mild curiosity, and then filed away without prompting action.

DRAIN is akin to and sometimes accompanied by “paralysis by analysis.” In this situation, the constant quest for the “perfect data point” stymies any project built on the available information. “If we only knew . . .” has halted action and constricted development of relevant programs many times over.

The best remedy for DRAIN is to prepare a plan to leverage information derived from large data sets. The following steps will assist in developing these types of procedures, and discussion on each step will be addressed in future blog posts on DRAIN.

  1. Determine if the information is actionable
  2. Decide how to employ the information
  3. Pilot programs or outreach
  4. Measure the effectiveness of the program
  5. Revise, expand, or retire the program

 

 

 

About the Author:

Nathan Miller, Ph.D. is the Senior Director for Student Success at Columbia College in Columbia, MO. In this role he is responsible for the design, implementation of student success programming for a diverse and geographically disparate student population.

Small Change….Big Impact

Small Change….Big Impact

After 30 years, a few of those years belaboring the decision, I decided to move from very blonde to very brown hair (my natural color). Now if you are reading this and immediately got annoyed, I promise this post has a valid objective.  Keep reading. While a part of me feels like I have somehow found myself in a witness protection program, what I am most surprised about, is how “hair” has guided a part of my identity, that now feels lost in translation. Well that’s foolish, you say. Hear me out.

The social dynamic of the change in color has been fascinating. I work in a shared space with other companies. While there are often exchanges of “Good Morning” or a quick smirk on the way to our designated spaces, that is really where the communication ends. Now, cue hair change. It is 10:00am. I have been at my desk for a little over 2 hours. The count is currently, seven. Seven people that I have only exchanged “hello smiles” with have now directly addressed me. The comments are ranging in niceties, but so far have been positive. (Who knows what they are actually thinking. I like to think it is all wonderful and gracious mental rhetoric, or even WOW, Stunning!) However, what I do find interesting is the very outward, noticeable change of the color of someone’s hair has created the opportunity or ability for individuals who may not have, engage with me (or about me for that matter). All seven of these professionals, I have never interacted with before. Even more interesting, I still do not know the names of at least four of them. While I am happy to meet new people, and engage (Be mindful, that is really the essential function of my job), I am also aware that they really don’t seem to mind what my name is, or what I do, but rather hair… only hair. I am also not offended by this at all. I am just surprise that anyone outside my immediate teammates even noticed. It is a big change, yet I am relatively new to this particular office setting. I suppose I wasn’t even sure that anyone outside of my particular office mates knew that I existed.

When thinking about a college setting, students often feel this same dynamic. Should Suzy Student decide to change a physical attribute, or simply looks tired, sad, or lost, do we notice? Do we engage or do we pretend to not see her, for fear of getting caught in what may be a loathsome conversation? While Suzy may or may not appreciate the acknowledgment of the difference or change in her demeanor, she will acquire a sense of satisfaction that she is not invisible. This sense of individualism has been a catalyst to many institutional tag lines. “Large School, Individual Attention”. We as educational professionals realize how these interactions are indicative to the ultimate success of college students. Acknowledging life in and out of the classroom is critical to our core competences and vital to retention efforts. However, with so many faces, so many names and often times so many physical differences, it can be almost impossible to catch everyone’s everything.

Now cue the campus advising and success coaching team. When applying for these positions, the job description should be just that. Success Coach A will be expected to know everyone’s everything. This however, is not limited to students, but faculty and staff as well. You will also need to be extremely proficient in putting out the proverbial fire at a moment’s notice. Finally, Good Luck! Small print: Your reports are due every week at 5, but we may ask for these numbers 10 times leading up to Friday, depending on who happens to ask for them.

Maneuvering through this dynamic is what a success coach does best. They thrive in it, actually. Hats off to you. Your work is noticed, acknowledged and you are not invisible, especially if you decide to change your hair color. Now get back to work, you have an unexpected team meeting in 5 minutes and your numbers need to be ready…ohhh and Suzy Student is waiting for you in your office. What does she want? She didn’t tell me, she only wants to talk you.

Plan B, C……and D.

Plan B, C……and D.

Straight lines do not occur in nature. It’s true. So why should we be surprised that our own life paths twist, wrinkle, and veer as they do? For success coaches and students, this means learning how to navigate roadblocks, and sometimes even failures, successfully. What should we tell students who have failed one or more courses, lost their athletic eligibility due to academic standing, or been asked to leave the university?

First, I remind my students that roadblocks are opportunities in disguise. This can seem like facile, Pollyanna-ish advice, but it doesn’t mean it’s any less true. Failures force us to turn a magnifying glass on ourselves. They make us ask questions. Re-assess. Recalibrate. And it is this kind of introspection that gives us the new information that will help us move forward more successfully in the future.

