Browsed by
Tag: support

The Success Coach and Professor Relationship

The Success Coach and Professor Relationship

No man is an island, and no success coach is a one-man band. In addition to partnering with our students, effective success coaching is very much about forming relationships with administrators, athletic coaches and, most importantly, professors. That’s why at the midpoint of every semester, we ask our professors to fill out progress reports on each and every one of our students. These reports provide us first and foremost with objective information- whether a student is really going to class, turning in assignments, and submitting adequate work. They also, however, give professors an opportunity to add additional comments in which they can make subjective observations about a student’s performance, raise concerns, and even provide suggestions.

These comments have proved invaluable time and again. Sometimes they reveal realities that students have been trying to conceal. (Ah, so your claim that you haven’t missed a class in weeks, sir, turns out to be factually inaccurate!) Sometimes the issue is relatively simple: a student is turning in work on time but never seems to proofread it. Sometimes a professor will help us get closer to the root of a deeper problem. Perhaps the student seems to understand the material but just doesn’t pay attention in class. Perhaps he or she is focused in class but just fundamentally does NOT understand the material. Professors are our eyes and ears on the ground, and through their observations and suggestions, success coaches are more easily and efficiently able to help our students identify issues and work to correct them.

Professors, however, much like the rest of us, aren’t huge fans of filling out paperwork for seemingly no reason, and awhile ago I received an email from a professor basically asking, “how do I know that success coaches are actually DOING something with the information I am taking time out of my already busy day to provide?” It was a fair question, and so we tweaked our program so that communication began to flow in both directions. We now send emails to all of the professors working with students in the success coaching program that let them know exactly how their commentary informs and guides our work.

This process begins with us going over the progress reports with each student. If a student has been telling a story that comes into direct contrast with something the professor has said, we address it immediately. As someone with decades of both teaching and parenting experience, I can sniff out a lie or a half-truth pretty consistently, but there are times I’ve had students who were able to put one over on me…for awhile. No one likes to be caught in a lie, but once he or she is, the culprit is generally much less likely to try it again. We do not do this to shame students but to shine a light on the realities of the situation. Then, it’s time to make a plan. For example, let’s say a student is in trouble primarily because he is not going to class. First, we sit down and figure out WHY that is. One might assume that a student like this is simply some combination of lazy or undisciplined, but I’ve had not a few students for whom not going to class was part of a much larger, more complicated whole. One student I worked with admitted to being entirely confused during lectures, and that level of incomprehension made him feel ashamed which, of course, is not a particularly wonderful feeling. In order to avoid the feeling, he had decided to avoid class altogether- an understandable impulse, of course, but not necessarily a useful one. For other students, this plan can involve anything from seeking tutoring, planning out study time at the beginning of each week, giving themselves more time than they thought they needed to do assigned reading or to write papers, and setting earlier alarms so they can be out of the door with enough time to get to class.

Now that professors know not only that their input is appreciated but also precisely how we use it to help our students pass their classes, they have become even more willing to fill out midterm progress reports. That’s an unequivocally good thing, since we are all part of the team of people doing our best to ensure that as many students as possible leave our university with a cap, a gown, a diploma, and a smile on his or her face.

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.

Online Success Coaches: Experiences of an Online Success Coach

Online Success Coaches: Experiences of an Online Success Coach

The following profiles are culled from the experiences of online success coach Deana Brown. She and I sat down awhile ago to chat about her experiences in the job, and she told me about some of her most memorable students.

“Tamara was a single mother in her mid-20s who worked as a cashier at a big box store. Her profile was far from unique- she and most of the people she knew were high school graduates (and some drop-outs) who had spent the years since starting to raise children while working in largely minimum-wage “survival jobs.” But Tamara had bigger ambitions. She wanted to be a judge some day, and that dream is what brought her into my life as an online success coach working with people trying to get their associates’ degrees. Tamara’s goals were commendable but her first semester work had been less so, and when she and I began working together she was on academic probation. Like many “first-in-the-family” college students, Tamara didn’t have a lot of experience navigating some of the challenges of college life (online or off): time management, study skills, and effective communication with professors. Add to that the fact that a lot of the learning in online classes is, for the most part, self-generated, and it’s easy to see why these students can find themselves falling behind. Tamara was exceptionally bright, but earning a college degree while also working full-time and raising a son is already difficult without these extra roadblocks. So, with Tamara, our primary job was one of planning. Each week, when Tamara would get her work schedule for the week ahead, we would carve out time for schoolwork. Could she spend a little time reading that online lecture before she left to pick up her son from school? Could she use the momentum created by helping him with his homework to do some of her own afterwards? We also talked about how to plan ahead. If a paper is due on Friday and you plan to begin it Thursday afternoon, what happens if you hit a snag and need clarification from the professor? There is generally a 24-48hr response delay for professor emails, and by then it would be too late to get your question answered before the paper is due. Within a semester, Tamara was not only set to get off academic probation but also she was making straight As.”

