Hi Joy,
Ours is a peer model, so we have undergraduate students as academic
coaches. They are hired and trained following CRLA Level 1 guidelines (we
do not have CRLA certification at this time, but it is an eventual goal, so
we set up the training program with certification in mind). The coaches and
I have staff meetings every other week throughout the term for advanced
training, troubleshooting, and community building. As far as background, a
majority of our coaches have previous mentoring or tutoring experience.
The peer-to-peer model is something our college values highly, and I don't
see us moving away from it anytime soon. There are significant advantages
in terms of atmosphere - students feel more comfortable with their peers
and find them more relatable; it is likely that we will eventually have
some students required to attend coaching, and I believe that meeting with
a peer will feel less punitive in such cases than meeting with a "real
adult" (professional staff). There's a huge advantage to the students who
become academic coaches, in terms of training and experience (though the
pay doesn't amount to much more than pocket change). And for the
institution, it is much less expensive and requires less infrastructure to
support peer coaches than professional coaches. Peer coaches also provide
more flexibility for a slowly growing program - since each coach only
supports 3-5 students per term, we can hire at a pace that matches our
program's slow-but-steady growth. With professional staff, one might be
forced to turn away students until there was enough workload for a
part-time staff member to be hired (I imagine).
However, for anyone debating between a peer coaching model and a
professional coaching model, you may also want to consider the following
drawbacks to peer coaching. The stress on peer coaches is considerable, so
we have had a few student coaches quit before they graduated. I believe our
program will be able to mitigate this problem with higher pay, better
social support for coaches, and more recognition of the work they do.
Nonetheless, this a pitfall to watch for. Additionally, peer coaches
require more training than professionals, and therefore require more time
and resources on the part of existing professional staff; they are more
prone to error due to their inexperience. If you are aiming to quickly grow
a very large academic coaching program, you may find it more expedient to
hire professional staff, as it may be difficult to find enough students of
the necessary caliber to support all the students you aim to serve.
I'm happy to answer further questions if you have any!
Emily
Emily Janssen
Director of Tutoring and Supplemental Instruction
(262) 551-6047
HL 225
On Mon, Feb 15, 2016 at 3:38 PM, Joy de Leon <[log in to unmask]> wrote:
> Emily,
>
> Who does this Academic Coaching? (Staff? How many? What kind of
> background? Were staff added when you began the program?)
>
> More details please!
>
> Joy
>
>
>
> Joy de Leon
> Assistant Dean of Students
> Director, Learning Enrichment and Disability Services
> Beloit College
> 700 College Street
> Beloit, WI 53511
> (608) 363-2572 (office)
> (608) 363-7059 (fax)
> [log in to unmask]
>
> New: Make an appointment by going to: joydeleon.youcanbook.me
>
> Access and Inclusion are Everyone's Responsibilities.
> *The fact is that ours [people with disabilities] is the only minority you
> can join involuntarily, without warning, at any time*—Nancy Mairs, author
>
> On Mon, Feb 15, 2016 at 2:17 PM, Emily Janssen <[log in to unmask]>
> wrote:
>
> > Hi all,
> >
> > We are a small liberal arts college in the Midwest that began using
> > Academic Coaching about two years ago. We have a peer academic coaching
> > model, run through the Tutoring and SI Department (which is part of
> > Academic Affairs). Advisors are not academic coaches, but we maintain
> > strong connections with the first-year advisors so that they can refer
> > students to us. Advisors are frequently the first to know if students are
> > struggling across multiple classes, so their referrals are the best way
> for
> > us to intervene early in students' academic careers.
> >
> > Academic coaches cover holistic academic concerns - primarily time
> > management, study skills, test-taking, note-taking, and the like. Time
> > management is the big one. Coaches also refer students to other campus
> > resources, including our Writing Center and tutoring. At this time there
> > are no requirements for students to attend coaching; students on
> probation
> > or deferred dismissal may be recommended to attend coaching but not
> > required. There are also no requirements placed on students after they
> > begin meeting with their coach in order to continue receiving assistance.
> > For now, we have only usage data and no true assessment data. Our program
> > has been successful in that the number of students referred has increased
> > and the number of students who follow up and meet with their coach has
> > increased.
> >
> > Hope this helps!
> > Emily
> >
> > Emily Janssen
> > Director of Tutoring and Supplemental Instruction
> > (262) 551-6047
> > HL 225
> >
> > On Mon, Feb 15, 2016 at 1:55 PM, Carla Hatfield <[log in to unmask]
> >
> > wrote:
> >
> > > My university is looking into Academic Coaching as another vehicle to
> > > retain students. I would like to outreach to those of you that could
> > > discuss how academic coaching in used at your institution.
> > >
> > > * What department provides academic coaching?
> > > * Are your advisors academic coaches?
> > > * What items are discussed in the academic coaching sessions?
> > > * What are the requirements for students to attend academic
> coaching?
> > > * How successful is it? Do you have data for your success?
> > >
> > >
> > > Dr. Carla Hatfield
> > > Academic Advisor
> > > College of Behavioral and Health Sciences
> > > 108 Cason-Kennedy Nursing Building
> > > 615-898-4803
> > > PO Box 537, MTSU
> > > Murfreesboro, TN 37132
> > > [cid:98d5cf8a-175c-4ecb-8756-d8a367301a71]
> > > [Are you prepared for advisng3]
> > >
> > >
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