Perfect. Okay, Well, I will now hand over the presentation to our code presenters where we Wilson Anna hemming and our panelists, Nicole Travis and ampere, Missouri. Anna. Awesome. Okay. Hopefully I am sharing my screen correctly and they can see it fabulous. Okay. I can see you nodding so we're good. Yeah. Okay. So welcome everybody. We're super excited that you have come to this presentation and joined us. And I, this is a topic that's near and dear to our hearts. I would say our programs are still fairly new. It's exciting too. Bring information to you all to present here today, along with our panelists who I'm very grateful for for their time today. So today we will be discussing our programs of our professional coaching or graduate intern coaches and our peer academic coaches. We're gonna be going over what these look like in our respective units. Assignment protocols for students, training and budget considerations, and really just exploring what these roles look like. This is then gonna be followed by a panel. We do have a great graduate intern here with us and a peer coach as well. We unfortunately had to grad interns that were signed up. So you might have seen a name on on the agenda, Danny hex. She had a personal event that she needs to attention. She's not with us here today, but we do have our other got intern in a peer coach. We have made some pre-made questions for you all to that we're gonna be asking our panel, but then we're going to have time to open it up to you all. So feel free to ask questions away at the end, we are going to be giving a lot of information during this presentation. We do have somebody monitoring the chat in case there are questions that come up, but hopefully we'll be able to address all of those at the end. When we stopped sharing our screen for the panel, we recommend that you put your Zoom on speaker view so you can see those that are on our panel. Alright, I am going to hand it over to Anna. Alright, thank you. So before we continue, we just want to take a moment to acknowledge this is our land excuse me, land acknowledgment from our president as of 2020. So I'm going to read the first and last paragraphs. As we get gathered together, we honor and acknowledge that the University of Colorado's four campuses are on the traditional territory and ancestral homelands of the Cheyenne, Arapaho, Ute, Apache, Comanche, Kiowa, Lakota, Pueblo, and shiny nations. Further, we acknowledged the 48 contemporary tribal nations historically tied to the lands that comprise what is now called colorado. We respect the many diverse indigenous peoples still connected to this land. We honor them and thank them for their indigenous ancestors of the space. The University of Colorado pledges to provide educational opportunities for Native students, faculty and staff, and advance our admission to understand the history and contemporary lies of native peoples. I am an academic coach. I've been in my role for about one year. I have the privilege of working with one of my favorite people on the planet who makes me so excited to get up and do my job every day. I will let her introduce herself. Hi everybody. My name is Ruby wolf. My technical title is Senior Academic Success Specialist for the College of Engineering and Applied Science at the University of Colorado Boulder. However, for the purposes of this presentation, I'm just going to be referring to myself as the academic coach because that is a big piece of my role. We actually began our partnership in terms of training or graduate interns together in 2019, the person that wasn't in Israel previously, we both kind of coincidentally discovered that we were hiring graduate interns at the exact same time to offer coaching services. So we decided to get together and host intensive training for them along with ongoing yearly training, which we'll be discussing in this presentation. We wanted to quickly start out with a little bit of the evolution of coaching at CU Boulder. See bowlers coaching program began in 2015 and the College of Arts and Sciences where Anna currently works. This was then followed by the College of Engineering where I work in 2017. And then there's been a few other programs and units that have added coaching programs at CU Boulder. Just note that we currently don't have coaching and all available colleges, but we do have some similarities across the coaching programs that we do have coaches across campus that work one-on-one with students. One similarity is that we typically all host our meetings at 45 minutes with the expectation that students do continuing an ongoing basis. These are either bi-weekly or every couple of weeks, just depending on the availability and the number of students in each program, some coaching programs at. So you have funded outside certification for their programs. So for instance, in the College of Engineering. My colleague and I went through academic life coach certification through Coach Training edu, which is an ICF accredited program. All coaching programs at CU opt in so students are not required to attend. So basically, yes, we rely heavily on marketing and things like that and outreach because it is not a required program. Just know that some colleges do restrict based on specific populations, based on just the budget and the number of coaches that they have. But this is where we have found that it's been really beneficial. Where we wanted to expand the footprint of coaching, to hire both graduate interns in undergraduate student workers to really offer that additional coaching connection and support. Whittling down to arts and sciences and CES, which is where we're going to focus today. We do both follow the same model for assessment purposes. If students complete four or more meetings, we consider that completion of the program. If they participate in less than four meetings, we consider that they participated but didn't complete. This is really helpful for assessment purposes because then we can look at those that are completed versus participated when we're looking at the quantitative data, the four meetings was actually originally determined when Arts and Sciences started their program. And they just thought, wouldn't it be great if students just committed to coming to us for part of a semester. So that was the idea of the four meetings on a bi-weekly meeting basis. However, after a few years, the College of Arts and Sciences did acquire a coach that was doing research on her dissertation on this. And that their dissertation actually show that there were positive