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

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

3. 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

4. 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

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

6. 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.

7. Growth of ACE Coaching Program (by semester)

8. GPA Comparison of First-Years on Academic Probation

9. Probationary Students GPA Increase based on Frequency of Appointments

10. ACE Assessment – Incremental Progression
Academic Impressions

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

12. 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

13. 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

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

15. I felt comfortable sharing information with my ACE Coach.

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

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

18. I plan on meeting with my ACE coach again.

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

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

26. ACE Academic Plan & Engagement Plan
Coaching Tools
ACE Academic Plan & Engagement Plan

27. 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
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38. Student Engagement Plan
Academic Impressions

39. Student Engagement Inventory
Academic Impressions

40. Reflection
Academic Impressions

41. Goals & Action Steps
Academic Impressions

42. Mind-Mapping (Deliver)
Academic Impressions

43. National Trends

44. “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)

45. 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)
Academic Impressions

46. National Coaching Trends in Higher Education

49. 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

50. 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

51. (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

52. 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

53. 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.”
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54. Thank you! Q & A
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