For example, over the holidays I got a call from a student I worked with over two years ago. We had worked together for the entirety of his freshman year, and while he had maintained that progress his sophomore year, during his junior year he slipped back into an academic hole and was eventually asked to leave school. I hadn’t heard from him in a long time, but when I answered the phone, it was the same smiling baritone on the other end. “Mrs. Marion,” he began, “I just wanted to call and say thank you for all you did for me back then.” One of the things he’d had trouble with in the past was organizing his work time. It just took him longer to get the work done than many other students, and with four or five classes at a time in addition to his sport, he often found himself overwhelmed, and once he got overwhelmed, it was hard not to want to throw up his hands and just stop doing anything. He told me over the phone that he had been enrolled in community college for the past two years, taking only one to two courses at a time in order to give each the focus and time he needed to pass the class. And had he been passing, I asked? Straight As and Bs, he reported! Failure had made him really look at his work process. Certainly he also needed a little time to learn how to multi-task, but by recognizing that his pace might just be a little slower than a five-course schedule allows, he was able to set himself up for success at his new school.

When my students fail a course or are asked to leave school, we first look back. What was the issue? Time management? Interest in the material? Difficulty level of material? Too much time in the frat house and not enough in the library? Then we look at options. Knowing what we know now, what is the best way to move forward? Should a student take the class again or not? Perhaps a change in major is on the table. Can a student enroll in community college for a while and then return to a 4-year university? Some students simply need more time to figure out what they truly want from a college education? Every student’s path is different. Straight lines do not occur in nature, and there is more than one way through the forest to the castle.

The Unknown Unknowns

The Unknown Unknowns

Last month I wrote about helping first-year students begin to speak the “language of college,” and in that discussion I was reminded of the many things we take for granted that students must know when they arrive, but don’t. Before doctors can treat an illness, they must first diagnose it, just as before any of us can solve a problem, we must first identify it. At times this can be relatively easy: if a patient walks into a hospital with a broken leg, well, he’s probably going to need a cast. But other problems are not so easy to diagnose.

The most difficult situation, of course, is when we don’t know what we don’t know. These unknown unknowns prevent us from even understanding where to start problem-solving, and this is the reality many of my students find themselves facing when they first walk in my door. So one of the first questions I always ask is, “why do YOU think you have ended up on academic probation or warning?” The answer is usually the most obvious one: “my grades weren’t very good.” I see this response as a portal, an entryway into a discussion that can go quite deep as students explore the real, foundational causes of their academic troubles.

Take Bryce, a student I began working with after his disastrous first semester at school. Bryce had come in as a freshman business major with grades good enough not to have been immediately placed in the Success Coaching program. However, his fall semester grades had been dismal. So when we met, I asked him the question: “why do YOU think your fall grades were what they were?” Bryce punted at first, but eventually he got around to what I already knew from talking to some of his professors. “Well, he finally admitted, “I guess I missed a lot of classes.” That was an understatement. According to my informal investigation, Bryce had simply not gone to pretty much any of his classes. Ever. This, of course, got us closer to the issue, but there were still layers upon layers yet to discover. Why hadn’t he gone to class?

The reasons why students make the decisions they do, of course, are varied and complex. Sometimes they are not even fully aware of why they do what they do, for late adolescence is a veritable cornucopia of unknown unknowns. Thankfully with Bryce, we eventually got to the bottom of it. It turns out that he had decided to major in business because he thought that would be the most effective way to help his family out financially once he graduated, but once he got into business courses, he found them both painfully boring and not at all well-suited to his skill set and strengths. The fact that he hated the classes caused him to lose motivation, and in the vacuum left behind crept in the fear and the shameful thought, “what if I just can’t hack it even if I wanted to?” So he didn’t go to class. He couldn’t go. And once he had missed enough class, the reality of his failure made finding a way out seem impossible.

None of this, of course, Bryce realized consciously while it was happening. He was too consumed by bigger, scarier questions: “If not this, then what? If not the future I planned, then what kind of future will take its place, especially if I’m not cut out for college?” But once we got to the root of it, once we diagnosed the problem, we were in a position to start fixing it. Soon we were having discussions about what Bryce really liked to do. What was he good at? What interested him? It turns out he had never really considered the idea that he could match his skills and passions with a college major. By the next week, Bryce had changed his major, and seemed to waltz into my office like a great weight had been taken off of him. He liked his new courses (except for the prerequisite math class that I reminded him everyone was suffering through just as he was), and even felt like he could contribute in class. Did he still have a pretty big mountain to climb given his first semester grades? Yep. But now Bryce felt set up for success instead of failure. And better than that, he had started to learn to be self-reflective when confronted with a problem.

It is skills like these- the ability to diagnose your own problems and even start to recognize patterns of behavior- that will be essential to a student’s success during and far beyond their college days. As success coaches, our primary job is to help students’ graduate, but if we can help them cultivate the skills that will last them a lifetime…it’s not a bad day at the office.

Relationship Retention

Relationship Retention

Okay, perhaps this is my Andy Rooney moment (and perhaps that reference alone dates me), but it seems like these days everyone is falling head over heels for Big Data. Algorithms will help us all lose weight and find a mate! We count on apps to help us walk more and sleep better! And when we talk about college retention, we flock right to the numbers and conclude that we think we know everything that we need to know. Not that data isn’t very powerful, in fact, it can assist in letting us know how to direct our retention efforts most effectively.  However, if our teams don’t have the appropriate training, it can also mask the more complex, more nuanced, dare I say more human factors that can make the difference between a student graduating college and dropping or failing out.

