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Intrusive Advising and Academic Coaching
Transcript of Intrusive Advising and Academic Coaching
West Virginia Northern Community College
Traditional Students: Everyone's A Winner
Special Effect: innate specialness
Don't have to work to be special: entitled
Easy Success: Shark Tank
More discerning and selective- more self esteem
Trophies for Everyone
Birthday party presents for all
If you come to the game, you get a trophy or ribbon
Confidence/ false confidence and questions
Baby on Board!
Sheltered from adversity and struggle
Positive outlook on life
More globally empathetic (Toms/ Wheelchair Mission)
More aware of marginalized groups (tree-hugging-do-gooders)
Constantly blocking info
Not the best direction followers or comprehensive readers
If you show up for class, you pass!
Directly impedes cognitive growth and independence.
external locus of control
Fear of asking for help
Proud of experiences
fear of facing helplessness
often overconfident due to experiences
Obligated to be wise
used to being bosses or parents
feel obligated to help younger students
More used to a smaller world
less globally aware
Underprepared to Thriving
Making the Connections
Effective Advising and Coaching
Focus on the Positives
Reflect on Challenges
New Relationship Concessions
What Employers Want
The same traits that make a person a good student may also make them a preferred candidate.
critical thinking and curiosity
drive for excellence
*according to curator of talent for adventur.es and contributor to Forbes Magazine, Brent Beshore
Polishing the Diamond
I am willing to change what I do if it is going to help my students succeed.
Intrusive (proactive) Advising and Coaching
Intrusive Advising from the Start
proactive (before issues arise)
face to face contact
initial inventory of all contact information
syllabus and contract (expectations)
statement of motivation
when possible, take time initially to save time later
Advising through Coaching
mail/email letter requesting a meeting
phone call w/message if necessary
or Facebook/Twitter Message
Alert and Intervention
active requests for early alert- any trouble signs
immediate follow-up to early alert
watch for vague language from students
strong relationships with instructors
A- Active Listening
D- Determine Desire, Dream, Problems
V- eValuate what has been done so far
S- Select Options and Develop a Plan
E- Engage and Evaluate
Advising as Coaching Process
complete listening- no advise
WAIT: Why Am I Talking?
puts ownership on student to begin
allows student to think through
allows advisor to see thought process
what would you like to achieve?
Please describe your problem for me.
Can you tell me about what caused this problem?
How would things be better if this problem was solved?
What do you think could solve this problem?
What are you trying to accomplish?
Where do you want to see yourself in two years?
Requires student to begin effective communication
what steps have you taken thus far?
problem solving abilities
brings out additional details
what else have you thought about doing to solve this?
have you talked to anyone else about this?
what have you done in the past to overcome similar problems?
what advice would you give to someone else in this situation?
what do you see as possible next steps?
if you were a ___, what would your boss say?
helps students find own solutions
which options seem most viable?
which options feel like things you would be willing to try?
what are the action steps you need to take?
when will you take them?
what kind of support will you need?
who could help you?
what if this part of the plan doesn't work? how could it go wrong? how could you move forward?
holds student accountable and breaks the problem or large goal down
put it in writing
how are things different from when we started this discussion?
what about this meeting made you feel better?
when can meet again to discuss your progress?
who can I follow-up with to help?
is there anything else I can do to help you be successful?
do you have any concerns about your plan?
McClellan J. & Moser C. (2011). A Practical Approach to Advising as Coaching. Retrieved from the NACADA Clearninghouse of Academic Advising Resources Website
Advising by offering solutions is easy and fast, but it does little to further the independent problem-solving development of the student. Coaching allows the student (with guidance) to figure it out for themselves.
Coaching happens on the sidelines, not on the field. It holds the student accountable through action in the "game."
send the initial contact email to every email address you have for that student
watch your FERPA
only if you have written permission
common areas, outside of classrooms, library, cafeteria, special events
Where would you start?
practice coaching instead of direct advising
create an advising syllabus or contract
start to proactively contact students
think about ways to form a better partnership with faculty
allow your students to tell you more about themselves and their goals
practice asking more important questions for student-driven solutions
practice holding students accountable
get buy-in from coworkers regarding student coaching and accountability
“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”