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An Academic Coaching Model for Student Success

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Brandy Espinosa

on 28 October 2015

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Transcript of An Academic Coaching Model for Student Success

An Academic Coaching Model
for Student Success


My Personal Perspective & Passion
Similar to Learning Specialist
Assess, make goals, plan, develop skills
BUT with peer & continuous check-ins
keep student accountable
aid them in implementing the action plan
help them make adjustments or refer to resources when needed
encourage and support students
increase confidence and motivation
improve performance
Background in Counseling, Academic Support, Advising & Serving Probation Population
Insight, Skills, Passion
Training Style
Theme?
Presentations with participation
by Coordinator, GA & veteran Academic Coaches
Activities
trivia (prizes)
demonstrations
role play scenarios
practice applying study skills (book excerpt)
take learning style inventory
Materials
manual, handouts, references, cheat sheets
Approaches & Techniques
Student-Centered Approach
Stages of Change
Motivation Techniques
Communication & Listening Skills
Learning & Study Skills
Learning Styles
Organization & Time Management
Test Prep
Test Taking
Memory Techniques
Memorizing versus Understanding
Bloom’s Taxonomy
Textbook Reading
Note-taking
Concentration
Classroom Etiquette
Goal Setting and Attitudes

Structure & Key Components of Program

THE TEAM
SARC & SDES Leaders
SARC Coordinator
SARC Graduate Assistant
FYAE & SSYC Coordinators
Academic Coaches
Faculty?
Selection & Hiring of Academic Coaches
Timeline
Recruitment strategies
Application Process
Form
Resume
Cover Letter/Free Response
Interview
Diversity
Mandatory Training
Contracts
Caseloads
Ratio

Training Program Key Components
Host one major training session (1-2 days) prior to the start of the semester with all academic coaches in attendance. Then, throughout the semester, there will be weekly meetings/trainings (possibly mixed mode).
Theoretical Framework
Research on Serving Probation Population
Characteristics of Students on Probation
Common Factors of Successful Programs
CONCLUSION
Research & Seek Professional Development
Identify SMART Goals
Collaborate & Coordinate
Plan & Prepare
Train. Motivate & Supervise
Innovate, Participate, Engage & Listen
Assess & Improve
Questions?
Staff Trainings & Meetings
Assessment
Minimum Criteria
3.25+ GPA
Sophomore Standing (with 15 credits completed at UCF)
Can commit to a minimum of 10 hours/week

Campus Resources
Make referrals!
Introduction
What is the ACE program
What is the role of the Academic Coach
Who are your students
Why is the program important

Logistics & Expectations
Responsibilities
Hours & Time Sheets
Contacts/Supportive Staff
Professionalism
Attire
Confidentiality (FERPA)
Punctuality
Procedures & Protocol

Based on Jim Harvey's speech structures
by Brandy Espinosa
THEORIES
Social Interaction Theories
Astin's Theory of Involvement
Vygotsky's Sociocultural Theory
Behavioral Learning Theory
Watson (observing)
Skinner (reinforcement)
Bandura (modeling)
Typology
Myers-Briggs
Holland's Typology
Scholossberg’s Transition Theory: The 4 S’s
1. Situation
2. Self
3. