Creating an Academic Coaching Program
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This document describes Portland State University's academic coaching program. It provides details on recruiting and training both peer and professional coaches, as well as recruiting and matching students to coaches. The coaching curriculum focuses on empowerment, motivation, goal setting, and campus resources. In the first year, 59 students were served through 3 terms. Assessment and continued improvement of the training and resources for coaches are priorities going forward.
Creating an Academic Coaching Program
- 1. Shoshana Zeisman NACADA Region 8 Conference 2012
- 2. Building Relationships Recruitment of Coaches Peer Coaches Professional Coaches Training Coaching Resources Recruitment of Students The Coaching Curriculum
- 3. Designed for first-year, residential students Standardized curriculum – case management model Training and resources provided to all coaches In depth screening process
- 4. The Learning Center Advising and Career Services Formerly the Undergraduate Advising and Support Center (UASC) and the Career Center The Student Health and Counseling Center (SHAC) Auxiliary Services Student Affairs Memorandum of Understanding between partners outlines responsibilities for coaching program.
- 5. Peer Coaches Learning Community Assistants ▪ Provide in-hall academic support ▪ Already trained with peer mentors Professional Coaches Recruited from across campus Time commitment: about an hour every other week throughout the term for each student.
- 6. Start with colleagues that you know Look for professional staff on campus that have limited contact with student, or work with students in a different type of capacity Ask in person, email or phone Accept referral from other coaches You just have to ask!
- 7. Campus-wide advertising Personal Recruitment Group and Individual Interviews Learning Community Assistant Class Peer Mentoring Class
- 8. Professional and Peer 3 hour training sessions Interactive training Coach-centered approach Overall Peer Training LCA and Peer Mentoring Classes Two week residential, intensive training Continued Training Monthly coaches gatherings One 1 hour training focused on curriculum updates
- 9. Peer Professional • Part of job description • Volunteer as part of professional role • New to case management • Often more familiar with case management • Ongoing training important • Ong0ing training creates connection • Greater learning curve • Easily assimilated - “fun” part of work life • Layers of mentoring • Peer exchange and support • Need more • Important to match to appropriate • Important to match to background developmental stage
- 10. Professional Coaches Peer Coaches Initial 3-hour training Initial 3-hour training Monthly coaching gathering Monthly coaching gathering Case management folders Monthly peer specific training Online access via googlesite: Weekly supervision List-serve Case management folders Resource Guide – PSU Online access via googlesite: handbook List-serve One-on-one support with Resource Guide – PSU handbook University Success GA or One-on-one support with Shoshana University Success GA or Shoshana
- 11. Fall term: all FYE students receive a postcard and an email about the coaching program before the term begins Winter and Spring term: all FYE students receive an email around week seven; students that end up on academic warning or academic probation are strongly encouraged to join the coaching program
- 12. All interested students either emailed or called to request a space in the program We collected the following information from all students in an effort to match each student with an appropriate coach: Name, Student ID, FRINQ theme, Email, Housing Needs or concerns to be addressed Preference in either peer or professional coach Major After all students had been matched for the term, the coaches receive an email with their students information and make contact to schedule the first session
- 13. Empowerment and Motivation Strategies SMART Goal Setting Proactive Approach: Academic Planner IST 199/399 College Success Campus Resources Meeting with Adviser On Course by Skip Downing Personal Responsibility Wise Choice Process Interdependence
- 14. 5 peer coaches and 19 professional coaches 59 students served through 3 quarters Fall 2010 ▪ 35 students ▪ 3.28 Median GPA Winter 2011 ▪ 29 students ▪ 3.28 Median GPA Spring 2011 ▪ 22 students
- 15. 26 Professional Coaches Fall 2011 10 New - 42 students 16 Returning ▪ Only 3 coaches did not Winter 2012 return from last year ▪ 2 of the 3 will resume - 12 returning students Winter term - 7 new students 5 Peer Coaches Spring 2012 - All FYE students have been contacted
- 16. Online intake and exit interview Combined pre- and post-test with information for coaches Comprehensive assessment strategy Curriculum Impacts on student retention and GPA More systematic training More comprehensive access to resources for coaches Implementation of a peer coach training plan Coaching model piloting in Learning Center
- 17. Cooperation of a broad range of people on campus A few people dedicated to the program’s success
Editor's Notes
- #3: Today’s presentation is intended to give you some ideas on how to create an academic coaching program. I will cover the importance of building relationships, recruitment of coaches for our program, the training and resources we provide and how we recruit students.
- #4: First of all, our academic coaching program is designed for first-year, residential students. Because US is an after hours in-hall support program, we wanted to narrow our focus so we could provide standardized coaching. Additionally we needed to focus on students that we could target to get them enrolled, rather than our entire student body.