1. The Fostering Success Coaching Model Ronicka Hamilton & Kevin Knutson, Western Michigan University http://prezi.com/7vmwqoxdxyaq/?utm_campaign=share&utm_medium=copy&rc=ex0share TEXT VERSION ONLY – For pretty presentation version go to following address:

2. Ronicka Hamilton Sr. Campus Coach, Seita Scholars Program Has experience working with youth in foster care, group home settings Earned a BSW and a master's degree in counseling psychology from Western Michigan University Current position for 4 years, at the University for 15 years Graduated from CoachU December 2015 Process of completing coaching certification through International Coach Federation Co-trainer for FSCM since 2014

3. Kevin Knutson Director, College of Arts and Sciences Undergraduate Academic Advising Degrees earned A.A.S, BA, BS, MA Employed at Western Michigan University since 1994. Academic advisor begining in 2000. Advising Director since 2006. Completed FSCM training August 2015

4. Who has ever tried to climb a mountain? Mount Fuji - did not achieve the summit. Mount Mistutouge - achieved summit! The difference in my success was having a guide/coach!

5. Have the right tools, equipment and guide. Students can reach their full potential, a life long process!

6. Profile of Western Michigan University Understanding your institution Western Michigan University is a national research university enrolling nearly 24,000 students from across the United States and 100 other countries. Founded in 1903, it is a learner centered, discovery-driven and globally engaged public University that stands out among America's more that 4,600 higher education institutions.

7. Advising Model at WMU Under standing your institutions advising model WMU is described as a mixed model: Some of our colleges have centralized advising (one office/advisor) while others may require students to meet with several advisors during their educational experience.

8. College of Arts and Sciences/Seita Coach Ratios CAS roughly 790/1 advisor to student ratio Sieta Coach 25/1 Coach to student ratio

9. Why CAS decided to adopt a coaching model? Retention, Retention, Retention We started by providing one advisor FSCM as a pilot. Determined our college advisors, or more importantly our students would benefit. The University is in the process of training other college advisors.

10. Fostering Success Coaching : History Coaching model developed at Western Michigan University (WMU) in 2008. Coaching model is grounded in theory and research; we refine it by internal program evaluation; and, shape it by clinical-level scrutiny.

11. Student Challenges Addressed with Campus Coaches

12. Why Coaching? Coaching provides students from foster care a perspective different from other roles (e.g., casework, therapist, guardian). Foster care (in the U.S.) experiences can result in “Exposure gaps” A sense of disintegration Habits to survive the system Coaching focuses on Creating new experiences Integration at individual, interpersonal and system levels New habits to engage and thrive in college

13. Why Coaching? Coaching provides students from foster care a perspective different from other roles (e.g., casework, therapist, guardian). Foster care (in the U.S.) experiences can result in Exposure gaps” A sense of disintegration Habits to survive the system Coaching focuses on Creating new experiences Integration at individual, interpersonal and system levels New habits to engage and thrive in college

14. Student Success Addressed with Campus Coach Academic Success Strong Desire to Give Back Ease in Adapting to New Settings Willingness to Create New Community in College Creating and Repairing Relationships Resilience and Determination

15. Development Partnering with students who are experts of the lived foster care experience. Learning from the subjective experiences of college students who aged out. Grounding understanding of student experiences in theory and research; refine it by internal program evaluation; and, shape it by clinical-level scrutiny.

16. Fostering Success Coach Model 7 Core Elements ~ Philosophy of Action 3 Practice Steps ~ Coaching Interaction 1 Goal ~ Transformation

17. Three Practice Steps of a Coaching Interaction Assess: Seven Life Domains Prioritize: Student Needs Hierarchy Teach: Cycle of Teaching and Learning

18. Assess: Seven Domains Adapted from: Casey Family Programs (2001). It’s My Life. Seattle, WA: Author

19. Prioritize: Level of Need Adapted from: Maslow’s Hierarchy

20. Teach: Cycle of Teaching & Learning

21. Students The Student – Coach Partnership Coaches Learn the practice steps - the coaching interaction Use the core elements as a guide to applying the coaching interaction

22. Mutual Transformation Students learn to self-coach Professionals (i.e., coaches) build their coaching capacity through real-time needs presented by students Once taught, the coaching interaction can be applied in 5 minutes or less High frequency, brief duration is ideal Coaching interactions can bring consistency to student communications with multiple professionals

23. 3 rd Semester Retention Rate Improving Educational Outcomes* Year of Student Cohort % of Student Returning * Fostering Success Coaching also monitors student outcomes in other life domains: finances, housing, health, relationships, identity and life skills

24. VIDEO SAMPLE

26. PRACTICE: Three Practice Steps of a Coaching Interaction Assess: Seven Life Domains Prioritize: Student Needs Hierarchy Teach: Cycle of Teaching and Learning

27. For more information about the Fostering Success Coaching Model and the Fostering Success Coach Training: cfs-coaching@wmich.edu (269) 387-8384 www.wmich.edu/fosteringsuccess/outreach/training http://prezi.com/7vmwqoxdxyaq/?utm_campaign=share&utm_medium=copy&rc=ex0share Text only – For pretty presentation go to the following link: