Coaching Students to Academic Success: A Comprehensive Approach to Student Support Claire Robinson, PhD Director, University Advising Center University of South Carolina Academic Impressions

Overview (Brief) Review of Appreciative Advising Theory to Practice: USC Coaching Model Coaching Tools Academic Plan Engagement Plan Academic Coaching National Trends Q & A

Appreciative Advising Definition “Appreciative Advising is the intentional collaborative practice of asking positive, open-ended questions that help students optimize their educational experiences and achieve their dreams, goals, and potentials.” Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing. 3

The Six Phases of Appreciative Advising Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing. Academic Impressions

Theory to Practice Coaching Students to Success Using Appreciative Advising University of South Carolina Coaching Model

Why use the term “Coach”? New concept in higher education (notably year 2000) Reasons differ within and between institutions Academic Success Coaches give personalized attention to students: Serve as a mentor, use basic counseling techniques Work with student by first meeting them “where they are” Challenge, support, and guide Emphasis on the positive Often considered a unique role Different from a tutor, counselor, advisor, or teacher (??) Fills both student and institutional need CLAIRE: Think about what words come to mind when you hear the word “Coach” In line with this idea of a coach serving as a constant resource, is the reason why we use the phrase academic success coaching. We originally used the term “academic consultants” but changed to the word “coach” for several reasons. Coaches give personalize attention, one-on-one in the session They can serve as a mentor and expert in study skills Using a fundamental counseling idea, we want coaches to meet students “where they’re at” in terms of their study habits, current status, and confidence levels. Coaches challenge, support, and guide students And the term coach has more of a positive emphasis to it - which we want coaches to do in the session, by emphasizing the positive. And finally, first year students may identify with the word “coach” and what coaches do by comparing it to sports.

Growth of ACE Coaching Program (by semester)

GPA Comparison of First-Years on Academic Probation

Probationary Students GPA Increase based on Frequency of Appointments

ACE Assessment – Incremental Progression Academic Impressions

In 2007-2008, ACE met and coached 182 SAP students In 2007-2008, ACE met and coached 182 SAP students. Of those 182 students, ninety-two percent (168) improved their GPA and demonstrated academic improvement. Academic Impressions

ACE proved to be the major reason for improvement in academic performance and GPA. According to the SAP population breakdown, reasons for improvement were as follows: ACE: 125 Part-Time Course Load: 9 Returning Adult Student: 9 Attended a technical school for a semester or more: 14 Took Semesters off School: 11 “For 125 of the students, ACE seems to have been the predominant reason their performance improved.”- Kathy Seay, Satisfactory Academic Progress Director, Office of Financial Aid

Academic Standards: First-Year Probation Academic Recovery Program The first year… 80% compliance rate (i.e. students who attended ACE appointment before deadline) 40% fewer students suspended than predicted Positive results on student satisfaction survey Academic Impressions

The ACE coach I met with seemed concerned about my well being.

I felt comfortable sharing information with my ACE Coach.

With my ACE coach, I developed a clear, detailed plan on how to be academically successful.

I learned at least one new skill from my discussions with my ACE Coach.

I plan on meeting with my ACE coach again.

Meet the Coaches… Four “types” of ACE Coaches: Professional full-time Coaches (3) Graduate students (20) Paid Volunteer Part of GA Bi-Monthly/Monthly ACE Coach meetings to develop skills and share resources throughout year Work one-on-one with all student populations. Academic Impressions

ACE Academic Success Coaches Graduate students: HESA and Counselor Education masters students Present to University 101 classes on academic success strategies CRLA Level III Certification (Program Certification) Several Coaches working towards AA certification (Individual Certification) NASPA Bronze Award Winner Academic Impressions

ACE Partnerships 18 + Academic Advisors Journalism Department Financial Aid Greek Life University 101 Residence Life/Housing Counseling Center Bridge Program/Transfer Students Gamecock Guarantee Registrar 18 + Academic Impressions

Financial Aid & Satisfactory Academic Progress (SAP) SAP Students who have lost their financial aid are required to meet with an ACE Coach and complete an Academic Plan 67% of attempted hours and below a 2.0 GPA Connects student to an individual academic resource on campus. Submit Academic Plan to Financial Aid office as part of their appeal. Academic Impressions

Academic Advisors Department Referrals Some Academic Advisors require academically deficient advisees to meet with an ACE Coach and complete an Academic Plan Advisors place a hold on course registration until ACE session and Academic Plan are complete Academic Impressions

Academic Standards Partnership with the University Registrar All first-year students on academic probation or students returning from suspension Academic Recovery Program Students who do not attend have a registration hold. 243 students were referred to ACE through the Registrar’s office, via the Academic Standards policy Academic Recovery initiative. Academic Impressions