benefits to both retention and GPA at four meetings. So that's why we've continued this protocol. Right now, whittling down specifically to the College of Engineering. So this is our structure. We do have a few more staff members that are part of our academic success team. However, I just wanted to focus specifically on the coaching piece of it. So we have a Director of Academic Success and transfer pathways. This person overseas to senior academic coaches, myself and my colleague. One coach will oversee the grad intern program while the other coach oversees our peer coaching program. So professional coaches and the College of Engineering, we don't have a minimum or maximum number of students. It's really just dependent on the availability of the coach during that semester and what responsibilities they have. So as an example, we also teach a Fresh Start Course, which is a course marketed to students and academic jeopardy. It's a one unit graded course. Sometimes one of the coaches may teach a few sections of this so than the other coach might take on more students and vice versa in any given semester. For our graduate intern coaching role, the role really just functions very similarly to our professional coach role in the expectations that we have for students that participate in our coaching program. The introns see students on an ongoing basis, so they explain the expectations of coaching very similarly to how we explain expectations as professional coaches. For those students, I do want to do the coaching program. We train the graduate interns on coaching skills very similar to how we coach for requirements. Students do have to be a graduate student and able to commit to at least one year. Our peer coaches, this does function slightly differently because their role is different. They are actual TAs for our class that I mentioned are Fresh Start Course. So that's a big part of their position. For one-on-one coaching, they often only meet students once or maybe a few times. And they really focus on the academic skill development. For requirements to be a peer coach in our program, the required to be an undergrad engineering students. And we often recruit students from taking our Fresh Start Course or they've done professional coaching. This can be really helpful because then they're just really familiar with the tools and strategies that we teach. And also have experienced that essence of coaching, which can be really beneficial when they start the position because they already have some knowledge and background of what they're going to be doing. We also asked peer academic coaches to commit to two semesters with us. Okay, so whittling down even further in terms of assignment protocol, we actually started this, I believe a few years ago where we developed a form. It's kinda like a tree form. So it basically acts like a series of questions. And then eventually it will lead to a certain link that will lead to the student that's filling out the form to either our peer coaching link, our intern coaching link, or our professional coaching link. I like to think of this as like a proactive to reactive approach. So really, the proactiveness is going more towards the peer coaching and mentoring coaching program. And then the professional coaches are working more with students in a reactive measure. So the students that are getting sent by the form to peer coaching or students that are first-year students that are interested in one meeting. And they have indicated that they're having challenges and maybe one course or maybe they're not even having challenges are in courses and then they're just interested in learning a little more of academic skill development. For those that are going to our intern coaches, they have the bulk of students going to them. So they have first-year students interested in one meeting, but they've reflected that they are having challenges in two or more courses. First-year students interested in ongoing meetings, students with one or more low semester GPA. So they're cumulative semester or sorry, the cumulative GPA is above that 2 threshold to be in good standing, but they've had maybe one or more low semester GPAs under that 2 mark, then students in good standing. And then lastly, the ones that are filtered to professional coaches are those that are in negative standing. The way that coach our students get to coaches either by directly going to our website, clicking that button, filling up the form, we get a lot of our referrals from our academic advisors and we're actually part of the academic advising units. Then we also mark we as coaches, we process our academic standing for the college each semester. And so when we send out those academic standing notifications, will highly recommend one of these coaching services to our students. When we started this program in 2017, we were very tiny. We had both coaches onboard along with our director. Because we had just started. It was easy to offer coaching to any student that was interested. But since we've been operating now for a couple of years, we wouldn't be able to offer to continue to offer coaching to any student that was insured unless we added our grad interns and peer coaches. So we're very thankful for them. So I am now going to hand this over to Anna to talk about the arts and sciences structure. Yeah, just briefly, the academic coaching team and the College of Arts and Sciences is led by the program director for academic coaching and success initiatives, who supervises three professional coaches. And one of those professional academic coaches is assigned the supervisory responsibilities of to graduate interns. We've had grad injuring since 2019. And again, because there's a growing demands and interests, we continue to expand our programs. In terms of our assignment protocol. Each term students are placed on academic warning and probation and they're automatically assigned to a professional coaches caseload. Students in the College of Arts and Sciences who's been suspended but are taking classes through an extension program of the main campus. A few bolder may also utilize their coaching services from a professional coach. Professional coaches work in neighborhoods based on our academic majors in the college and are assigned to approximately 175 to 75 students and their caseload each term. However, because it is an opt-in program, we're not seeing every student assigned to her caseload. We are conducting intermittent outreach throughout the term to promote coaching services in an attempt to proactively support