“Mark was a federal corrections officer in his 40s. He had worked as a guard as well as in administrative management at the prison for over a decade, and it was clear he had been shaped by the culture. Now working towards getting a degree in criminal justice online, he talked and wrote like someone for whom communication was all about economy and power. Managers and guards, he explained to me, spoke aggressively and without mincing words to inmates, but they also used basically the same kind of language with one another. Unfortunately, this presented Mark with some challenges when it came to communicating effectively with fellow students and professors in his online courses. Mark’s aggressive writing style, combined with the fact that it is already naturally difficult to convey tone and intention in written communication anyway, meant that many of Mark’s communications came across as angry demands. So we worked on how to approach people politely and effectively through text. There was the classic list of do’s and don’ts: don’t write in all caps, make good choices about punctuation, don’t begin emails with “So….,” as in- “So…I need this thing from you and you need to give it to me!” But we also talked more in-depth about the reasons why this type of communication is so much more effective not just in an academic environment but in a professional one. If every time you hit a roadblock you get angry and lash out, you are far less likely, in the end, to move up into greater positions of power and responsibility.”

These profiles demonstrate something we already know- that no two students are exactly alike. There are as many unique stories as there are students, which is why it’s important for success coaches to have as many tools at their disposal as possible. However, if there is one unifying piece of advice Deana would give to a new success coach on his or her first day, it’s this: “Listen carefully and take notes. This can take great patience sometimes, but before you try to jump to conclusions or provide solutions, make sure you take in their entire story. Then work together to make a plan, for if students are invested in the process of discovering for themselves what they need and how to get it, they will be more invested and motivated towards their own success.”

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.

Online Success Coaches: Providing Community and Guidance for Online Students

Online Success Coaches: Providing Community and Guidance for Online Students

I recently spoke with a woman who works as a success coach exclusively for students who are getting their degrees online. We discussed the similarities and differences in our jobs, and I was most intrigued by two ways in which online success coaching is unique.

The first is something I hadn’t thought much about until now, but once we started talking about it, it seemed so obvious. That is the idea that part of an online success coach’s job is to connect students to or provide students with communities of fellow students and educators. This type of community building occurs organically (if not always effortlessly) on campus, as students live, work, and study in the same physical environment. As any of us who has spent time on one, whether as a student or faculty member, knows, college campuses are rich social environments where any variety of clubs and gatherings, both informal and formal, encourage students to get involved and interact with one another. Having a sense of community can make students feel more invested in their experience as well provide support when he or she is feeling frustrated or is struggling. This is why so many weight loss programs encourage us to share our progress with friends- it’s all so much easier when we know we are not alone.

While online students do participate in discussion threads and other class-related group projects, many online students do not explore opportunities (either because there are none or because they do not know how to seek them out) for greater social interaction. This lack of a greater sense of community deprives students of the social, academic, and motivational benefits that the group provides. Online success coaches themselves act as connections to a larger school community, but many go further. The success coach with whom I spoke realized that many of her students were young moms who were trying to get their degrees while simultaneously working and taking care of children, so she started an online support group where they could connect to each other directly. The group was an instant success, and since that time she has started an online group for young men and another for students veterans and military spouses. 

Secondly, the demographic spectrum of students who get their degrees online is much broader than it is for brick and mortar college students. Many of these students, like the moms discussed previously, are older and work full time jobs or take care of families in addition to attending school. While this generally means that these students come to school more mature and responsible than your garden variety 18-year old, scheduling can still be tough. Many of the students who do work are in school precisely because the jobs they have are often “survival jobs,” – relatively low paying and scheduling instability. A student who works as a restaurant server, for example, may think he has time to work on a paper on Thursday only to learn Wednesday night that the shift schedule has been changed and now he has to work. A student raising a child may be just sitting down to study for that midterm when she gets a call from school telling her that her child is sick and needs to be picked up. A student working as a server AND raising a child may have both of those things happen in the same day, and then she’s really got to scramble!

