The Fostering Success
Coaching Model
Ronicka Hamilton & Kevin Knutson, Western Michigan University
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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
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
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!
Have the right tools, equipment and guide.
• Students can reach their full potential, a life long process!
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.
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.
College of Arts and Sciences/Seita Coach
Ratios
• CAS roughly 790/1 advisor to student ratio
• Sieta Coach 25/1 Coach to student ratio
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.
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.
Student Challenges Addressed with Campus
Coaches
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
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
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
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.
Fostering Success Coach Model
• 7 Core Elements
• ~ Philosophy
• of Action
• 3 Practice Steps
• ~ Coaching Interaction
• 1 Goal
• ~ Transformation
Three Practice Steps of a
Coaching Interaction
Assess:
Seven Life
Domains
l
Goa
hing
Coac UATION ion
D
it
GRA r Trans
e
Care
and
SelfActualization
Leadership
Development
Self-esteem
Increase Identity as
a college student (race,
culture, family privilege)
pro
Belonging on Campus
Improve social connections
Improve holistic well-being
l
na
tio
titu
ins add
ge that
an
Ch rriers
s:
es l ba rden are
c
u
str ra
m edu ary b ster
fo
s
ste oc
sy d pr eces rom
f
n
ce
n
du y a un ents
d
Re polic
stu
to
Re
du
u ce
fes nder sys
sio sta tem
na nd
st
i
ls
ab ng a ress
o u mo : I
n
tc
ha ng e crea
l
d
fos lenge ucat se aw
ter s f ors
a
ca ace an rene
re
d b d h ss
y s elp an
tud ing d
en
ts
fro
m
Prioritize:
Student Needs
Hierarchy
Personal and Academic Safety
Increase coping skills for traumatic stress
Strengthen Academic skills
Secure Basic Living Needs
(Housing, Dining Services, Health Care, Financial Aid)
Reduce system stress: Strengthen interorganizational connections of institutions involved in
students lives, to provide more efficient, effective and
self-determined services
Teach:
Cycle of Teaching
and Learning
Assess:
Seven Domains
Adapted from: Casey Family Programs (2001). It’s My Life. Seattle, WA: Author
SelfActualization
Leadership
Development
Self-esteem
Increase Identity as
a college student (race,
culture, family privilege)
Belonging on Campus
Improve social connections
Improve holistic well-being
pro
Re
a
l
Goa
hing
Coac UATION ion
D
A
s
n it
GR
r Tra
aree
nd C
l
na
tio
titu
ins add
ge that
an
Ch rriers
s:
es l ba rden are
c
u
str ra
m edu ry b ster
fo
ste proc ssa
e
m
sy
nd nec fro
ce
du y a un ents
d
Re polic
stu
to
du
u ce
fes nder sys
sio sta tem
na nd
st
i
ls
ab ng a ress
o u mo : I
n
tc
ha ng e crea
l
d
fos lenge ucat se aw
ter s f ors
a
ca ace an rene
re
d b d h ss
y s elp an
tud ing d
en
ts
fro
m
Prioritize: Level of Need
Personal and Academic Safety
Increase coping skills for traumatic stress
Strengthen Academic skills
Secure Basic Living Needs
(Housing, Dining Services, Health Care, Financial Aid)
Reduce system stress: Strengthen interorganizational connections of institutions involved in
students lives, to provide more efficient, effective and
self-determined services
Adapted from: Maslow’s Hierarchy
Teach: Cycle of Teaching
& Learning
1
What knowledge,
awareness or skill does
the student need to
graduate college
and transition smoothly
to a career?
4
What is the next
step if the student
doesn’t learn or reach
proficiency before
expectation?
2
3
How will the coach and
student know if
learning and progress
happened?
What intervention
will coach and student
choose to help
the student learn
and progress?
The Student – Coach Partnership
Students
Learn the practice steps - the
coaching interaction
Coaches
Use the core elements as a
guide to applying the
coaching interaction
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
Improving Educational Outcomes*
3rd Semester Retention Rate
Foster Care
First Time in any College
90
% of Student Returning
80
70
60
50
40
30
20
10
0
2008
2009
2010
2011
Year of Student Cohort
* Fostering Success Coaching also monitors student outcomes in other life domains: finances,
housing, health, relationships, identity and life skills
2012
VIDEO SAMPLE
PRACTICE: Three Practice
Steps of a Coaching
Interaction
Assess:
Seven Life
Domains
l
Goa
hing
Coac UATION ion
D
it
GRA r Trans
e
Care
and
SelfActualization
Leadership
Development
Self-esteem
Increase Identity as
a college student (race,
culture, family privilege)
pro
Belonging on Campus
Improve social connections
Improve holistic well-being
l
na
tio
titu
ins add
ge that
an
Ch rriers
s:
es l ba rden are
c
u
str ra
m edu ary b ster
fo
s
ste oc
sy d pr eces rom
f
n
ce
n
du y a un ents
d
Re polic
stu
to
Re
du
u ce
fes nder sys
sio sta tem
na nd
st
i
ls
ab ng a ress
o u mo : I
n
tc
ha ng e crea
l
d
fos lenge ucat se aw
ter s f ors
a
ca ace an rene
re
d b d h ss
y s elp an
tud ing d
en
ts
fro
m
Prioritize:
Student Needs
Hierarchy
Personal and Academic Safety
Increase coping skills for traumatic stress
Strengthen Academic skills
Secure Basic Living Needs
(Housing, Dining Services, Health Care, Financial Aid)
Reduce system stress: Strengthen interorganizational connections of institutions involved in
students lives, to provide more efficient, effective and
self-determined services
Teach:
Cycle of Teaching
and Learning
For more information about the Fostering
Success Coaching Model and the Fostering
Success Coach Training:
[email protected]
(269) 387-8384
www.wmich.edu/fosteringsuccess/outreach/training
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