Wonderful. Thank you so much. My name is Alice and why Iraq and I'm the Associate Director of Academic Advising at the University of Denver. Thank you so much for joining me today. This session is going to focus on strategies to grow the size, reach, and influence of a college coaching program. So today I'm going to use the student's success coaching program at the University of Denver as an example of how a coaching program can be established and expanded with limited resources. So today we're going to think strategically about mutually beneficial graduate students staffing models, including work-study interns and students earning contact hours for their program requirements. We're also going to think strategically about building campus partnerships to increase student referrals. We're going to think strategically about targeted student outreach to increase participation. And we're going to identify key areas of program development that are needed to support program girls. We'll also identify how evaluation and assessment data can be collected and used to support campus buy-in and continuous program improvement. So what to, what to expect today? Throughout this presentation, as I talk about the journey of expanding to use coaching program, I'll be guiding you through some individual brainstorming and reflection with an opportunity to later debrief and share in small groups. To provide some context about where I'm coming from. The University of Denver is a private research university. We have 5870 undergrads and maybe to 60 graduate students. Just this past year we were designated as an R1 classification research university. We primarily have a faculty advising model. And we just wondering I national hockey championship this year, which is very exciting. The Office of Academic Advising where I am housed, primarily serves undergraduate students, new students, which includes first-time, first-year and transfer students, as well as students who are on academic probation and students who are exploratory, undeclared students. We're also having a new focus starting in the fall of serving all first-year students through their entire first year. So we're very excited about that in our office and you're also winners. We want our Halloween group costume contest where a building last year. So a little bit about the coaching program history. It started when our current executive director to net loop key took a coaching training through life. And life bound is a Denver based coaching training program. And she was just blown away by the philosophy and really wanted to implement it in the work of the academic advising office at the University of Denver. Specifically with our students who are on academic probation who are having those repeated developmental meetings with the advisors. So she worked with the team to develop something we call the ACE curriculum, the academic coaching and empowerment curriculum. So it's a full-blown yes. Syllabus Session guides student resources around topics such as goal setting, time management, learning strategies and topics like that. And along with that, she established the academic coaching program because as a sub program within the Office of Academic Advising at that looked like was graduate work-study employees serving as the coaches. So it works as a near peer model. It's not quite pure peer coaching. But its current graduate students at do. We call that the near Pure model? And another essential part of the coaching program. It's completely voluntary. There are no students who are required to participate in coaching. We felt like that was really important with that near Pure model. In terms of setting our coaches up for success. Not meeting as much resistance to coaching and also having the buy-in and motivation of the students who wanted to participate. So that philosophy continues to this day. We do have some students who opt into programs that then coaching is a requirement of that program. But it's still something that she's going to be a part of. So I started in October 2020. And at that time we changed the name to the Student Success Coaching. We didn't feel like academic coaching encompassed like the entirety of everything that coaching had to offer. We didn't want to just focus on academic topics, but about college life topics, college still topics. How helping students make the most of their college experience. That was behind the name change. And when I started, I was given the directive of grow the program like this is good work. We want to reach as many students as possible. Hire as many coaches as you can serve, as many students as you can. So believe me, I I asked for more detail on that directive, but it was really broad and it's just just grow and my leadership, Tonia, we will support you however we can. So that is what we did. This chart shows some of the growth we've had in the past two years. So when I started in fall of 2020, we had three coaches. By the end of the year, we added two more. So we went up to five. And that was based on feedback that students couldn't get an appointment with him within the next couple of weeks that we needed more availability. And also in that first year we served 233. Appointments were attended. I'm with a 100 and for individual students, we also received three workshop requests from faculty to come into their classrooms. To compare that to this past academic year, 2122, I increase the size of the coaching staff to seven. And then in the spring we added an aids. And you can see the growth here. We had 445 appointments scheduled with our coaches in 336 appointments attended. I'm sure no-shows are a problem for anyone else, but they share are for us. Then we increased our number of individuals served since served in those appointments to 201, and that was a 93% increase. We also increased our workshop requests from three to 15, which was amazingly, the