One of an online success coach’s most important jobs can be to help students navigate these scheduling complexities.   Ultimately, all success coaches primary goal is to do whatever they can to help a student achieve his or her goals; online coaches, however, do this job in an ever-growing environment with its own unique challenges. 

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.

Back to School Series: Helping Students Interact with Professionals

Back to School Series: Helping Students Interact with Professionals

A comprehensive education is so much more than just “book learnin’.” Institutions of learning are also training grounds for building social, psychological, and professional life skills. As to the latter, many of us, after years or decades in the professional world, have forgotten that these rules of behavior and decorum are not necessarily innate- these skills need to be learned. And if we as educators and administrators fail to teach students the rules of professionalism, we are neglectfully leaving out a part of their education.

Be punctual, dress appropriately! Don’t walk into the office of someone from whom you need something with earphones in your ears! Pronounce your words clearly when speaking, and in emails, write in full sentences, and use proper punctuation and capitalization (i.e.- no text speak or emojis, please)! Much of this all seems like it would be common sense, right? Well, for some of us, maybe it is. But if we really think about it, that’s almost always because we picked up these lessons early, sometimes unconsciously, from our first role models: our parents and close family members. Perhaps we saw our fathers interact with their work colleagues. (Perhaps they even brought us to work to see for ourselves!) Perhaps we watched our mothers negotiate a deal with confidence and aplomb. Perhaps we grew up with the grandmother who was ever reminding us not to slouch, who, when we’d ask, “can Samantha and me go the mall?” replied, “You mean Samantha and I, dear.”

Many of the students who walk into my office as students in the success coaching program arrive without the benefit of those role models. Perhaps they are the first in their families to go to college and, while parents who lack a college education can certainly raise their children to be confident, articulate, responsible individuals, some may lack the experiences in the professional working world that would model for their children the more nuanced code of conduct. They may also just simply not know how some things work in the university setting itself. How does one untangle the legalese and acronymic language of financial aid forms, for example? Therefore, I make it part of my job as a success coach to help students learn how to behave in a professional setting, even on campus.

Part of the issue that students have when interacting with professionals in environments like the Registrar’s or Financial aid office is that they simply do not know what to request. When students are unable to effectively communicate what they need, both they and those tasked with helping them become frustrated, and problems are left unsolved. So with my students, the first thing we try to do is diagnose the problem. Then, we talk about effective ways to get the help they need from the resources available. In addition to the “nuts and bolts” tips I mentioned earlier, I always convey for my students the importance of coming across with some self-confidence…even if self-confident is the exact opposite of how they actually feel. Don’t be afraid to ask questions, of course, for asking questions is not only NOT a sign of weakness but actually a sign that a person is confident enough to admit what they don’t know, but DO walk into a room like you deserve to be there.

This is not always easy to do. It takes practice, but just as practice doing anything else can make one better at it, more comfortable in those clothes, so to speak, the same applies here. It reminds me of a student I once had who really struggled her first semester in college but by second semester, with guidance from the success coaching program, was doing much better. She was majoring in criminal justice, and that first summer she got an opportunity to work as an intern in a large city police station. When she returned in the fall, we got a chance to chat and the first thing she told me was how glad she was that we had talked about how to act in a professional environment. “I really did the things we talked about!” she reported excitedly, “and it worked! Before I left someone from the department went out of his way to comment on how mature I was!” She laughed, “and you and I both know that I came to school as one of the most immature people you could possibly meet!”

For online students, the age and life experience differential can often mean that they enter programs with a greater understanding of these professional skills. Many have full-time careers already, and for them it’s about remembering that the same knowledge that allows them to succeed at their jobs is entirely transferable here. With these students, it can be helpful to have them refer back to these experiences in the working world, to ask: what’s your work environment like? What are the big dos and don’ts? What are the rules, both explicit and tacit, about turning in work on time, communicating with colleagues and/or superiors?  Chances are, they are very similar to what’s required of them in college.

For me, however, there’s always one piece of advice underlying all others, and that is this: be someone with whom people like to work. Be someone they trust; be someone they can rely on; be someone they are happy to see walk into the office or classroom every day. Focus on that, and much of the rest of the path will illuminate itself from there.

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.

