Two of our most recent graduates, or two of the graduates that I personally know. So that is why I featured them here. So overall, the student demographics of IIT campus, this is just a few highlights. So the average age of our students is around 31. That is, seeming to get younger, especially with the pandemic. We saw a lot of students at OSU choose to become a campus students, especially if they were finishing up their degree. Mainly because it wasn't a remote delivery of a class. It was a truly online class and students preferred that over the remote delivery of classes. So that average age has gone down over the last, I would say probably five to ten years. Most of our students are part-time students, so we know they're not going to finish a degree in four years. They're not going to meet those traditional metrics of success in terms of graduation rates. But they will persist, still get to where they need to be. It's just going to take them longer. Only about a quarter of our students actually come from Oregon. The rest of our students come from around the country, around the world. We have a pretty strong, as you see, 10%, our military, we have quite a few military students. And then for each campus, 41% are first-generation. And with that comes, of course, a whole host of other new challenges for those folks in terms of not only navigating a university, but potentially doing that online when you can't just walk into an office. In terms of the last academic year, I think it's important to know as coaches, we primarily focus on our undergraduates. So folks earning a bachelor's degree or students in our post back programs, I'll talk more about that in a little bit. But this is just a breakdown of the degrees that we've awarded in the last year and who the students are that we serve. Coaches in general will work with non-degree and graduate students, but it's not the primary population that we focus on. And just some, I mean, there's way more characteristics than this. And as we all know, every student definitely has their own unique story. But in general, the things that we have come to learn about our campus students is that they just require more communications. So even though we have appointments, oftentimes they want additional follow-up emails or additional meetings to continue what we've talked about. They're likely to be in different time zones or in different countries which can present some additional challenges when it comes to actually connecting with students. I think it's really important to know as many folks do for transfer students in general, they come with a whole host of previous knowledge, skills, experience. But I think sometimes can be overlooked, especially for online students when it seems sort of isolating. And they're just an individual getting to really call out that experience that they have is important just in terms of the amount of transfer credits that you are bringing in. The fact that you potentially have been a working professional for 20 years. Perhaps you have 20 years of military experience. So how do all of those skills help you be successful in your IQ campus program? But how do we also not ignore those in the support that we give you? The other big piece of this, which again, I'll talk a little bit, I'm a little bit more about when we talk about are some of the roles that we have on our team. He campus students as a whole. As I mentioned earlier, it can be isolating. If you're in an online class, you're not sitting in a physical classroom. You're not seeing other people struggle. You're not necessarily hearing people ask questions. So they really want a sense of connection with other students, with faculty. And so how do we help students take ownership and advocate for themselves in those areas? How do we help them get over the hump reaching out to their instructor because it isn't as easy as let me just show up to office hours and sit in front of them. It takes a little bit more effort. And how do we help students connect with each other so that they do understand that sometimes they aren't the only person in their class who has an understanding what's going on. Then that last part, as I think we all know, students want to be seen as individuals and they want their supports to meet them where they are, even if they don't necessarily know that. Having the conversation around, what do you need, What are you here for? What are your goals is incredibly important. It doesn't look like we have any questions. So far. A student's success team, coaches are just one part of a larger team. And I think this context is important because all of the folks that you see here on the screen work together to support our online students from proctoring and making sure that our proctored exams, it's a smooth process. It doesn't cause a lot of anxiety for students to really handles that and is a great advocate for students. Eddy, who is our Student Engagement Program Manager, that's a fairly new role for us. His primary focus is, like we talked about in that previous slide, is to really figure out how do we help you campus students really feel a sense of connection to other students, to their faculty and to OSU as a whole. And then our students service specialists, I kid you not. I don't know what we would do without these folks. They're the people who answer the day-to-day phone calls from students, whether there's registration issues, issues with a course or an instructor. If students are working on petitions because they've had some life circumstances come up. And so all of us, including the coach's, work really closely together to say how do we serve our online students? Again, this is unique because all of this is housed within a campus. So we all sit in the same place. We're able to troubleshoot in real time. We're not having to go to other folks on campus. And it helps that a lot of those support systems