coaches loved going into classrooms or two programs and promoting coaching skills and services to students. So I wanted to start with what our growth has looked like. And then I will go into of course, how we got there. But first, I would like you to take one to two minutes to yourself to jot down some notes and to think about your current coaching program. What would you like to see for your coaching program? That magic coaching question, if you could wave a magic wand, what would it look like? What would you want to see based on the needs of your students? So this would be an ideal goal. It could be numeric in terms of staff or students served. It could be picturing a new space. It could be thinking about resources offered or workshops held. But just take a moment to think about what your ideal program would look like to serve the needs of your student population. I'll let you finish up your thoughts. So first I'm going to talk about our staffing level. So when I this is in regards to 2122, so I kinda came on board with the way things were in 2021. And when I got the opportunity to start with a new academic year, these are some changes I made. So one was I increased the coaching pay $15 an hour to $80 an hour to be more in line with the other student employment positions for graduate students on campus. This did reduce the total number of hours each coach could work. Um, because our graduate students that we hire are funded by work-study. I just hired a few more. We had to returning and hired five new. And these graduate students come from all different areas in different graduate programs at do. Our most common programs that they're coming from, our social work school, psychology, counseling psychology, forensic psychology. We have a higher education graduate programs. We've had students come from international studies, the cyber security. All sorts of students have backgrounds and interests in this work. And they're coming from masters, PhD, and at D programs. We've really found a way for these employment opportunity to be mutually beneficial. This past year, we looked into getting our coach credit for her contact hours she was having with students. This was a graduate student in forensic psychology. And so she is kind of a program needed to earn hours towards licensed professional counselor LPC requirements. And so we worked with her faculty advisor to allow me to track and improve her hours for that. That was wonderful. The previous year we were able to have a coach. Basically worked for us for free because she was granted work release time from her graduate assistantship. And then we've also had students be able to use their work towards like special projects that they're doing as graduate students as well. So it's really been mutually beneficial for us to have them as coaches and for them to get some extra professional development out of it as well. Then what was new this year as well as we hired our first Social Work in turn. We weren't able to do this in the spring, and it took some work. We had to figure out we had to meet with social work. We had to figure out if the position aligned with their defined competencies for the internship requirements that wherever the supervisor and it ended up being perfect fit. Our position aligned very well with their foundational first-year internship. And we were able to hire an intern for the spring and summer quarter to complete 400 total hours. And we hired her to come with her name is Mackenzie. We hired her to come on board both as a coach to students as well as to assist in specifically with program development. So I really encourage you to investigate not only the graduate programs at your institution, but at neighboring institutions. Because a lot of times they are looking for placements for their students. I actually had a University of Denver in turn work and our Student Resource Office at another institution and a few years ago. So there's definitely a lot of a lot of that between institutional placement going on. I was also under the false impression like if you didn't have a social work masters degree, you couldn't supervise Social Work in turn, and that's not true. It's preferred. But as long as you have a master's degree, they can assign a field supervisor to partner with you and the supervision of that student. Then there's some like minimal evaluation requirements. The overall, it's been a very positive experience. So brought on that in turn. Technically also free. We didn't need to pay the intern. I was able to secure some funding to pay McKinsey at least for this summer, which I'll get to next. So I'll send me and we went from three coaches to eight coaches. We didn't even have space for three. So we didn't need to be creative in terms of their scheduling and their workspace. So coaches, they set their own schedules within our office hours and they're able to have both virtual and in-person appointment options. We found after a turn from COVID that students were still, we're still using and needing and wanting those Zoom options. So we kept that in place as well as adding in-person appointments as the University deemed safe at different times of the year. And in our suite, we have open workspace for our student employees. If they needed to do some administrative work or things like that, there was space available to them. But they're coaching meetings were actually held just anywhere on campus. And that was kinda the beauty of our coaching program is it's, it's more of a relaxed, casual, near peer relationship. So maybe they meet at the front desk at the office, and then they'd walk out and find nuisance open seating in the building. Or maybe it was a nice day and they sat outside, or they met at the coffee shop, coaches, students, costumers or study rooms. They preferred a designated space. But we actually got feedback from students that they really