 

Back to School: Helping Students Interact with Professors

Back to School: Helping Students Interact with Professors

We’ve had good ones; we’ve had ones who were not so good. We’ve had ones who changed our lives, our career paths, who opened us up to new ideas and ways of thinking; we’ve had others with whom we just tried to get by with a passing grade. We’ve all most likely had a wide spectrum of relationships with our teachers and professors, both in primary school and college, so we know that those relationships can be as rewarding, fraught, and complex as any others. For university students, these are important relationships, even if only because these people hold the power of the grade, and thus it’s important for students to learn how to interact with their professors.

The students I’ve worked with who have had difficulty in this area have had such difficulty for a variety of reasons, but often the power structure that puts professors on a (for some) intimidatingly higher plane than students is at the heart of it. Simply put, students are scared to talk to them. Scared that if they take advantage of office hours or express a need for help, the professor might think they are dumb. Scared to talk to any authority figure, but especially one who has the power to decide the fate of their GPAs. For some, the issue is cultural, which is something we’ve found at our university with international students from a few specific countries. Not all international students face cultural barriers to effective communication with professors at American universities, but some do. In these cultures, the status differential between students and professors is even greater than it is here. These students hold their professors in such high regard that to actually talk to one seems unthinkable, and to really open up to one about having difficulty in the class- totally anathema. Even classroom participation can be restricted by notions that one simply cannot for any reason express a point of view that might conflict with that of the professor.

International students aren’t the only ones who have to develop the skills to build successful student/professor relationships, and the first thing I tell all my students who seem to be having trouble is to remember that their professors are…spoiler alert…actual human beings! They are people too! They are at times happy and sad and energetic and stressed out. They have, at times, blind spots and biases and holes in their own knowledge. And they are almost always not only willing but excited to interact with students who show enough interest in their class to actually talk about it with them outside class time. I tell my students that what they may see as showing weakness (asking for help), their professors almost always interpret as showing interest. It’s a professor’s dream! When I’ve had students who were particularly daunted by the thought of meeting with a professor one-on-one, I’ve actually walked with them to the professor’s office door. The walk there often looks like a scene from Dead Man Walking, but when they emerge? Smiles! Relief! It wasn’t nearly bad as they thought it might be; in fact, the professor turned out to be a real person just like I said he or she would be! Weight lifted, and a bridge crossed forever.

Now, we all know from our own experiences that once in a while you will come in contact with a professor who is not the ideal. Who for whatever reason is NOT open, friendly, or helpful. It’s the other side of the “professors are people too” coin: people are not always at their best. So how should students navigate those relationships? It starts in the same place: remember that this professor is a person just like you. You know how you have a life outside of class, and it’s not always perfect? Well, so do they. Maybe they or someone they love is going through a difficult time. Perhaps he or she is facing the same burnout toward the end of the semester as you. So don’t take it personally because it may not be about you at all! But since you still have to get the grade, figure out what makes this professor tick. Figure out what kind of behavior and work is going to get you the result you desire in this class and do that. (A good place to start is by getting insight from students who’ve had that professor before. If it’s the material in the class that is at issue, find other resources- like peer tutoring- that can help.)  It’s also good training for the real world- sometimes the relationships we have to cultivate and make work are not the ones we would always choose. Sometimes we have co-workers or bosses who are difficult to deal with, so what do we do? We figure out the best way to succeed in an imperfect environment. When students realize this, it’s just another thing that they now see can be applicable to the rest of their lives, and that in and of itself can be a motivator.

Lastly, I would be remiss if I didn’t mention how the student/professor relationship is growing and changing with the evolution of online education, and even those who have never taken an online class themselves can probably see both the positive and negatives based on their own experiences with things like social media. Often, online students find the relationships with their professors comes even easier online. Shy students who would never dare speak up in a lecture hall become poets in online discussion threads. Those who may have difficulty approaching a professor face-to-face find it much easier to communicate by email. These relationships can still be as complex and as rewarding as those with professors who are standing in the same classroom as their students, and each year that online education grows will provide us with more information as to how success coaches can help our students make the most of these relationships.

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.

 

Peer Relationships In College: Skill Building for the Real World

Peer Relationships In College: Skill Building for the Real World

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

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

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

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

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

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

Success Coaching Relationships – Students and Parents

Success Coaching Relationships – Students and Parents

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

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

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

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

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

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

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

How Success Coaching Programs Can Affect Administrative Change

How Success Coaching Programs Can Affect Administrative Change

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

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

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

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

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

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.

Burnout

Burnout

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.