students. In terms of the graduate interns. They are assigned students who are in good academic standing and have either been self-referred or referred to coaching by an academic advisor. Graduate insurance may see students on their case load on a regular basis or for a onetime session. Interns also have offered drop-in hours and adjust their appointments time slots from from 35 to 30 during those high volume weeks. Speaking very generally, this is an outline of the role expectations for the arts and sciences and College of Engineering grad intern coaches. The coaches are generally working a maximum of 20 hours each week. And given that timeframe, they're responsible for attending biweekly individual and team meetings. In those meetings, we're addressing immediate needs and questions that arise. And we're also training on topics that corresponds with the time and trends of the term. We also coach our coaches to help them connect their current role to their future career aspirations. The grad interns are asked to submit one recorded coaching session to their supervisor for feedback each month to help them grow their coaching skills. And each week, the arts and sciences grad interns are allotted two hours to respond to student outreach. And they're offering about 14 to 16 45-minute coaching appointments. The College of engineering grad interns are working without a specific limit to their student outreach and admin time. Because their program is designed slightly differently with the expectation and meeting students every other week, they're typically offering about eight to ten appointments each week. We want the graduate students to have a reliable source of income. That's crucial. We offer them the opportunity to use unbaked and unattended appointment time to work on projects and presentations or workshop design. And having their graduate student perspective and undergraduate experiences for that additional work has been incredibly invaluable to the coaching team. Once a month. We bring all of them together. It's a great time. We come from our respective colleges for a joint training. And so we're allowing time for community and practicing coaching. The grad interns will bring case studies that they'd like to present and we discuss it. Expected that the grad interns lead a training for their peers each semester. This oh, sorry. I it looks like we just have a couple of questions that could be absolutely Yeah. Quickly answers. So the first is from Melissa. And it is this a free service? Yes. Great question. Thank you so much, Melissa, for that clarification. Coaching is free. So like access to their advisors, they have access to coaches for free. Again, the only disclaimer is that not all colleges have coaching services available to students. Yeah, great question. Okay. And then the next question is from Michael Stokes, which is what's the compensation for grad interns? Oh, yes. We have a whole slide coming up for that. So it varies from 18 to $20 for an hour. And so we'll talk a little bit more about budget. And of course, Colorado Boulder especially is pretty expensive place to live. And so that number maybe a little bit higher compared to what some of you are paying your student employees. But it's it's the cost of living in Boulder is is significantly more expensive. Good questions. Anything else? The number I think for now, it's okay. Shayna will save some of the questions that keep feeding through until the end. If I see any that are like really touching, but let you get through the rest of your material. That's alright. Okay. Yeah, we will definitely address. We'll make sure we'll move right along. So these are great questions. Thank you so much for being engaged today, Amber, thanks for facilitating. This is just another way to look at the breakdown of responsibilities by time. So as you can see, the focus of their role is really in those one-on-one appointments. Rarely I'll let you talk about the peer coaches. Yes. So the peer coaches and engineering. This is just a quick look at the expectations for a peer coaches similar to our grads, it does. Obviously it functions differently because of their role. So we do have a weekly team meeting that we expect them to attend. This actually might flip-flop between our weekly team meeting and then our weekly 45-minute TA meeting, which is strictly meeting with the instructor of this section that they're teaching for. So sometimes just depending on how much we have to go over, we might have two meetings that week, we might flip-flop these two meetings are just dependent. They also do student appointments so that one-on-one coaching, they are expected to be in our class since they are our TAs are class is an hour and 15 minutes a week. And so oftentimes they do have to do prep work for it as they do facilitate some of the class. We also have them grade and things like that sometimes, so that's part of that time as well. Then similarly to the grad interns, we do want to make sure that we are offering a financially stable positions. So as we know, students don't always show up to their appointments. So we do offer opportunities for program project work or maybe some other additional tasks and responsibilities that I'll talk about in a minute. Then it's something that they do on a consistent basis. They host workshops throughout the semester. So we have a series of workshops that we put on. We originally did this with our professional coaches and our advisors that were hosting these, but then we actually pass these down to our peer coaches, the host these. And it's been a great experience. So we do just a little bit of qualitative assessment on that. And it's been great feedback that's going really well. In our weekly team meetings. This is an opportunity for some Sandbox time. So really practicing the skills that we're teaching and coaching on, we go over what's happening in our class in the upcoming weeks and who's gonna be facilitating what, answering any questions about that. We also use the weekly team meeting for a peer coach trainings. So we're going to talk a little bit about what we do, an intensive training. But then of course, as we all know, coaching is an ongoing process and a journey and developments. I don't think I'll ever stop developing as we continue to use this time to train our peer coaches and coaching skills. We also give them time to often rehearse and practice a workshop that's coming up. And then just anything else needed for any programming that we're gonna be doing. So this is our pie chart for the time breakdown for our