preferred and informal relaxed interaction. So that worked out for our benefit. And also I'll add. The graduate students needed that flexibility in their schedules to make it work as well. So what a lot of them did is that they were on campus anyway. They'd have in-person appointments that day. But maybe if they didn't have any classes Linda, they do to their appointments, virtually the same trap. So we're going to pause again. And I invite you to think about what staffing opportunities Could you expand, explore, or an implement to grow your coaching program? Will take about a minute, a few seconds to wrap up your thoughts. They did see some questions come in through the chat and I will I will get to those. Thank you for those questions. Okay. So I built up my coaching staff, figured out the scheduling and the spades. But now I need to keep all these coaches busy. Want to reach more students, get more appointments booked. So we thought about our campus partners in their promotion to those partners are existing top referrals were already our academic advisors in the office. As well as academic alerts being submitted by faculty. Some of those, they can refer directly to coaching with those concerns. As well as our partners in the student outreach and support programs. Which is kind of a program, a catch-all for students of concern to students who need have something going on and need some extra support and connecting to resources. We also had a pretty good relationship with our f. Some faculty are asked him as our first-year seminar. Those faculty were pretty, pretty aware of our program and referring students to us and that first-quarter of their first year. And we also had an established partnership with student rights and responsibilities. And that's the program that handles our student code of conduct violations. Specifically, students with academic integrity violations, could choose coaching as one of their one of their options of resources to use towards working, towards getting back in good standing. And the reasoning behind that was, a lot of times they're taking shortcuts. They're making bad choices based on stress, based on being overwhelmed, based on not having not having the skills, filling out the skills to be successful. And so we get some direct referrals from that program. And we decided we wanted to focus our promotion specifically with New Student Orientation, strengthen it with us that first-year seminar faculty and really spread the word that coaching is forever. In at the University of Denver orientation is how basically like at moving. So they move in, they have about a week of orientation and then fall quarter starts. And so in that orientation last year, they had a conference style section on a few different afternoons. And so our coaches hosted some of those sessions on skills such as interpreting your syllabus or time management and organization. We're envisioning your first year. That was a great chance for students to get some skill-building upfront and also be introduced to the coaching program as a resource. We definitely saw we had more appointments in that in those first few weeks of the quarter than we had in the past because students were coming in already knew in the back. For our first-year seminar faculty, I got on their agenda for their summer training. I got a whole ten minutes. I told them out, great coaching lesson. I showed them data and I gave them examples of student evaluations and all the ways we could help their students. And part of that was saying, where available to come into your classrooms for workshops. And so that's where we saw that increase from three to 15. We got many more requests to come into those first-year seminar classes. Then the idea that coaching is for everyone really is that it's not just for students who are on academic probation. It can be for a 4 student who is overwhelmed, over-committed, and stressed out. It could be for someone who hasn't found their place on campus yet and are looking to build community and get connected with resources. And we really tried to make that a big part of our messaging is that coaching is for everyone who just wants to improve or maximize their college experience. And that was a big change of MS. So another opportunity that came up is our provost launched a first year to second year retention initiatives. So leadership, they included coaching me and a proposal for some additional funding that came along with that, we were able to secure some hourly funding for our coaches. So if you remember, our coaches are paid with work-study funding and we did not have any departmental funding to pay them beyond that, this provided us some funding to allow them to work over their work study award. This meant for the first time, we got this in Spring of this STR, for the first time. We can have coaching over the summer. We can have coaching between breaks. We were on the quarter system. So basically between, like all of December, students aren't in classes. The university is open. And so now we can offer coaching, coaching during winter break and spring break as well. Also within that first-year, second-year retention initiative, a pilot program was approved called the path forward Program. This is a pilot at launched late winter quarter. And it was designed to pair positive behaviors with financial incentives. For example, students, if they registered on time during registration week and they had submitted there faster than by the deadline and they hadn't met with an advisor prior to registration, things they really should be doing anyway. Then they had some financial incentives, such as like a free summer course focused on college skills. So that was a program that was approved and what are the requirements written in was meeting with a student success coach that being included in the program requirement was also some of the