are actually any campus. Because like I said, it allows us to do things usually in a quicker pace. I do want to stop and take a moment and I know this is a big question. I've been paying attention to the checklist serve lots of folks have been asking about coaching definitions and what that looks like. So I don't necessarily need you to give me a full-blown definition, but I am curious if you feel comfortable putting in the chat just what are some of the characteristics that you see coaching and bodies or how you would define coach and what are the things when you think of coaching that come to mind? We'll give folks a second and see if I can pull up the chat. Yeah, collaborative relationship between Personalized Goals, agree. Outreach and preparation, empowering students. Focusing on the present moving forward, motivator? Yes. Laura, not counseling and advising. I love IT. Resource provider connectors, students are the experts. Absolutely. Nothing personal systems for success. 100%. I got a couple of bar, yes, listening. I'm glad you brought up motivational interviewing. We'll talk about that in just a second. Yeah, this is great. So I did want to share the definition of how we define coaching at Oregon State IIT campus. This is definitely different than our on-campus coaching colleagues. I'm not going to read the whole thing, but as many of you pointed out, it's individual. It's one-on-one. It's unique to the student. And I'll talk in just a second about our coaching foundations. But you'll see there the focus is on presence and awareness. Are coaching goals. As coaches is to really think about how are we present with students? How are we aware of what we're bringing into the conversation and how do we help students do the same as a way to provide new perspectives into things that they might be dealing with. In terms of our coaching foundations. I love that someone mentioned motivational interviewing. We have three pillars that we rely on. The first is presence based coaching. For anybody who is familiar, presence based coaching was developed by a man named Doug Seals V. And it really focuses on presence. Imagine that since that's the title. But really thinking about your presence as a coach. And so a lot of the training focuses on how are you showing up and being aware of all the qualities and strengths you have as a way that help your clients. Or in our case, students really think about doing the same. What are they feeling? What are they sensing? Pbc is a very schematic practice, a very coaching that is, that is centered on mindfulness and awareness. So how are we helping students develop that will often start coaching conversations with grounding exercises where we're helping students think about what are all of the resources they have in them? How do we help them really feel their presence and feel what's going on right now. And how do we use that to say what's coming up for you that you might not have noticed if you weren't paying attention. That's sort of one of the models. Motivational interviewing men pairs well with that, because motivational interviewing is all about asking questions and helping people identify how they might want to change. It. Sort of creating that cognitive dissonance between their current behavior and what they want to do. But through open-ended questions, reflections, really helping students see the difference. That pairs well again, with the presence based coaching is we're helping students identify what's happening in your body, What's coming up for you? What kind of reaction are you having to this? So if we're talking about something like testing anxiety, tell me where you feel that in your body. What is it telling you about how you feel about testing, asking those open-ended questions? But then also saying, Is this something you want to change? How would it look if you changed? And really helping students? See the possibilities of if they change their behavior, what that would look like, but really driven by them. Then the last piece which you've actually added pretty recently is from the appreciative advising, appreciative coaching model, which really talks through the cycle of disarm discover to really help move students through. How do we build relationships? Get to know students, and then really think about what are their individual goals? What are the resources we can provide, but also, how do we help them come up with the best plan for themselves? As someone said, it's not counseling and it's not advising, I could tell you to do so many things. But if that's not what resonates with you, if that's not what's relevant for you, then it's not gonna do anything. That's particularly important in this context because we're working with adults. People who have been potentially professionals for 15 to 20 years. I met with a student yesterday who's the head of IT at a large hospital in LA. He's got a lot of skills and experience. Earning a degree is something personal for him. So it's not necessarily going to be about do you know how to manage your time? Do you know how to make a to-do list? He knows how to do all of those things. He's a professional. He's now just trying to figure out how to bring back school, formal school, into his day-to-day life. And so what does that look like? So it's definitely a helpful model, having all three of these sort of be part of the way we train and learn about coaching. And it helps us, again, support our online students. So I'm going to briefly touch on how our coaching program has evolved. Because I think for anybody who's in that midst who's trying to define what your coaching program looks like? Do use peer coaches? Do you use graduate coaches? How do you even get started? What does that look like? I do think it's helpful to sort of share our journey. Not that your journey is going to be the same, but I'm hopeful that there are pieces in here that made sort