Despite recent improvements for the lesbian/gay/bisexual/transgender/queer (LGBTQ) students in higher education, marginalizing policies and climates for members of that community are still very present on our campuses. This narrative qualitative study, guided by the tempered radicals framework, explores how student affairs administrator in the southern United States have worked to effect change for LGBTQ student populations on their campuses. Grassroots activism by faculty, staff, and administrators can provide powerful mechanisms for change within higher education. Participants were interviewed to gain in-depth narratives of their experiences working within higher-education institutions to improve the college policies and practices toward LGBTQ students. Overall, participants shared inspiring and frustrating stories of how they worked to navigate institutional bureaucracies to create inclusive campus environments.
As institutions of higher education continue to grapple with changing student demographics and increased pressure to assess student learning outcomes, several new and innovative programs and services have been created. These initiatives, often housed within student and academic affairs, seek to increase the persistence and retention of students and bolster post-graduation outcomes. One such initiative, success coaching, has become a prominent service on college campuses across the United States. Success coaching can be defined as the practice in which a coach collaborates and assists students in achieving individual goals, overcoming obstacles, and celebrating successes through focusing (and developing) student strengths. This chapter will provide an overview of a small, private, religiously affiliated, liberal arts approach to creating a holistic, equity-based success coaching model on their campus as well as provide considerations and implications for practice.
This chapter discusses the creation of a Success Coaching program at a midsized, urban research institution in the South. The purpose of this chapter is to offer a review of current literature, discuss the implementation, successes, and challenges of establishing a coaching program at a mid-sized institution in the South, review assessment data, and finally, conclude with implications and thoughts for moving forward. It is the authors' hope that you find this chapter to be beneficial to establishing your own success coaching model on your respective campus.
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