peer coach role. As you can see, it looks really similar to the grad intern pie chart. However, the time where one-on-one peer coaching is in a different spot. So most of their time, about 60% is going to that teaching assistant position for our Fresh Start Course. This is then followed by one-on-one peer coaching and about 40% of their time. And then followed by academic success workshops at about 10% of their time. So in addition to some of those consistent duties that we expect from this role, we have prototypes and tried some other things that we've used the peer coaches for, including academic success tabling. So we just put a table out somewhere that's popular in the engineering centers such as our engineering lobby. This is just a really good way to market. Our programs and services have kind of like mini coaching conversations. So the peers might get into talking to students about how are you doing, How are you feeling about your upcoming exams, things like that. It's also an opportunity to hand out some more self-explanatory worksheets just to get some of those tools out there to students that aren't partaking directly in our programs. So this has been a fun experience. We've also tried hosting what we are calling peer coach chats, which are just an informal space for current students to come to talk to upper division students are peer coaches being upper division students on topic that they might be interested in. So one of our more popular topics was what to expect during your first round of exams. And so it's just a space that they can come and ask questions about. I've never been in college before and never had filed before. What's this leg? In addition to our workshop series, we also host requested workshops. So a unit or department might ask us to come present and oftentimes we can send our peer coaches to that. Then lastly, we often have our peer coaches partake in our engineering orientation as we do put on some workshops during this orientation. So they are part of that as well. Okay. In terms of our peer coach hiring and training timeline, it is somewhat similar to our grad intern timeline, which you'll see in just a minute, with just a few differences in terms of hiring and intensive training for peer coaches we hire after the semester is finished. This is because we often try and recruit students that took our Fresh Start Course or has done academic coaching. And just because of academic standing purposes, we want to make sure that we are recruiting to appropriate students. So not students that maybe have been dismissed or something like that. So because of this, we wait until June to release the application. The hope is that we can try and get everybody on board by some point in August. We then do a one-week intensive on-boarding training right before the semester begins, followed by this weekly trainings that I mentioned. And then wrap up at the end of the year. We often have peer coaches in training that will shadow their first semester being a peer coach. So they'll, they'll often shadow workshops and things like that. For those that are interested in doing the peer coach one-on-one role. This is a good opportunity to start in training for those coaching skills and techniques. So I am going to now hand it over to Anna to talk about our grad intern training and timeline. Our graduate interns are traditionally hired for the academic year, fall and spring semester. If hiring in this traditional timeframe, we try and open the application in April. We keep the application open for a bit longer, is we try to recruit both continuing grad interns, knowing they're finishing up all of the work of their previous semester. And as well as incoming grad students that were trying to recruit and positions are filled on a rolling basis. In terms of recruitment, we've marketed this position to both CU Boulder students and students outside of CU Boulder, we've found that it can be really helpful to market to programs such as higher education, K12 education, school psychology, and professional counseling. Additionally, we will sometimes get grad interns from other campus programs. Our most recent interns was one was a Russian Studies, and the other was in a doctoral program for audiology. So as fascinating to work with people at these really, really interesting backgrounds and see how they could connect their education to their professional careers, to their coaching role at CU Boulder. Really fun. And so due to the really vast variety of our graduate students backgrounds, we feel it's really important to offer an extensive ongoing training. We begin with this two-week intensive on-boarding training and August, so we'll talk about in a moment. And this is followed by weekly college specific training and those monthly trainings where we get all of those interns together to meet collectively. This really again, it's promotes a sense of community amongst the interns. They've formed friendships. And at the end of each term there's time dedicated to celebrate and reflect on the strengths and opportunities to improve both us as, as professional coaches and the graduate students. Oh apologies, my dogs were doing so well. Alright, we're gonna go on to the next slide. Alright, in the first day, about three hours of training, we introduced the graduate interns to their respective. Coaching programs, the roles, expectations, and we ensure that they know how to access their software applications for which they're going to receive the training. There are some training set the college requires such as FERPA and sexual misconduct. The first day is also the start to building rapport and establishing team norms. We move into coaching philosophy, where we explore different definitions of coaching and how we define our programs. Grad interns will also start to formulate their own definitions and philosophies for the purpose of sharing with students later and those appointments, we discussed the coaches way of being and tower beliefs, attitudes, perspectives influenced the coaching practices along with those ethical considerations and boundaries that we need to consider in our roles, we introduced the concepts of cultural responsiveness and inclusive practices, which will continue to be training themes throughout the year. In terms of coaching practice, we make sure that the graduate interns are prepared to show or share an overview of the coaching appointment, the flow and framework of coaching, and spend a great time examining the listening and questioning skills. The graduate interns are introduced