“It’s rewarding to see a student’s growth, to see them stretch and mature over the course of four years — it’s incredible to watch. It energizes me.”
“It’s rewarding to see a student’s growth, to see them stretch and mature over the course of four years — it’s incredible to watch. It energizes me.”
For many high school students, the transition to college academics and campus life is a scary prospect. But how much more confident and successful would they be if they knew there was someone in their corner—a person on campus who had the knowledge, resources and care to help them navigate the college terrain? Enter Max Artis—and the other 14 life coaches in the Division of Student Success.
Each first-year student is assigned ed a life coach, who works with them throughout their Maryville journey as an academic advisor, career counselor, student services expert, mentor, friend and cheerleader.
Artis has been with Maryville since 2016. Previously, he was an academic advisor at the University of Missouri-St. Louis, and before that he was a recruiter for diversity in the admissions office at St. Louis College of Pharmacy. He holds a bachelor’s degree in biology and a master’s in higher education administration.
“I changed my major three or four times. I started out in biology, then switched to psychology, then education,” Artis says. “None of these were a great fit, but I love lab work, attention to detail and problem-solving. I looked at fields where I could help people, like physical therapy, occupational therapy and nurse practitioner. I finally realized I was developing good skills, but they were transferable to careers outside the health professions. The way I see it, everything is a part of your journey—sometimes you just need to change directions to find your success story.”
Artis recently spoke with Janet Edwards, editor of Maryville Magazine, to provide readers with a closer look at Maryville’s life coach program.
Why does Maryville provide life coaches for students?
There is a need for comprehensive, holistic support to ensure our students thrive academically, personally and in their chosen careers. Having an individual that serves as a one-stop shop provides for much-needed retention support for students, along with the knowledge gained from learning diagnostics and deep career explorations.
When do you first meet your students?
We start interacting with students before they ever arrive on campus, so we can help with the transition from high school to college. Over the summer, we have START programs for admitted students, and each life coach gets an opportunity to meet with their students and pre-register them for courses. We’ve always done coffee chats in the summer to meet with our students in different communities around the St. Louis area, but we’ve also started virtual chats. We talk about different topics—such as what to bring to campus and what to expect at Maryville—and connect with students who may not be local through online group and one-on-one chats.
How do life coaches use learning diagnostics to help students?
Learning diagnostics help us identify each student’s needs, and that gives us an opportunity to be proactive instead of reactive. We provide a wide variety of assessments. With StrengthsFinder, for instance, we help students discover their talents, what they’re great at.
Through others, we can identify the type of support each student needs to be successful, and then we make sure to provide those services. We utilize a learning styles inventory to help students develop strategies for best study practices, and an engagement survey to help them be intentional about connecting with peers on campus.
The Strong Interest Inventory helps identify a student’s interest areas, and based off of those we explore career fields that might be a good match. It’s a great way to have that conversation early on, especially with students who are still deciding on a major.
Are life coaches the center of a student’s universe when it comes to campus support?
At Maryville University, there’s an all-hands-on-deck mentality when it comes to supporting students. When everyone is invested, that makes it easier to rally together for a student who needs help.
That said, life coaches are always included in the conversation of how students are doing because of the relationships we’re able
to build with them. We connect with students on a consistent and frequent basis, which speaks to the whole retention piece—having a point person.
How much of what life coaches do is considered mentoring?
Every session I have with my students consists of some type of mentorship. When it’s registration time, I’m not just saying, “What classes do you need?” I’m also asking, “How’s life? How are you doing?” We view students as a whole person, not just a scholar; rather, we see them as a person who is unique and has their own needs. I don’t think any of us sit down with a student and say, “You signed up for a career conversation today, so that’s all we’re talking about.” That just doesn’t happen.
Are life coaches the center of a student’s universe when it comes to campus support?
At Maryville University, there’s an all-hands-on-deck mentality when it comes to supporting students. When everyone is invested, that makes it easier to rally together for a student who needs help. That said, life coaches are always included in the conversation of how students are doing because of the relationships we’re able to build with them. We connect with students on a consistent and frequent basis, which speaks to the whole retention piece—having a point person.
How much of what life coaches do is considered mentoring?
Every session I have with my students consists of some type of mentorship. When it’s registration time, I’m not just saying, “What classes do you need?” I’m also asking, “How’s life? How are you doing?” We view students as a whole person, not just a scholar; rather, we see them as a person who is unique and has their own needs. I don’t think any of us sit down with a student and say, “You signed up for a career conversation today, so that’s all we’re talking about.” That just doesn’t happen.
What does a typical day look like for a life coach?
Life coaches are mobile. We meet students where they are. We are out on campus—you’ll see us in academic buildings, LJs, Gander Dining Hall, the campus Starbucks, in passing. Like other life coaches, I make sure students are aware I’m here for them, and that doesn’t always mean a structured appointment in my office. Availability is very important, so we do whatever is needed to connect with our students. From cultural events to athletic competitions to homecoming—anything on the campus activity calendar—life coaches strive to be represented.
Along with face-to-face visits, we also rely on text messages, phone calls, email and Skype for communication. Work doesn’t start at 8:30 a.m. and it doesn’t end when we leave at 5 p.m., because students’ concerns don’t end at that time. If I’m sitting at home on the couch when a student texts me, and I can answer their question with a few sentences—knowing my response will take a ton of stress off that student—why not do it? That’s the powerful thing about the life coach model; we strive to be there for our students as much as we can and when they need us the most.
Talk about a time when a student was struggling, and you helped them through it.
One of my students had difficulty deciding on a major. For most of her life, she thought she wanted to pursue a career in the medical field, but she knew that career path wasn’t a good fit after taking chemistry and biology courses in her first semester. She felt defeated and thought about leaving the University. I suggested she take the StrengthsFinder and Strong Interest Inventory assessments. The student discovered she has always dreamed of being an entrepreneur. I connected her with business faculty, who talked her through potential career pathways. Eventually, she changed her major to business administration—and she’s thriving.
What’s the personal reward in being a life coach?
It’s rewarding to see a student’s growth, see them stretch and mature over the course of four years—it’s incredible to watch. It energizes me. When I have a full day of meetings with my students, I’m happy. My calling is to serve others; that’s what drives me. I love helping students begin their journey toward success.