Texas Tech University

Academic Success Coaching

Coaching you to

find your direction.
fight for your goals.
get action-oriented.
develop a growth mindset.
get gritty.
build powerful relationships.
leverage campus resources.
manage maximize your time.

If you're ready to take your academic experience to the next level, this web page is definitely for you.  Why?  Because it describes the work of some folks who are committed to helping Texas Tech students level up.  Who are they?

Meet the Success Coaching Team

Who are they?

Coming to us from successful careers in business, education, and academic advising, each Success Coach brings a professional certification in academic life coaching, along with different academic and professional experiences to bear when working to support with each individual student .  Learn more about our Success Coach professionals by reviewing their individual profiles online.

What do they do?

Student Success Coaches work to engage Red Raiders through professional interactions that recognize potential, engage challenges, encourage excellence, and promote persistence.

Members of SSR's Student Success Coach team provide and document holistic interactions (e.g., success coaching, goal articulation, issue identification, action planning, referral to campus resources) for assigned student populations, including all students-in-distress. Coaching interactions frequently involve guidance for those considering substantial academic changes, initiating an academic withdrawal, making little or no progress to degree, initiating multiple repeat course enrollments, and identified as being at-risk, among others.

Additionally, Success Coaches are responsible for providing the following:

  • administrative, clerical, and technical support with analyses of students' academic status,
  • collaborations with campus offices,
  • communications regarding preregistration, registration, add/drop and resource promotions, and campus events including or related to academic advising, student success, and persistence-to-degree.

Through its programs, services, and tools, Student Success & Retention supports all our diverse student population and partners strategically with the many invested faculty members, student support professionals, academic advisors, engagement programs, and administrative personnel across campus.

How can I interact with them?

If you would like to make an appointment with one of our Success Coaches, you can contact the Student Success and Retention office by e-mailing success@ttu.edu or calling (806) 742-SPRG (7774).

You can also set up an appointment using strive.ttu.edu.

  1. Select "Get Tutoring, Coaching, & Instructor Appointments" at the top right corner of the page.
    blue buttons used to select between academic advising and tutoring services.
  2. In the "Choose a Student Service" field, select the appropriate "Academic Coaching: _______" option from the drop-down list.
    Select a student service.
  3. In the "What location do you prefer?" field, select "Student Success & Retention (Drane 115)" option from the drop-down list.
    Select a location.
  4. A list of coaches and their available appointment times are now listed.
    Scheduling grid preference
  5. Once a coach and an appointment time are chosen, add any important comments and select a "Reminder" option.
    scheduling grid finalized
  6. Click "Submit" to submit your appointment request.

Meet the Peer Success Coaching Team

Who are they?

Currently, these twelve students come to Student Success & Retention from the College of Agricultural Sciences & Natural Resources, College of Arts & Sciences, the College of Education, the College of Media & Communication, the Honors College, the Rawls College of Business, the Whitacre College of Engineering, University Studies, the Talkington College of Visual & Performing Arts, and the Graduate School. Visit the SSR Team page to learn more.

Each PSC brings different skills, abilities, style, personality, and experience to the team.  Learn more about our PSC team members by reviewing their individual profiles online

What do they do?

So far, PSCs have made many, many phone calls to reach specific populations of students who are showing some signs of academic distress or non-performance. In these calls, the student coaches

  • act as an informed resource for all students regarding matters related to accessing available campus resources,
  • act as a referral source throughout the academic year to support Texas Tech's administrators, advising, and instructional personnel, and
  • coach their fellow students on trusted strategies for effective time management, studying, exam preparation.

Additionally, they

  • attend/complete required trainings and represent the SSR team at various university events,
  • undertake statistical analysis of student success markers, proposing potential coaching interventions,
  • participate in the planning and execution of the Regional Symposium for Student Success,
  • attend and occasionally lead weekly team meetings throughout the fall and spring semester,
  • investigate and report on best practices and scholarly research in the area of student success,
  • conduct quality reviews and clinical supervision of other peer coaches, and
  • handle additional administrative duties including but not limited to, regular reporting of peer coaching and facilitation sessions, promoting and advertising campus resources, communicating with university personnel, monitoring the success@ttu.edu mailbox, update web pages, answering incoming phone calls for 806-742-7774 (SPRG), and other basic administrative duties as they arise.

How does the work of these Success  Coaches affect Texas Tech's many other supportive personnel?

The principle of harambee applies here: "Pushing forward together." In short, it expands the team in some ways.