to motivational interviewing and those skills adapted for coaching. And lastly, they're prepared to introduce tools to help build those academic skills and habits. During this intensive training, the graduate interns are connected to campus personnel and case management, counseling and psychiatric services and disability services. So that they also understand these office operations and how to refer to students appropriately to the needed resource. Okay. So in regards to the peer coach, intensive training, little different than the grad intern coach. We do do one week of intensive training. In the beginning, we introduced the peer coaches to expectations and what the role will look like. We discussed worker logistics, mandatory trainings like Anna mentioned, they do often have to do similar trainings. Then at this point, we also built out their schedules for the semester. We do usually wait till right before during this intensive training to build out their schedules. Just because as current undergraduate students, we know that their schedules can change all the way leading up to that first day of class and sometimes after. So that is why we usually wait to build a schedule at that point. So as the teaching assistant part of the job is such a big piece. We then go into an overview and expectation and lesson plans for our Fresh Start Course. This is followed by going into a really detailed review of the first three classes, just so they're set up for the first three weeks to jump into class. This way we can focus on other things for those beginning weekly trainings. We follow this with workshop expectations and trainings. Really kind of thinking of the differences they may encounter from facilitating a workshop to facilitating class lesson plans and being in class. We ask them to pick a topic to facilitate a mini workshop for our groups. So this is just a way to get their feet wet and start getting comfortable being in front of the group. We discussed shadowing opportunities and practice. And then lastly, we then break the peer coach group up and train those that we'll be doing one-on-one peer coaching. Some of those topics that we do initially include things like powerful questioning, active listening skills, boundaries, learning and organizational review. This is because often a lot of the peer coaches are already familiar because they've taken our Fresh Start course if they'd done coaching. So they're actually pretty familiar with learning and organizational strategies. So we just kinda go over, okay, How would you facilitate this? On the other end, being a coach versus a student. And then we talk about appropriate referrals. We do suicide prevention training and we try and give as much time as possible to practice. Although we continue to practice in our ongoing weekly meetings. We had that question about budget. Here is the budget that you haven't anticipated. For our graduate interns in the College of Engineering, we were approved $30 thousand. Most recently, this has changed obviously in the last couple of years, but in most recently we're approved 30 thousand. With this, we decided to hire three interns. Just note that our interns are working different hours. Typically, we work up to 15 hours a week. We have played both with flex hours and hours more so flex hours when the pandemic began and we were at home so much and then we were hybrids. So we have been doing more flex hours, but are three interns this coming semester gonna be working a few different hours? We're not doing those set hours quite yet. Again, they can work up to 20 hours in a given semester during breaks that are allowed to work up to 40. And then in summer when we've had grad interns work, we usually work them at 20 hours per week. So as I mentioned, we have three interns. With the expectation that they can host meetings on a bi-weekly basis with students. That would actually give them the opportunity if they're working almost 15 hours a week to work with 24 students on their caseload, which would mean that we can serve an additional 72 students in addition to what the professional coaches are doing. In all transparency, we have not reached this number, which we're okay about because we are still a very small team. We actually are growing. We're in the transition of growing right now, which we're really excited about. But because being a small team, we do the best that we can in terms of marketing and things like that. And we're hoping to build this up more so we can really utilize and get more students onboard that benefit from coaching. So I will hand this over to Anna now. In Arts and Sciences, our budget allows insurance to work a mass of 20 hours a week during the semester. And the breaks, we do not have the budget to do more than that. We do we have we have experimented with having the grad interns work a flexible schedule, including weekends to see when students are receptive and those high high heating demands. So we're still in those exploratory phases. So we have the big picture. We have had two interns, which means that this could be a possibility of 320 appointments in the semester. So if every student used for appointments that would serve 80 total students. Go ahead. Yeah, go ahead. Okay. So for our peer coaching program, we were approved 25 thousand for this. So peer coaches actually just work flex hours. So he'd never had them work set hours. So their hours may change week-to-week just depending on the task that they have. For one-on-one peer coaching hours. We set these at one to two hour shifts for those that are doing one-on-one peer coaching. For our budget for this in terms of how much they get paid, we place them at a certain student assistant level. So we're just in line with the amount that we do need to pay them based on that level. We don't have all peer coaches host one-on-one hours. The role is really given to those that have been with us at least a semester and express interest in hosting these. So we typically try and do as much as we can, have three peer coaches host two hour shifts each week. So that really we're able to offer 12 student appointment openings per week, which equates to a 168 appointment offers them the semester. Again, it's really important to think about marketing and things like that. Since this is an opt-in program, again, in all transparency, we've never had 168 students partake in every single meeting. However, we are growing right now. We're transitioning into building and engineering residential communities. So we're hoping to build some partnerships there