of say, oh, this is interesting to think about. I first started early in 2016. I'll be totally honest with you. When I applied for the job, I was applying to do pre-admission counseling. So the role of this group previously was to work with prospective students. Using PVC motivational interviewing to determine what kind of major Would you be interested in? What are you looking to do? What are your personal and professional goals? What kind of transfer credits do you have? What is your timeline to completion? And really helping guide students through what's going to be the best degree for you based on what you wanna do. Right? As I started, um, the leadership and ink campus decided that we needed to focus more on current students because we didn't necessarily have a lot of services for students who had been admitted as a campus students. And so the decision was made to take this pre-admission counseling support and move it to a different team. And we were then charged with supporting our current students. I think it's important to note which I didn't write on the slide, but I did want to share. So in this time, ie campus partnered with a third-party coaching vendor. Before we made the switch to try and help support our current students, that wasn't super successful. There was a lot of just sort of issues. I would say the students didn't necessarily feel comfortable, which is why we made this shift. I'll ask or answer Bridget's question, which is hard but jumping back. So if we're talking about the coaching foundations or the coaching models, we use them as layers, if you will. So presence based coaching has seven voices. Those I can't remember them off the top of my head. Guide, teacher, reflector, investigator, contractor. There's two more that I can't remember. So in coaching, conversations will move through those, those voices interchangeably using the skills of motivational interviewing, open-ended questions, reflections, affirmations, and summaries as we're using that. And then we really use the appreciative advising cycle to kind of guide what appointments look like. So I would say we use them all layered on top of each other. As a way to approach coaching. Hopefully that helps provide some context to that question. Great, Okay. So as we're, as we're, And I think that's actually a good question to ask because we were then charged with, okay, how do you support our current IIT campus students? And we didn't really know, honestly, we had these sort of good foundations of coaching, can use them in a different context. So how do we actually then switch that to serving current students? But also, no one knew we existed besides the folks who had met with us as pre-admission coaching. They didn't know we didn't talk to me for current students. And so how do we make that shift? So we had a coach who took on a leadership role. We started to pull student data. We used student data in terms of previous transfer credits, transfer GPA, first-generation status. We pulled in orientation data, how many classes they had taken online. And again in 2017, right? The pandemic features a lot of things in the last couple of years. So in 2017, not many people had taken online classes. So we then were given a list of two. We know who that is. Everybody makes sure that they're muted. I'm not sure what's going on here. Oh, I got it. There we go. Okay. Some big happening. In taking all of that data. Our lead coach sort of gave us a list that said, here are students that we have ranked. And I'm going to say this is really an arbitrary ranking system that we came up with based on things that we had learned about our online students and said we have people that we consider to be high-risk, medium-risk, and low-risk. And we just started calling students, which was definitely kind of an awkward thing because many students were like, I don't want I don't want whatever you're selling. And it was like, oh, I'm not selling anything. I am trying to say that I'm here to help support you. In doing that. There were students that we were able to actually connect with. They're like, Oh yeah, this does seem helpful. Which sort of moved out of this kind of cold calling orientation into actual ongoing coaching. We did that for a few years, but we also realized that like cold calling is probably not a super efficient use of everyone's time. Especially since as we continue to grow, we had students who could actually use the help in the term as they're actually being admitted. And even beyond that when they face issues, how are we supporting them? In 20192020, we actually updated our campus online orientation that all students are required to go through and we mandated coaching appointments. Let me be clear. We couldn't actually mandate them. There was nothing we could do to force students to meet with us. But we use language that made it seem like you had to do this in order to move forward. So I would say a majority of the students going through orientation did that. We created a problem for ourselves. There was not enough of us to handle the demand of incoming orientations. We also realized we had plenty of students who are scheduling appointments that no intention of ever showing up. In a lot of cases, we wasted our own time expecting someone to show up and they never did. So that was sort of an issue. At the same time, we had built up rapport with our marketing folks to say, how do we share this information with students? How do we get the word out about coaching and that we can support students. So all of those things are simultaneously happening as a way to sort of mitigate the overwhelm of appointments we offered, group orientation, similar sort of thing. Not many students showed up while we hoped it would help create sort of connections between students. It just didn't work out that way because everything, of course was on Teams or Zoom and it wasn't all that