ACE Coaching Service Delivery Model Having meaningful conversations using the Appreciative Framework Study Skill Development Academic Planning Engagement Planning Referral Holistic Support Academic Impressions

ACE Academic Plan & Engagement Plan Coaching Tools ACE Academic Plan & Engagement Plan

The Academic Plan Concept A comprehensive overview of what student can do to be successful Primary Partnership with the Office of Financial Aid & Scholarships and Academic Advisors. Targets Academically Deficient Students Coaches work to hold student accountable for completing the plan portion, while working towards their set goals. Mirrors Appreciative Advising strategies Academic Impressions 27

Academic Impressions

Academic Impressions

Academic Impressions

Academic Impressions

Academic Impressions

Academic Impressions

Academic Impressions

Academic Impressions

Academic Impressions

Student Engagement Plan Academic Impressions

Student Engagement Inventory Academic Impressions

Reflection Academic Impressions

Goals & Action Steps Academic Impressions

Mind-Mapping (Deliver) Academic Impressions

National Trends

“The quality of academic advising is the single most powerful predictor of satisfaction with the campus environment for students at four-year schools” (Kuh, et. al., 2006, p.60)

Coaching definition from NACADA “Academic coaching is an interactive process that focuses on the personal relationship created between the student and the coach. The coach challenges the student to think about his or her personal and/or professional goals in order to relate them to his or her academic/educational goals. In this learning process, it is important for the coach to encourage the student to become more self-aware by understanding his or her strengths, values, interests, purpose, and passion.” National Academic Advising (NACADA) http://www.nacada.ksu.edu/interestgroups/C43/index.htm Academic Impressions

National Coaching Trends in Higher Education

Scholarly publications exceed 660,000. Current Definitions Counseling: “a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals” (Kaplan, Tarvydas, and Gladding, 2014). Scholarly publications exceed 660,000.   Mentoring: “a situation in which a more-experienced member of an organization maintains a relationship with a less-experienced, often new member to the organization and provides information, support, and guidance so as to enhance the less-experienced member’s chances of success in the organization and beyond” (Dvorak, 2000). Scholarly publications exceed 142,000. Tutoring: “a person employed to instruct another in some branch or branches of learning, especially a private instructor” (dictionary.com). Scholarly publications exceed 133,000. Academic Advising: “a developmental process which assists students in the clarification of their life/career goals and in the development of educational plans for the realization of these goals. It is a decision-making process by which students realize their maximum educational potential through communication and information exchanges with an advisor; it is ongoing, multifaceted, and the responsibility of both student and advisor” (nacada.ksu.edu/Resources/Clearinghouse). Scholarly publications exceed 95,000

Student Utilization Inputs Essential/Primary Functions  Advising Counseling Mentoring Tutoring Coaching Student Utilization Inputs Opt-in   X Referred Mandated Primary Environment Academic Planning Career Planning Content - Objective/impartial/factual Content - Subjective/idiosyncratic content Course material Credentials/pre-requirements to practice Goal Setting Initial information source = Position Initial information source = Student Instruction/Teaching Major Connect/Course choice Major Exploration/Major Progression Psychological stressors Referral Study Skills/Skill Development Intended Outcomes Academic gains Accurate information Mastery of course material Ongoing, accustomed relationship Reciprocity Skill development

(informal/role model) Advising (curriculum & majors) Counseling (emotional concern) Tutoring (course content) Mentoring (informal/role model) Coaching Planning Reflection Expertise Study Skills C. Robinson, 2013

Aspirational Definition of Coaching Academic Success Coaching the individualized practice of asking reflective, motivation-based questions, providing opportunities for formal self-assessment, sharing effective strategies, and co-creating a tangible plan. The coaching process offers students an opportunity to identify their strengths, actively practice new skills, and effectively navigate appropriate resources that ultimately results in skill development, performance improvement, and increased persistence. Robinson, C. 2015

Quotes from ACE Students “This semester I achieved a 3.192, the highest semester GPA I've ever had…I did better on my papers, exams and time management. I would like to thank you for helping me get back on the right track.” “Without ACE, I am not sure I would be as successful and as happy as I am right now. It was not a major part of my life and yet guided me mentally to succeeding at USC. Building my academic plan, providing me with a planner, regular check-ins, and just one person who believed I could make it made all the difference in the world to me.” “Luckily my ACE Coach was there every step of the way and was able to guide me through my first semester of excellence.” Academic Impressions 53

Thank you! Q & A Copyright © University of South Carolina. All rights reserved.