where our peer coaches can then be even more utilized since we really try and have students that are first-year students use the peer coaching program for that kind of proactive support. So this is the fun part where I get to brag about our grad interns and peer coaches. Students who have worked with the grad interns and peer coaches have reported that they feel safe to be vulnerable. And they shared that they, that the level of support and guidance that they received and coaching really positively indirectly impact their growth and confidence. And so these are real testimonials from students. So much love for our coaches. Before we introduce the panelists, we do want to take a moment and make sure we've addressed any questions that people have or had previously come through the chat that we haven't acknowledged yet. And I really I think one of the first questions is could you describe what sandbox time is? Oh, yes. Yes. So sorry for using that that inner culture. What am I trying to say? Vocabulary, our sandbox time is playtime. So we bring our selves to the coaching space. And we typically don't do role-play, but we practice coaching each other. There might be a specific sort of students scenario where we might try to emulate. But we're really just trying to be ourselves in that sandbox time. So it's just playtime. Thank you for that clarifying question. Yeah. And I can say as a grad intern, being still in graduate school, I really appreciate it that time too, to see what that feels like to be coached. The next question is from Bridget, and it's what happens if a peer mentor or peer meets with a student that once more than one session, do they shift to a graduate intern caseload? Yeah, That's such a great question too. So we train all of our peer coaches. We say. Fill it out. There isn't a right or wrong direct answer to that. But we were open to them meeting with a peer coach at least a few times. But if it seems like that student wants ongoing meetings, the peer coaches are trained to refer them to a professional coach and we can certainly meet with them. And the last is I would love to hear some of the past programmatic projects you've assigned to your peer coaches when they are not coaching or in class and that's from Shayna? Yeah. Oh, go ahead. Oh, sorry. Okay. Well, I'll just start by saying we are developing some tools and so being responsive to new needs that came on with the pandemic and being virtually it was an opportunity to revisit the kinds of resources that we're using and the accessibility of those resources. And so creating those resources around specific academic skills and habits. That is something the creation of those tools is something that the ANS grad interns who worked on. Also creating videos, short videos that have been distributed across campus to say, here's how you prepare for finals. So a message from your coach as a way to promote the message and then also make sure that students are aware of this, of this resource that we still have more work to do to get that message out that this exists. And then for peer coaching, the biggest ones that we've had them do is help us with marketing, especially with wording. So I remember one of our peer coaches was really kinda trying to come up with new ideas of how to market our programs, things like that. We also, it's kinda funny, I would say it's but we had a restroom newsletter, which is definitely an interesting way, but I thought a really cool way to promote things as you're in the restroom. We actually had one of our peer coaches assigned to that whole newsletter that came out once a month. And so they would just be assigned to putting that whole entire thing together. I might actually turn this over to Nicole. Nicole is here, She's our peer coach representative. I don't know who to call. If you remember some of the tasks that you were doing outside, if you can remember any of those. If not, it's okay. Yeah. No. I know a couple of things to especially when the pandemic hit, we worked on trying to revamp some of our presentations because a lot of our content was structured around in-class interaction and how to get people engaged online when we couldn't see them and they didn't always have their cameras on. I'm trying to bring out different ideas of the content and then also trying to make sure that the content was always applicable to in-class interactions. Or I was in the College of Engineering. So sometimes we'd get a complaint from a student that don't get it because they're not in school. And I was like, haha, I'm in your classes to let me help you understand how to go through it a different way. A couple of other things that we were saying. Yeah, I think it was having not only undergrads but undergrads within the College of Engineering, we rely on them so much to give us perspective of like, does this make sense in terms of taking our general like, academic techniques and strategies and applying it to the engineering courses. We heavily relied on them and be like, how do we transfer this? So their brains were such an essential part of some of the material that we've created. So it's been amazing. I'm, I'm going to continue going on because I think we're heading in the way of our panel and going that way. So just really quickly, you've already heard from two of them, but to officially introduce them to you all the coal Travis, she is our representative. She was a peer coach for us. She went to see you to receive her degree in Chemical Engineering. She worked on the Academic Success Team as a TA and a peer coach. She reflected that this helps her finish her degree. She has since graduated recently and works in the industrial water treatment. She said being a peer coach helped her not only finished her degree, but also have a toolkit of skills for her professional life. Then we have our Graduate Intern representative, Amber Maza Rana. She is a current grad intern and has been working with students in many capacities since 2 thousand beginning her journey in higher ed, she was a faculty in the arts and making the leap to student affairs, where she entered the Sahid program at Colorado State University in 2017. When she began the graduate internship at CU Boulder in 2020, she discovered a place where she could holistically support students way she never imagined as an academic coach. So at this point I'm actually going to stop sharing my screen. We do recommend putting it on speaker view, so we don't have so many people that you're trying to look at. If not, do whatever makes you comfortable or whatever works for