justification for us to get some hourly funding for our coaches. Another thing we did to connect with our partners across campus is to host a campus-wide three-day intensive training on taking a coach approach to working with students. I was certified as a coach through life bound in the fall with the idea that I would train new academic advisors instead of individually sending and paying for them to be trained. My life bound. We had for newer staff members who needed the training. And we thought, let's open it up to any faculty or staff on campus who provides individual advising or mentoring support to students. And the whole academic advising team helped facilitate it if they'd been through the training before. And this is myself, the Executive Director, several different staff members. And we spent three days together. It was wonderful. We had 20 participants. Ten of them were completely outside of our area. We have faculty and staff, we had graduate staff. And by far the best thing that came out of it was that interdepartmental networking. Getting to know each other. There was a new faculty member for a new kinesiology program, brand new program, brand new faculty member. She's going to be a faculty advisor. And she got to meet and or exhibit director of athletic adviser. She got to meet you got to kind of accelerate her onboarding through those connections that she made. We had a partner and access and transitions. Approach me afterwards and say, You know what, I feel a lot more comfortable sending students to the academic advising office. Now that I know, I know you and I know the approach you take list of meds. And I even had campus partners reach out who didn't attend the training. But based on seeing it, we're requesting to partner. So it was a lot of work and a lot of time, but it was definitely worth it and we're going to offer it again in December. We're gonna probably offer it twice a year from now on. And I've already gotten a lot of interests for December, so that's very exciting. This is our inaugural cohort. We completed the engine. So we're going to pause again and give you a minute to think about who are your strongest campus partners for referrals and how can you strengthen these relationships? Then I also want you to think about who are your potential campus partners and what are some first steps you can take to initiate the partnership? Again about a minute. Go ahead and wrap up your thoughts. So in addition to thinking about campus partners, we wanted to think about direct student outreach, not just relying on our partners to refer students to ask the reaching out to the students directly. So what was already in place? It's kinda like a quarterly email blast right before midterms, being worried about midterm, stressed about midterms, come to coaching. And so that was in place, as well as an invitation to students who had gone to onto academic warning based on the previous quarter. But really referencing that status, just inviting them to come to him. So one thing we did was make more direct statement in regards to the academic warning status because there really was no official notification of that status. And so it's a letter e-mail coming for me basically being, you are on academic warning. This is what it means. And hey, coaching can help you. And so that's kind of how we frame to re-frame that outreach as well as precipitous decline, which is not an official standing. But it's something we kinda track at the University of like, Hey, your overall, you're in good academic standing. You're above a quinone. You haven't really rough quarter. Your quarter was below a certain GPA. I did some similar outreach to those students as well as okay. You're in good standing. Noticed it was a rough quarter. Coaching coaching can help. We also started out reaching intentionally to exploratory undeclared students. That became a focus area of academic advising office. We had developed some resources and some session guides around exploring major options, inviting students into that. And so what we did was the academic advisors did the outreach to second year plus exploratory students in coaching did outreach to first-year students, where I declared. Then we also distance specific outreach to new and recent transfer students. The student had transferred to deal with, and that was their first-quarter or maybe the previous quarters or first-quarter. We did some outreach, specifically addressing transfer student challenge and it's encouraging can help with these challenges. We can help you learn your resources. We can help connect you to other students and create a plan for building community on campus. And so that was our strategy. I wish we could do more than e-mail. Mass texting is not allowed at the University of Denver. I tried. But I did do some social media outreach that I'll talk about later, which was also with these transfer students. We got in touch with admissions and got the coaching work into their emissions means other. So hopefully transfer students already knew about us before they got to campus. So again, I'd like you to take a minute and just think about who are you serving in your coaching program and who are you not sick? And how can you strategize outreach and communication to reach your target audience for growth. We'll take a minute. We're gonna move on to talking about program development. So when you increase your staff size and you're in your student population that you're serving, you need to have your program development up to speed as well to support that growth. So these are areas of program development I identified for our program in terms of resources research, workshops, evaluation and assessment, marketing and communication, and leadership and training. And I put this directly in our intern job description that I posted. So we had a we had a full Coaching team when I brought this in turn