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What is Success Coaching at Tulane University?

The Success Coaching Program is comprised of Life Coaches, credentialed through the International Coach Federation,
which is the gold standard for professional coaching. All Success Coaches progress through an accredited training
program which typically takes between 60 - 90 hours to complete. Coaches must demonstrate specific competencies to be
awarded the credential as an ICF Coach and continue professional development throughout the year to uphold their
credential.

How does your office support the academic needs of students?

Success Coaches partner with students to explore personal, academic, and career topics. Our office has a unique approach
in serving students who may be impacted by a learning difference and/or ADHD. Our Success Coaches have extensive
training and expertise in ADHD Coaching. Our coaches work with students to explore neurodiversity, ADHD support
strategies, as well as other learning theories such as Bloom’s Taxonomy and The Study Cycle. Other frameworks and
models our coaches utilize include Growth Mindset researched by Carol Dweck, PERMA Model, VIA, Motivational
Interviewing, and ADDCA approaches.

How does your office structure meetings with students?

Our office never mandates or requires that students meet with a Success Coach. Students get the most out of coaching
when they opt into the program and see value in the process. If a student is interested in participating in our program, they
can apply on our website at coaching.tulane.edu. If a staff member, faculty member, or parent would like to recommend
a student for coaching they can fill out a nomination form on our website. From there, a Success Coach will reach out to
the student and invite them to the program.

During the initial meeting, the coach and the student will determine what the student is hoping to get out of the process
and if coaching is the appropriate campus resource. Coaches typically meet with students on a weekly or bi-weekly basis.
Data shows that students who meet with a coach 5 - 8 times a semester have the most positive impact on GPA. Students
have the freedom to set their own agendas and choose what they want to explore in coaching. Coaches allow students to
take the lead and keep big picture goals in mind to guide the conversation in a productive direction.

What is the difference between coaching and counseling?

If any concerns arise pertaining to psychological trauma or mental health challenges, coaches will refer students to
explore those in a counseling setting. In coaching, most exploration will take place on current and future focused
priorities. This may include exploration of values, beliefs, and strengths. If coaches do delve into the past, it will be in
areas where the student has experienced success, fulfillment, and joy and determine how he/she can bring the most
important elements of those moments into the present. Together, the student and the coach set clear outcomes for each
coaching session. Coaches will provide students with questions, observations, feedback, support, and accountability with a
concentration on action-oriented results.

How does your office involve parents in the process?

If a student has a waiver on file and desires to have a parent involved in the coaching process, coaches are happy to honor
that request. In efforts of setting clear boundaries and expectations, the coach, student, and parent will often speak
together to ensure everyone is comfortable with the parameters being outlined. Trust in the coaching relationship is
incredibly important and can only be navigated with clear boundaries.

Anything else I should know?

Coaches work with students through a strengths-based approach and a belief that every student learns and processes
information differently. Coaches offer developmental scaffolding and allow students to be in inquiry over what is
potentially holding them back and what habits, strategies, or beliefs they want to refine to create their desired results.

  • Students who have below a 3.0 GPA and engage in the Success Coaching process (5-11 meetings) experience a half of a letter grade or .53 increase over their previous semester GPA. (15-16 EOY Data)
  • 99% of students who utilize coaching services reported that success coaching was extremely helpful or helpful. (15-16 EOY Data)
  • 78% of students who utilized coaching services reported that success coaching helped to improve self-efficacy and an improved sense of self. (16-17 EOY Data)

 

Is My Student Ready For Coaching?

Coaching is most effective when students are fully engaged in the process and seeking to achieve results. Coaching is a collaborative process between the student and coach where relationships are built on trust, communication, hard work, follow through, and honesty. In our experiences, students benefit most from coaching when they choose to be a part of the process and participate willingly.

Below is a list of questions that can help guide you to whether or not your student is ready for coaching.

  1. Does my student intrinsically want to make improvements?
  2. Is my student genuinely interested in partnering with someone to develop plans to reach specific goals?
  3. Is my student open to experimenting with new and different approaches to academic and personal tasks?
  4. Is my student interested in personal reflection and self-discovery?
  5. Is my student willing to modify or eliminate behaviors that limit his/her success?
  6. Is my student ready to take part in a collaborative process with a coach and give feedback when appropriate?
  7. Will my student attend weekly or biweekly meetings with a coach and arrive on time?
  8. My student is attending coaching because they find value in the process, not because I have prescribed that they use this resource.

Coaching Readiness Scale:

Yes to 5 or more: Your student is ready to apply for coaching today!
Yes to 3 or 4: Your student may want to meet with a success coach for an initial meeting to see if coaching is a good fit.
Yes to 2 or fewer: Your student may not be ready and may want to consider coaching at another time.