effective. So we took a step back. I actually went out on leave. We had another coach go out on leave. And so we had a pretty small group of coaches left who are trying to navigate all of these orientation appointments, all the group orientation appointments. And we really just decided this isn't the best use of our time. And so what we really focus on now is the orientation appointment is still available to students and I'll talk a little bit more about the appointment types in just a second. It's still available to students. We encourage students to do it. In many of our academic advisors. If they didn't meet with us, we'll encourage students to come back and meet with us. They say, Did you meet with a success coach? Here's what they will talk about. I strongly encourage you to do that. We switched that orientation appointment away from how do we help you figure out your next steps? How do we make sure you get through sort of the things you need to, to register to really talk about. Like, why are you here? What is your interests? What are you hoping to achieve with whatever degree you are seeking? How do we help you do that? And we still have some of those questions, but it's much more focused on supporting the student as they are here right now and helping them work through those next steps. Since then, because we've built up the marketing, if you will, for coaching, built the awareness of students knowing about coaching and also understanding coaching. We've reached a really nice point where we do a combination of orientation appointments, which I would say most of those do actually turn into either first-term are ongoing coaching. So in terms of coaching appointments, we define them as having four different types of coaching appointments that students can schedule. We have an orientation appointment, as I've mentioned, focuses on rapport building. We talk about university navigation, online learning readiness. Again, that has changed pretty dramatically since COVID, we see many more students who are very familiar with online learning and what that looks like and the challenges that can come with that. So that's become less of something that we focus on. But still plenty of folks who are new to that traditionally had been in a classroom making that transition is a little awkward. So wanting some help. And then many students who will opt into first-term coaching where we talk about like, tell me about the transition, what's been going on, what challenges have you had, what has gone well, how do we help support you as you continue to move through that? Then we have always offered sort of issues and concerns coaching. And so the benefit of doing the orientation is that if the student is comfortable, they don't need anything else. They've at least made a point of contact at the university to say if I have issues, I can come back to you because we can serve as sort of the person that reaches out to their academic advisor or can send them to folks around campus that could help support them. They're not having to try and navigate that and navigate our giant website to figure out who that is supposed to go to. As I alluded to earlier, we have a large population of first-gen. And in recent data, we have seen IIT campus students, about 50% of you campus students are considered high financial need. A lot of students reach out to us with financial concerns. How do I continue moving forward in my degree program? When I can't either bay for pay for basic needs or I can't pay off my bill to register and move forward. So we have some systems in place, some money set aside to help those students. But again, they don t know that unless they come and connect with us. And then ongoing coaching, which is honestly my favorite, is the relationships that we developed from orientation or from students who reached out to us is really just about how do we help support that students. So we consider ongoing coaching as students who are past their first term. So we're on the quarter system. Our traditional school year is fall, winter, and spring, with summer as an optional, although many campus students take summer classes. So when we say passed the first term, That's what we mean. They could start at any term, but as long as they're passed that first-term we've started on our first term coaching into ongoing. These appointments often focus on life circumstances that are outside of academics. So again, as I spoke to earlier, these are not folks who need time management, how they might, but time management is more about how do I balance being a mom, having two kids, working full-time and taking classes. I want to be there for my kids. I want to be there for my partner, but I also wanna do well in school. How do I choose, how to prioritize my time? And what is most important to me, kind of day-to-day to figure out what makes sense. So again, a lot of the PVC and motivational interviewing to help them identify what those things look like. So that's really where I feel like we have a lot of really rich conversation, which is why they're my favorite types of appointments. So I'm going to answer Cheryl's question, how do you reach out to students with the coaching types? That's a good question. So the orientation appointments are scheduled in our campus. Orientation, which is a site that we've built in. There are buttons in there. They actually select based on their start term. Then they schedule an orientation for either fall, winter, spring, or summer. After we've connected with them, will often send them a link to our coaching overview page that actually has the different appointment types. They don't necessarily know that we categorize them as first-term issues are ongoing. They just see a 20-minute success coaching or a 40 minutes success coaching. And then from there we identify after we've talked with them, what kind of appointment type it is for our sort of like