Thankfully, academic advisors and faculty members and many other support personnel already invest in accomplishing many of the same responsibilities each term. Generally speaking, these efforts are accomplished in response to requests and visits made by students. As you well know, the demands on these personnel, are substantial.

So, where they can, PSCs are working to shoulder a small bit of the load. Specifically, you can trust the following is true:

  • These student workers are providing students with an easily- and readily- available listening ear that always ends the conversation with, "The good news is, there's a resource for that."
  • These student workers are able to drum up interest from those students who aren't yet fully capitalizing on the resources of our campus.
  • These student workers are helping students learn to answer their own foundational questions, freeing your students to engage you in higher-level conversations that require the investment of committed and knowledgeable professionals.

How do we know this work is happening?

All of the Peer Success Coaches' interactions with students are thoroughly documented in the form of Tutoring Appointment reports in the Strive.TTU.edu system. When they send emails, Strive users will see the information logged under students' "Conversations."

Hungry to learn more? 

More About Success Coaching

Academic Life Coaches augment traditional counseling and mentoring roles to provide students with the highest levels of personalized, actionable, and trustworthy academic guidance. Coaches utilize approaches to provide insight into how students learn in school contexts, how to take advantage of each opportunity for their own success, and how to be a leader in their academic and personal lives. Academic Life Coaching encompasses learning styles, motivational styles, core life coaching, personal leadership coaching, and effective communication skills.

More About Peer Success Coaching

Peer coaching or peer advising generally refer to programs in which students assist other students. Koring and Campbell (2005) offered a more formal definition: "Peer advising is an educational process in which students are intentionally connected with other students to support learning and success" (p. 11). They suggested that peer advisers "are students who have been selected and trained to offer academic advising service to their peers. These services are intentionally designed to assist in student adjustment, satisfaction, and persistence toward attainment of their educational goals" (p. 11). In addition, because students play an important role in other students' college experiences, peer-advising programs take advantage of the benefits of peer-to-peer interaction.

from http://j.mp/psu-peercoaching

Click below for are some additional sources we use to inform and guide our peer success coaching efforts.

Additional Resources

Boice-Pardee, H. (2005). Assessing peer education: What can we learn? Retrieved from http://www.sc.edu/fye/resources/assessment/essays/Boice-Pardee-3.10.05.html

Diambra, J. F. (2003). Peer advising: An opportunity for leadership and competency development. Human Service Education, 23(1), 25–37.

Ender, S. C., & Newton, F. B. (Eds.). (2010). Students helping students: A guide for peer educators on college campuses (2nd ed.). San Francisco: Jossey-Bass.

Girard, L., LoConte, C., Niemi, J. C., & Wojtkowski, C. M. (2009). The Undergraduate Peer Advising Network: A Proposal for the College of Natural Science. Unpublished manuscript, Michigan State University, East Lansing, MI.

Koring, H. (2005). Peer advising: A win-win initiative. Academic Advising Today, 28(2). Retrieved from http://www.nacada.ksu.edu/Portals/0/ePub/documents/28-2%20June%202005.pdf

Koring, H., & Campbell, S. (2005). An introduction to peer advising. In H. Koring & S. Campbell (Eds.), Peer advising: Intentional connections to support student learning (Monograph No. 13) (pp. 9–19). Manhattan, KS: National Academic Advising Association.

Kuba, S. E. (2010). The role of peer advising in the first-year experience. Doctoral dissertation, University of Wisconsin–Madison, Madison, WI. (ERIC Document Reproduction Service No. ED522152).

McGillin, V., & Hayes, H. (2005). Choosing a model and a mode of delivery. Peer Advising: Intentional Connections to Support Student Learning, 13, 21-32.

Purdy, H. (2013, September). Peer advisors: Friend or foe? Academic Advising Today, 36(3). Retrieved from http://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Peer-Advisors-Friend-or-Foe.aspx.

Russel, J. H., & Skinkle, R. R. (1990). Evaluation of peer-adviser effectiveness. Journal of College Student Development, 31(5), 388–394.

Self, C. (2008). Advising delivery: Professional advisors, counselors, and other staff. In V. N. Gordon, W. R. Habley, T. J. Grites, & Associates (Eds.), Academic advising: A comprehensive handbook (pp. 142–156). San Francisco, CA: Jossey-Bass.

Smith, L. W. (2004, April 2004). "PAT on the back": Developing and implementing a peer advising team. The Mentor: An Academice Advising Journal. Retrieved from http://dus.psu.edu/mentor.

University of Oregon (UO) (n.d.) Peer Advising in History. Retrieved from http://history.uoregon.edu/undergraduate/peer-advising.