you. But we do have some pre-made questions that we have come up with that we are hoping to start with and then we're going to open it to you all. And I will post the questions in the chat as well. But our first question and I'm going to put it to Amber, is, what did you enjoy most about being a peer coach, a coach, a graduate intern coach, and what impact did it have on you personally? Yeah, thank you. Rowing. So as rho we said, I was on faculty and I was in that teaching role. And when I joined the Asahi program and saw this opportunity come up, I really just took a risk and applied for it. And I loved that they have put out there that people from any type of background could do this work. What I found most impactful is that it's one-on-one work. So before I was teaching our classroom of 40 students and always trying to connect with students as much as I could within that capacity. So but I really loved the fact that I get to connect one-on-one with students. It feels very impactful and very meaningful. I love that at CU, we have that opportunity to meet consistently with students. What I found is sticking or really connecting with students continually through this semester really helps support them through the ups and downs of the semester that are inevitable. And it also helps with that accountability piece when working with students. So I mean, the other part is that personally for me, it's really inspired me to live up to my best self and adopt a lot of those practices into my everyday life. I think it's made me a better mom, a better friend and daughter and all those things. Then the last big takeaway for me is just that reminder to be living in the present moment. So that might be being aware of what's going on globally, nationally, locally on campus. And then also in that space holding the moment and being present in the moment with that student and really taking everything out and giving them all of your attention. I'll turn it over to you. All right. Nicole, same question. Yeah. So I enjoyed being a coach because I was able to give back to people who were going through the same things that I went through. I started off my journey with academic success team as a student in the Fresh Start course, as I wasn't academic jeopardy. I really, I learned a lot about myself, how to learn, and wanted to continue sharing it with people who felt like they otherwise didn't have options. It helped me finish my degree as I think it was in my Bio two times already. It's pretty clear it did. But I also got to work with a really awesome team, rowi in her colleague and everyone else who got to work with as a peer or even the students. It was a really great community in network for me to work with. I took those skills with me into my career now and I just really enjoyed being able to grow and learn as part of that team and then help others kind of finish, succeed in the ways that they needed. Oh, thank you both so much, so much love here. Fantastic humans. Thank you for your responses. Okay, We will move on to the next question. What was needed or desired to be successful in your role? Amber, you look like you're ready, willing to start. I realized I never muted myself. That's okay. We can hear this sweet birds in the background. The trucks. Now maybe I think what was most important for me was remaining curious and withholding judgment, which are two qualities that I hope I've been practicing for a while now. But to continue to hold space for that compassion and empathy. I love that I can be a safe space for students. I'm sure they are in unsafe spaces. And I've experienced being an unsafe spaces myself. So it's really important to me and that first intake meeting to establish that I've become more mindful. Before I used to have to get pumped up for a class of 40 people are more and movement and all that type of engagement. And this is a different kind of energy. It still takes a lot of energy, but I think it takes a calm and a focus and a mindfulness. Willingness to step out of my comfort zone, which has been largely enabled by the group that I'm surrounded by. Because I'm definitely in a very loving, open environment where we offer feedback and take feedback in that growth minded. I'm way that we hope to do with our students as well. So then I think the last piece, which we'll talk about later is I really did need that support and guidance from my supervisor at the other coaches while I was beginning to find my own Coaching Boys. Thank you. Amber. Nicole? Yes. So some of what I needed also, I want to echo amber in the sense that I needed to be coached myself as I went through this process. Having the support structure of my coaches helping me grow how I ask these questions. And instead of especially as a student, sometimes if someone's doing something that's so different for me, my initial response would be, Well, why are you doing it that way and kind of walking through the process of why that could be judgmental or why that's not an effective question. But kind of exploring into the areas of why they might be doing it, but not in a judgy way. Also just to have these skills there, it helps if I always was saying true and using the tools and skills as I needed them, especially in my own studies, that helped me be more successful. Always clue into what we were working on rather than being disconnected from it. So I needed I needed that community and that coaching and also to know that I couldn't immediately fix that problem for them. It was a multiple person journey and they needed to work on it in their own way and I can help them get there, but I couldn't just give them the answer. Awesome. Thank you too. Okay. So for our next question, what was the most challenging part of your role? And we'll just continue and start with a number on this. Okay? So the most challenging part of this role for me was holding students accountable, I guess learning the best way to do that so that I could do that. And again, like a loving non-gender judgmental way. But to kinda keep our eye on the goal or the goals. I found that some ways that I met Ben made easier for me and coaching sessions is to start off by setting very clear goals with my students. Decide, have them decide how they want to measure that goal. Have them decide how they want me to hold them accountable for that goal. So that was a great question that was given to me that I use now all the time, which is, how would you like me to hold you accountable or how would you like me to give you feedback? Or how do you best receive feedback? But that is still