What Success Coaching

Involves
Core Scholar Program
Spring 2014
Core Scholar Program Overview
The Core Scholar Program is Eastern Florida State Colleges
Quality Enhancement Plan designed to improve student learning
by equipping our students with essential skills needed for
success in college and the workplace.

There are four components to the Core Scholar Program:

Major Areas of Interest (Learning Communities)
Success Coaches
Soft Skills
Peer Tutoring
What is Success Coaching?
An enhanced mentoring program designed to assist
students in:

Addressing perceived hurdles
Increasing awareness of the resources at the College
Helping students set and reach their academic goals

Faculty and staff commit to one year of serving as a
Success Coach. Students meet with Success Coaches on a
monthly basis.
What a Mentor Is and Is Not
What one is What one is not
A guide, listener, confidant, and resource broker.

A trusted guide or friend
O Young people today do not get much of an
opportunity to be friends with adults, especially
adults who are going to listen to them.

A caring, responsible adult
O He or she provides access to people, places and
things outside the mentees routine environment.

A positive role model
O A mentor may be a positive role model. A role
model is someone the youth aspires to be like,
whereas a mentor is someone who offers to help
the youth be whoever he or she wants to be.
Today, youth have many role models; however,
they are not necessarily positive role models.
A parent/guardian, social worker, ATM, or
disciplinarian.
O Mentors must understand that they cannot be all
things to their mentees. Quite often when
mentors run into problems in their relationships,
it is because the mentor or the mentee did not
understand the proper role of a mentor.

It is more appropriate for a
mentor to act as a resource
broker and show the mentee
how to access the services and
resources he or she needs than
to provide those services.

Expectations
Success Coach Responsibilities
Initiate regular meetings; get to know the
student, her/his circumstances, concerns,
academic development interests, etc.
Provide friendly professional support and help
with any problems relating to academic
problems raised by the student
Foster organizational skills
Listen and question
Maintain confidentiality
Guide student in how to use the systemto
accomplish goals
Build confidence
Provide support and counsel
Act as a role model
Give constructive feedback
Foster creativity
Assist with self-evaluation
Exhibit leadership
Act as a companion, ally, and co-learner

Student Responsibilities
Be willing to accept constructive criticism
Communicate
Act professionally
Exhibit flexibility
Demonstrate initiative
Notify mentor of problems or concerns
Maintain confidentiality
Express appreciation for their Mentors efforts
Plan for personal well-being
Be open to new ideas
Respect their Mentors time
Take action on the information provided by their
Mentor
Pass on the gift of Mentoring

Administrative Responsibilities
Utilize the following tools/forms during each coaching
session when appropriate:

O Core Scholar Checklist and notes section
O Core Scholar Goals Plan

At the end of each semester:
O Core Scholar Goal Attainment Rubric

All completed documents should be shared with the QEP
Coordinator, Dr. Ramona Smith-Burrell,
smithr@easternflorida.edu, 321-433-5292
Qualities of an Effective Mentor
Listen They maintain eye contact and give mentees their full attention.
Guide Mentors are there to help their mentees find life direction, never to push them.
Are practical They give insights about keeping on task and setting goals and priorities.
Educate Mentors educate about life and their own careers.
Provide insight Mentors use their personal experience to help their mentees avoid mistakes and learn from
good decisions.
Are accessible Mentors are available as a resource and a sounding board.
Criticize constructively When necessary, mentors point out areas that need improvement, always focusing on the
mentees behavior, never his/her character.
Are supportive No matter how painful the mentees experience, mentors continue to encourage them to
learn and improve.
Are specific Mentors give specific advice on what was done well or could be corrected, what was
achieved and the benefits of various actions.
Care Mentors care about their mentees progress in school and career planning, as well as their
personal development.
Succeed Mentors not only are successful themselves, but they also foster success in others.
Who are our students?
Statistics based on 2011-2012 Reporting
Year
Annual student enrollment: 27,353
Annual college credit enrollment: 24,585
Average age student enrollment: 27.26
Average age credit enrollment: 25.74

Degrees sought
Associate of Arts: 65.11%
Associate in Science: 16.15%
Certificate: 8.44%

Mean GPA of EFSC transfer students
enrolled in the State University System:
2.94

Percentage of EFSC transfer students
enrolled in the State University System
with GPAs at or above 2.5: 73.67%
Student enrollment by ethnicity
2 or more: 1.77%
Asian: 2.71%
Black: 11.04%
Hispanic: 9.07%
Native American .55%
Pacific Islander: .19%
White: 70.63%
Unknown: 4.03%

Breakdown of student enrollment by
gender
Female: 56.53%
Male: 43.23%
Unknown: .24%

Enrollment status/college credit
Full-time: 37.06%
Part-time: 62.94%


Ethics
Ethics involves the use of reasoned moral judgments to examine
one's responsibility in any given situation.
Appropriate ethical behavior in the Success Coaching
relationship:
Promote mutual respect and trust.
Maintain confidentiality.
Be diligent in providing knowledge, wisdom, and developmental support.
Maintain vigilance with regard to the mentee-mentor relationship. (The power
differential increases the mentors obligation to be cognizant of the mentees feelings
and rights).
Acknowledge skills and experiences that each bring to the relationship.
Carefully frame advice and feedback.

Adapted from the Institute for Clinical Research Education Mentoring Resources, University of Pittsburgh
www.icre.pitt.edu/mentoring/overview.html
Boundaries
Boundaries in the Success Coaching relationship
Be sure to spend time with your students discussing what
the relationship entails, what it is not, and clarifying
expectations. Doing so will minimize conflict,
disappointment, and confusion. Examples: when to contact
one another, how much notice is needed for scheduling a
meeting, etc.
What to Expect in Orientation
Orientation will involve hands on opportunity to
learn more about and practice skills in the following
areas:

Goal-setting and monitoring
Effective communication in a mentoring
relationship
Relationship development and maintenance