Today I talked to a fellow success coach, and she reminded me just how relationships- that bonding between a student and the peers, professors, mentors, and coaches he or she finds in his or her college environment- can influence retention. Most of the time, it turns out, relationships are the whole ball of wax. Sure, there are students who cannot academically swim in college waters, but these students number far fewer than those who do not graduate for other reasons. For example, the success coach with whom I spoke today told me of a football player named Oscar, she had been working with since his freshman year. That year, he had been a star prospect but had gotten injured in the second game of the season. He was red-shirted and could start anew the next year, but for the rest of that year he found himself at sea- stripped of the structure of an athlete’s life as well as the meaning and satisfaction he found in doing something he loved. Add to that the fact that he was homesick and you can see how, amidst such circumstances, many students like Oscar would go home. Fortunately, he had his success coach to help him get through the year. Bring his grades up. Begin to see himself as more than just a football player.

At the beginning of his sophomore year, Oscar’s grades were good enough to get him off of academic warning, so he no longer needed to regularly report to a success coach. He was healthy and back on the team, and everything looked like it was coming right around…until the third football game of the season, when Oscar was injured again. The next morning, his first call was to his success coach.

Success coaches aren’t the only people who can mentor students and help them stay in school when so many factors seem to be pulling them farther away. But Oscar’s story is a reminder that retention is all about relationships. When students feel like they belong somewhere- when they encounter people on a daily basis who really see them- when they know that at least one person in this brave new world is always in their corner- they are more likely to endure the difficulties and disappointments that can accompany any great endeavor.

The Inner Critic of the Success Coaching Student

The Inner Critic of the Success Coaching Student

I’d like to make a confession. I cannot do a roll up.

A little clarification: a “roll up” is a Pilates exercise where, using only your abs, you go from lying flat on your back to sitting straight up with your legs out in front of you. And I cannot do one. I couldn’t do one a year ago, I can’t do one today, and I probably won’t be able to do one a month from now. So I shouldn’t have been surprised a few days ago in my Pilates class when I failed to do a rollup yet again. And, to be fair, I wasn’t surprised, but I was angry. Frustrated. Embarrassed. “You should be able to do this by now!” a certain voice I know well said. “This is pathetic!” it continued. “And look how much one-on-one time the teacher is giving you because of it. I bet everyone else is annoyed with you for hogging attention and slowing the class down!” Now, I don’t know if that is what the other students in the class were thinking, but I do know a thing or two about the voice speaking to me for, you see, it has lived with me a long time. It is my inner critic or, as I like to call it, simply “mean voice.” Mean voice loves to tell us that we’re not good enough or smart enough or strong enough. I’ve got one. You’ve got one. And you better believe that success coaching students have one.

My “mean voice” incident during Pilates class reminded me just how pernicious this inner critic can be, especially when a student is struggling to overcome real obstacles to their college goals. Mean voice is quick to take any small setback as proof that- “see? I was right! You can’t do it after all!” The problem comes when students are unable to see mean voice as just one of the contributors to the ever-convening city council meeting in all of our heads. When we see mean voice as simply “reality,” we don’t realize that there are other valid perspectives to consider.

I had a student a few years back whose academic struggles during her first semester at school seemed insurmountable. “I just can’t do the work,” she would tell me time and time again. And she was not wrong. But I also knew that she had come from a high school that had not prepared her very well for college.  Because few of us understand things outside our realm of experience, she didn’t realize how poorly her high school programs had served her. So when she got to college and found herself underwater, she just assumed it must be a fundamental problem with her own brain, with her mean voice always including a dangerous (and dangerously convincing) because at the end of the sentence. “You can’t do the work because you’re not smart enough,” it told her, when in reality she was fighting uphill against a lack of preparedness that was largely not her fault.

So how do any of us, including success students, deal with our mean voices? All but the few truly enlightened among us lack the power to completely eliminate them, so how do we live with these voices without giving them the power and influence they crave? The first step, I tell my students, is to recognize the voice for what it is: one perspective of many. Once you’ve recognized your mean voice, give it a good sizing up. That way, the next time you get a poor grade on a paper and that same old refrain comes along…”of course you failed! You always fail! This just confirms everything I’ve told you about how worthless you are.”…you can say, “Hey, Cool it, okay? I’ve heard this song before.”

Once you’ve quieted the mean voice, listen for the other voices in the room. In that space you might find Logic, who says, “well, we failed that one, but we’ve got to admit we didn’t study as much as we probably should have.” Or perhaps Gentle, who reminds us, “hey. This was a bad one, but this stuff is hard and we’re making progress, even if it’s slow.” You may even find Real Kindness in there somewhere, I tell them. And once Real Kindness’ voice is heard, you’re really on the road to positive change.

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.