something I'm working on. When to push and when to pull. That idea of balancing, challenge and support. So it's interesting to me kind of reflecting even in these two questions, the most challenging part was also the most needed part for me. And that is developing those questions and we did as an exercise that time and I don't really maybe you can help me, Alicia, remember what the acronym met. But it basically was if a student were to come in and say, I'm feeling my class and it's figuring out, okay, So what do you want from that? And they want to get better at taking tests. And then trying to figure out why taking that test is important. Can you narrow it down to, okay, they have an issue with time management skills rather than they're just not reading the book correctly. So I loved that idea of being able to explore these ideas and asking the hows and whys. But it was still, it was a difficult place for me because I was so used to always saying, Well, that's Don't do that. That's not what engineering supposed to do. And sometimes students, it was also there's a push back from them of like, well, this isn't how you do it in engineering like this isn't, this method isn't effective for the classes that we have to do. And so I took that as a challenge to, to try and translate it into a way that was used in stem courses rather than perhaps a skill that's used when you're reading more literature. Yeah, that's a great point, Nicole. And that I think together as a team, we noticed that sometimes with our engineering students, if we can present information with research behind it. There, they kinda key into that a little bit more and go, Oh wow, That's what, that's what research says about the brain. It says that if I'm staying up has midnight, I'm actually causing detriment to my body into my memory. So they, they tend to listen to research or really pay attention to that. I also just want to add that not giving like Nicole was saying, like not giving those quick fixes or answers. Can always, I'm sure everyone experiences that and it's just that holding back a little bit and helping the student come to a solution through reflection. But what I think was hardest for me as a coach. I really want my students to feel like they're walking away with something. And it can feel very satisfying to do that for them. So instead, I've tried to redirect that, right, rather than giving them necessarily a piece of information or a task, a task that I think they should do. I have them come up with their own action item. So we can at least leave each meeting knowing that we have one action item that we're working towards. Thanks, Amber. Well, now that you've heard a little bit from amber, Nicole, what questions do you all have? We want to give you give you time and space. Okay. Thank you so much. What tools and resources do you use for study strategies? Is that a question too? Sure. Well, I okay. As a peer coach, I know that rally and the team has developed this whole, we had a Google folder that had all of these strategies that recovered both in the course but in this coaching meetings to, and it kinda is broken down between time, organization and learning skills. And so depending on where a student was struggling, we could help them figure out if they understood how to get the material in, but they weren't good at managing their time or they just didn't know how to determine what their priority was or if they maybe were good at time management. But they spent all night reading the same chapter in a textbook when that wasn't the best way to get the information. So kind of figuring out that and then depending on that, there are different strategies to kinda go into that. Yeah, I'll see you when I first started training, I'm dating myself now, but I was like, I need a hard copy of this stuff because we had so many tools coming at us. And personally, I was like if I had had this 25 years ago when I was doing my undergraduate program, I just can't even imagine. So I really do think that giving some of those tools to our students is an important part of the process. And I think the easiest one for me is to access probably is the study cycle. And I like it because it kind of, it just allows for a framework. I'm rather than what I'm trying to think how they owe the debt. The due date is the day before or whatever that little thing is. It gets them out of that mindset and thinking more about how they're reading the homework, the class work that goes into lecture is all connecting to the overall learning. Okay, Thank you. We have another question aimed at you. This person said, What did you find useful or impactful from your coach training? Well, I'll let Nicole speak to this as well. I won't talk too long, but I want to say is that one of the huge benefits of being a graduate intern in this coaching program. I see you is that we have ongoing training. And like Anna said earlier, it's timely training. So it's relevant to what we're actually hearing students going through and working on. Then I think also we've been able to be as graduate turns in terms, we've had full access to campus wide training. So I am sure you guys can all relate when you're in graduate school taking classes, learning a lot. But it's really those practical skills when you get out there and start working with colleagues where you start to be able to apply that knowledge. So I would say that was the big piece for me. Was that like connecting with others and practice? Yeah. Just to kinda how I felt. It was both the way on how to ask these questions I find especially working now with my colleagues or people I'm meeting. I'm in a business where I meet a lot of different people all the time. I'm asking these questions to hear their thoughts without assuming their answer ahead of time is really helpful. And also the organizational skills, how to organize things. I'm actually going to have a meeting with some of my co-workers probably in the coming months to go over some of these things that I used to work with students in peer coach just because they struggle with time management. So just a way to take the toolkit with me. Nicole Amber, thank you so much. On behalf of rowi and myself. We thank you for attending our session today. Please feel free to reach out to us via email if you have additional questions we haven't answered. Maddie, Thanks so much for moderating. Moderating for us today. Everybody have a beautiful lunch. Be well. Thank you, everybody. Oh, currently hobby. Thanks for having me. Happy. And I know I was like shooting yourself. Curly.