on spring, we already had seven coaches. So we decided the insurance focus is really going to be on program development. And that's why we highlighted it in a job description, in interview process and really tailored it to the interns interests and our needs. We needed all this. And so great to have someone who could actually dedicate some time to it. So we can see our intern. She met with the existing coaching staff along with myself separately and we all did some brainstorming around what what what were some of our priorities in terms of these projects? This is an example of some of the things that Kinsey worked on. And she has a concentration in her social work program on Organizational Leadership and Policy. So I have a really good fit for her. She enjoyed the one-on-one coaching interactions as well, of course. But she lead to get project. So she put together some videos. The coaches shared. You know, sometimes students come to us really not knowing what to expect, not prepared for coaching interaction at all, just wanting us to tell them what to do, hand them some resources in the moment. So she created some videos time explaining what coaching is, what to expect from the coaching experience. Coaches did a demonstration of a sample coaching, short sample coaching session and put together some other materials. And hopefully students would come in to coaching, feeling a little bit more prepared and understanding what the experience would be. She asked who created a transfer student died. Like I said, we are reaching out directly to transfer students. And it isn't underserved population at the University of Denver. They're not a lot of chance for students and there's not a lot of support specifically for transfer students were trying to fill in a gap there. She made a major exploration map map in collaboration with another academic advisor in the office. She's our summer coats are first coaching coach in the summer and it's been wonderful. So like I said, I got some funding to pay her over the summer that was tied to that first year to second year initiative. And so part of part of my justification for that is that she developed a second-year success plan and we did outreach specifically to students who will be starting their second year it to you in the fall. And so inviting them in and then k, Let's reflect on the first year. Let's set some goals for your second year. Let's come up with a plan. And we because we've never had coaching in the summer before, we meet McKinsey, connected with our media and the marketing communications team and gotten them all the social media accounts promoting, coaching for the summer. She's also working on data summary and infographic for this past academic year. So again, take a minute. If you're coaching program grows significantly, you have the appropriate resources to meet the needs of both your coaches and your students. And what will you need and who will, and who well-developed these views. Moving on to assessment and evaluation. We all know that if data can help us build campus buy-in and it's in form of program improvement. So our students, it says coaching program gathers data through student intake forums. So the student is identifying why they're coming to coaching. Coaching. What are some of the obstacles? I'm in stressors. We're also doing evaluations. So after soon, so the coach getting their feedback on the experience, we used to get very, very low response rates to our evaluations. And I put when I do this, I'm not lying. I put when, uh, do you hoodie in the subject line? Like, how, like off the charts, you get so many responses now for evaluations. So really good data there. We do have a quarterly winter. I'm not lying, but that seems to be enough of an incentive to get students to fill out the evaluations. Then we also of course, have our appointment data through our scheduling system. So this is an example of some of the data we shared from 202021. We can see is currently working on our 212022 data. But it's a good example and this is what I shared with the first-year seminar faculty when I was promoting the program to them. So just some basic information like how many sessions we had, how many students we serve as kind of trying to norm having multiple, that students have more than one session. With that data there, being able to say, students are saying, they're identifying that there are challenges. Our time management and concentration and self-care. This is COVID year, right? I think it's not a surprise. They're identifying their obstacles to their degrees. If they're unsure of their career, are worried about their GPA. They're unsure of what they were good at. They were saying their personal stressors were fear of failure and mental health in screen time on social media. So just kinda being able to say like your students, we know what's going on with them. And then be able to give some of that positive feedback coaching and scarf. And we were able to say a 100% of students who recommend coaching to another student's really good quotes. Coaching definitely turned my first-quarter around. I actually looked forward to our meetings every time. I feel like I'm in a better place as a student. So being able to share that is really powerful, especially with campus partners. We have some more feedback here. What my coach is that at these are testimonials. That next step we want, if you want to put them on my website, as much as possible to make coaching for more welcoming and approachable. So the last reflection question is thinking about what kind of metrics we use to measure growth. How do you leverage data and assessment to promote growth? And what data are you missing? And how do you, how can you collect this data? Now listen, we do only have a minute left, so I don't know. Yeah. So just just oh, okay. I apologize. I thought we went to Oh, you're right. You're right. I