tracking purposes. Right now we only have four full-time coaches were actually a fifth coach will start on Tuesday. Then we're in the process of hiring an additional position, so fully staffed, we have six coaches and our calendars are pretty much open for scheduling any point throughout the day, as long as we don't have another appointment or something else scheduled, students can really take up most of the time on our calendar. So I would say most coaches meet have anywhere between four to maybe eight appointments a day. And that can fluctuate between orientation, ongoing, somebody who reaches out with a concern, it could be all of those things. My apologies. Okay. What kind of tutoring has offered to your online students? Is that housed in your student's success office or elsewhere on campus? So the answer to that is sort of a twofold campus. This partnered with a company called Net Tutor or not to NetTutor, That's who we used to use. It's called tutor me. And it offers 247 tutoring in pretty much all of the subjects that we offer. It's not ideal because those folks aren't necessarily in our E campus classes. But it does help answer some general questions. I would say, which I'll talk about here in a second. Coaches. In addition to coaching students, another large portion of our role. To be advocates on campus and say, we're reaching the point where half of our student body or E campus students, how are we supporting them? Because we can't be the only, I can't be a tutor and a financial person and all of the things. I just don't have the bandwidth to do that. And we have services on campus that do that. How are we helping those services really figured out how to serve a campus students. So we have tutor me, but we also have tutoring centers on campus that students can partake in. We have an online writing suite where students can either schedule appointments or submit writing pieces. So we've really pushed on the other resources on campus to figure out how are you supporting our online students? Hopefully that answers your question, Claire. Okay, I'm going to run through these last few slides quickly because I want to get to some actual breakout rooms. So over the last year is really when we started collecting, intentionally collecting data about the students that we serve. Until about a year-and-a-half ago, maybe two years ago, we had a really clunky CRM system. We now have a better CRM system that actually allows us to track those things. A CRM is a customer relations management tool, so it allows us to track types of appointments, notes in those appointments. The major of the students, what they're wanting to talk about, all of those things. This is just some really high level data. So I would say over the last year. So this is for academic year 2122. We had just over 3 thousand scheduled appointments, just under 2300 completed appointments. Almost a thousand of those are orientation appointments. And the completion rate is about 70%, which has jumped up pretty significantly from the first iteration of sort of how we offered coaching. I think it's also interesting to note the coaching student demographics very much mirror our overall IQ campus demographics. You'll notice the age is the same. Residency is similar, veteran status is similar, first-gen is similar. Campus has also made a really intentional effort to work with corporate collaborations. So we worked with a couple of different companies, guild at assist to help corporations offer educational benefits to their employees. So 4% of our coaching students are corporate collaborations, but that is growing as corporate collaborations grow. Then I think the last point to note is our top six majors. And there's only five bullets there because we break out the post back students and the 4-year Computer Science students. But that is a majority of the students that we serve. Our post back Computer Science Program is our largest online program by far. And it's for students who have previously earned a degree and are coming back to really just focus on the major core are the major classes of computer science. So that's a large population. Oh, okay. I will get to that second. The top six majors, computer science, business administration, zoology, which has blown up in the last couple of years. Fisheries and wildlife and psychology. Can I clarify how you qualify completion? Is this one meeting or a series of meetings? That is a good question. So I have a high level numbers here, but we do break it out by a 20-minute Success Coaching appointment, a 40 minutes Success Coaching appointment, or an orientation appointment. And we see completion as the students showed up. We had a conversation. We on the back-end also have a category of recurring success coaching appointments. And so we would say any, any appointment where a students showed up and we had a conversation with them, we met is what we would clarify as completion. I think it's also important to note for the next iteration of data tracking, we're also going to look at what that looks like in terms of I wouldn't call them email appointments. But the work that we do with students over email because I think anyone who works with students knows there is a lot of e-mail communication that happens outside of appointments. So also trying to track that a little bit better. I hope that helps. Okay. Last things that I'm going to talk about, I'm going to move through this really quickly because I sort of touched on some of these pieces earlier in that transition from 2016 until now, we've done a lot of work with our marketing team to share the word about coaching. We've done a lot of work with our course development and training team. Both of these genes are within each campus, which is helpful. And our course development and training team, we can actually bring student issues. So when I meet with a student and the student says, it's week