University of Tulsa

Academic success coaches in this program serve as coaches and mentors for students who specifically identify as desiring additional one-on-one assistance in the areas of social, academic, and general education support. The academic success coach meets with each participating student once a week to identify his or her specific needs, then seeks out the best resources to facilitate assistance. This gives students the opportunity to check in with a person who knows them and their schedules, which provides an additional source of support and accountability. Students may discuss a variety of issues, but some of the most common ones include: classes, time management, study skills, goal setting, organization, self-advocacy, interacting with professors, stress management, and anxiety.

The academic success coach also connects students with sources for any needed assistive technology, accommodations, or other academic and support services, such as: tutoring, academic advising, student activities, and residential life. Academic assistance is provided to students through individualized academic support, as well as access to tutors, academic skill-building workshops, and weekly one-on-one academic counseling meetings. Students who qualify are eligible to receive academic accommodations, such as note taking assistance and exam accommodations.

CSAS collaborates with faculty to address special learning needs of students in the program. Students also receive priority enrollment to obtain classes that best fit their schedules and needs. Many students benefit from writing skills training but might not seek it out on their own. Faculty from the English Department and Writing Center can provide tips on writing effective papers and putting feelings and personal perspectives on paper. Faculty from students’ various majors are available to discuss specific issues and recommendations regarding academic planning.

Academic success coaches work on executive functioning skills during coaching sessions.

Students with social needs often benefit from exposure to social stories and role-playing experiences. In a safe and supportive small group environment, students can simply express needs and issues, such as having difficulty communicating with a professor or with peers in a group project or having a roommate conflict or a dating situation.The group facilitator then helps the group role-play these different issues, providing students with a safe place to build social skills by practicing working through these issues. The program also offers other opportunities to engage socially through activities like movie nights, pizza parties, short trips to area attractions, and other social events and group outings planned by the students.

The Career Center staff is available to discuss resumes, job interviews, ideas for summer employment, appropriate dress for interviews, and how to carry oneself in an interview setting. Students can practice interviewing in a supportive environment.

Students may receive mental health services by making an appointment to speak with the program coordinator, who is a licensed therapist.

Students have the option to live in suite-style housing with a private bedroom and common living area with other students participating in the program. Students maintain a private room while having the option to engage socially in a small common area with other students. This benefits students who are transitioning to the college environment and promotes social skills. Participating students tend to be studious and academically-driven, but may want to work on skills in community living and engagement.

In skills classes, the group goes on outings. The students have checklists of things they have to do, such as opening the door for someone or ordering popcorn while at the movie theater.

Academic success coaches have been trained in working with students with autism. Different faculties from each department that the student needs help with, such as communication, speech pattern, and residential life staff, work with the student.

Students have the opportunity to get together with older students in the program to listen to their success stories. The older students help encourage new students in the program.

Students can self-disclose without registering with disabilities or obtaining a professional evaluation. Students must register with the Center for Student Academic Support.

Every other week there are skills groups focused on different topics, like speaking to professors, conflicts with roommates, and asking for help. During coaching sessions, coaches may work on enhancing self-advocacy skills with the student.

When a student discloses autism at the admission meeting, the admission counselor refers him or her to the Pathfinders Program. The team gives the parents and prospective student a tour, which helps the parents understand the program.

Students have access to several sensory rooms, which are open during working hours. They are located on the second floor of Hardesty Hall at the Center for Student Academic Support, on the third floor of Chapman Hall, and at the Testing Center for students with disability accommodations in McFarlin Library. Sensory rooms are therapeutic places for students to de-stress with or without various sensory inputs. The Center for Student Academic Support’s sensory rooms offer weighted blankets, tactile materials, fidgets, yoga mats, coloring books, puzzles, sensory lighting, limited noise and noise-cancelling headphones, white noise machines, sensory materials, bubble lights, pin art, sensory seating options, and relaxing projected imagery.