messed up. My apologies. Okay. Just to check in then. That's great. Woman was a long you gonna do about eight minutes in this small breakout group. Just so you can share. What you've been thinking about, thinking about during these reflection questions, share some of your goals and next steps for growing your coaching program. Some of your colleagues, let me get the breakout rooms going. Do that groups of three. Hi Alison. Looks like Jeannie might be by herself. Do you? You got it. Okay. Sorry. I think I just wanted to find the stragglers. Know. I know. I know. It's like I did. Perfect. Thanks. Thank you. All right, Welcome back. Hopefully you had some good discussions. Just to wrap up before we get to questions. Here's our plan for 2223. It's coming in. We have a new assistant director position that is now going to supervise the student success coaching program. So that's very exciting. We have five coaches returning, which is amazing. And we have already hired another social work intern who will be with us for double fall, winter, spring academic year. We also connected with the higher education graduate program to get an internship position posted there as well. So that could be at a 100 hour internship that we could possibly be gaining. We do have that hourly funding through that retention in that initiative to continue through the spring so that we can have our coaches work above their work study awards. And we also got some outreach from career professional development, our partners on campus, and they want to include some coaching training as part of their student employment badging program, leather piloting this year. They also want to offer a take a coach approach to students supervision training as well. So that was really exciting to actually have someone reach out to us and what future growth opportunities on the table. Currently we only offer coaching to our undergraduate students. But there does seem to be a need and interests from graduate students. So that could be a possibility. As well as we really, really need to work on a partnership with Residence Life. We need those referrals from RAs would love to come in and do workshops in the residence halls. So that's something also an opportunity for future girls. So thank you so much. Let me look at the chat here and try to get to some questions. I had one question about FERPA concerns around those casual coaching meetings. I will open spaces. The way we justify that is these are just conversations. There are no academic records being pulled up. These are not academic advisors. These are near peer countries. And so even though there are out in open spaces, there isn't that what you mean there? They're not just in a crowded lounge or something like that. They find two chairs off, more private, but anything that student is comfortable sharing and that space, is there. Anything that gets to personal, honestly kind of moves into a realm of counseling that we've really tried to create a boundary of our coaching is not counseling. That's some questions about coaches being trained and certified. Our coaches are trained by our academic advising staff who are trained by life bound or by staff and retrain my lifetime. So they're not specific accreditation. We are not currently targeting students and specific classes. She promote coaching, but that is a fantastic idea. I have a question about success metrics and outcomes similar to the directive to grow. We have a very open directive to retain. So I know for the password program, they're looking at they're looking at the population of students who were invited to participate in the program and comparing the ones who did not participate to the ones who did complete. My understanding from the data so far is that it has shown that compared to their peers who did not participate, they have had a high retention into fall. So far. Another question about LMS or course engagement. Coaching doesn't do that necessarily, but we do have a team. It's, it's, it's like academic rapid response team who is monitoring things like that in combination with our early alert system. And a student might be referred to coaching, least on that monitoring, the coaching program isn't doing that directly. I had a question about when I was talking about student obstacles. The question was, are these obstacles that students were sharing? Yes, that information was taken from their intake their intake form data. The question, does the social work interns also coach? Yes. So she had a coach job description with all that program development step pasted at the bottom. So she was doing both when her appointments weren't full, she was developing resources. All right. Any further questions? Yeah. They're just online forums. They can absolutely share the links. Great. You'll thank you all so much. Thank you so much, Alice, and this was great. Please make sure that you evaluate each of our sessions today, not just this one right now, but anyone that you participate in today and thank you so much for participating in chat. Thank you. Thanks, Allison. I will say are you connected to Ben and our college in steering then why route? Because my husband such a funny right next to me. Tell him middle. Anna says hello. Hello. Yeah. He said somehow bad. Oh, well, it's great to meet you today. Thank you so much for presenting. Do you need anything else from me, Allison? I don't think so. This is looking who asked for the floor? What do you mean dropping your email in the chat and I'll email them to you. So it looks like 30 gone. She can contact issue. I do think that check is going to be asking folks to send presentation materials. So if that's something that you feel comfortable sharing, you can either embed it into your PowerPoint slides or you can share a separately. Okay. Sounds great. Thank you so much. Yeah, of course. Thank you. Appreciate it. Have a good one.