six, I haven't had anything rated. I have no idea where I stand in the class. What should I do? I can reach out to workforce development team and say, Hey, nobody's heard from this instructor and they haven't graded anything. What's going on and we can help resolve issues. We also work with them to provide feedback from students on good classes. If there were really good instructor presence or videos or engaging activities will help bring that back and just share like this was something students really enjoyed. As I mentioned earlier, we previously used and outside coaching vendor. So the work that we've done with our academic advisors has been really intentional. They were scarred from that experience. And so we said we're going to offer coaching. They were really hesitant about what that would look like. So we've spent the last six years really working with them in partnership to say, what do you need, what can we do to help support students? Knowing that in some cases, you have really limited time with them and really building up their relationships to say, how do we work together to support students and support each other moving forward, which has really shifted in the last few years. As I said, coaches sit on campus committees to help sort of say, hey, what about the IIT campus students? Are you serving them? You're going to offer this great new resource. How are the students going to be able to access that? I think we sort of annoyed some people, but at the same time, like I said, we're getting to the point where this is almost half the student population. And if we're not serving them, then that's an issue. The other part of that is that coaches often sit on search committees. So as new advisors are coming on board, or even just positions that are going to help support online students. We are part of that process to say, How are you, How familiar are you with online students and the challenges they face? What are other things that you might need to know to help you do your job the best. And then as people are hired, we've been really intentional when they first start really getting, building that relationship, but then also sharing information about like, this is what he campus does. This is how we support students. This is how we can help you. So that as their onboarding and starting to meet with students, they've got a whole host of people that they can reach out to when they have questions. So doing our best. But again, it's interesting because the campus is over here, the rest of campus is over here. And the whole reason we've had the flexibility to change things along the way is because our campus leadership says, if this isn't working, try something else. We want to be data informed, but we also trust that you are the people that meet with coaches are with students every day and our hearing their experiences. So if we need to change things or do things differently, do that, we don't need to wait for the rest of the university to get on board with things. We want to serve these students the best we can right now, which is really helpful. So that's all I have. I talked of course longer than I wanted to. So what I would like to do next, and I'm going to ask for some help here. We're going to put folks into some breakout rooms to really talk about. And the question I have here is, what is your next step, but what did you take away from this presentation? What is helpful for you and what do you see as something you could use? Either the development of your own coaching program, maybe learning how you connect with coaches. What could you take away from this? So I'm gonna give folks probably about ten minutes. Can we do Let's see how many folks do we have? Approximately 50. Yeah. So let's maybe do like a breakout rooms if that works. Okay. And I'll just sort of pop into each, every couple of minutes just to kinda hear what's happening. And then I will or I won't. But we'll bring everybody back in the last few minutes to kind of wrap up and answer any other questions that might be lingering. I guess I could probably stop sharing mine is going to help. Alright, here we go. So coming back, I know we're right at time. I just wanted to say thank you to all of the folks who I enjoyed getting to pop in. And here's some of the things that you all are deciding. There's a lot of similar challenges in terms of how do we staff, how do we have enough resources? How do we get students to complete appointments and show up? I mean, those are all things that we are also trying to figure out. And it is an ongoing iterative process because there is things are changing. So I really just want to thank all of you for being here. And then if you have any questions, if you want to ask more questions, if you wanna meet with us, we are really about sharing what we're doing, what we've learned, our experiences. We're happy to share that with other people so if we can help support you in any way, shape, or form, please let me know. I can reopen other folks from our team. We really see this as a collaborative effort to really improve coaching and higher ed. So if you want to connect with us, please feel free to reach out to me. I'm happy to set up meetings, connect with folks as it makes sense for you all. So thank you all, and I hope you enjoy the rest of the conference. Thank you, Bethany. Great job. And thank you once again for attending. We are grateful that you chose to spend part of your day with us and we hope to see you again next year in person. If you have not done so already, we encourage you to take a moment to complete the evaluation. I already dropped with it in the chat. Have a great lunch. If it's your lunchtime. If it's not, maybe it's more breakfast. I was going to say for those of us over here on the west coast, it's breakfast time. Is there anything you need from me? Otherwise, I'll jump off. I don't think so. You're doing. Thank you.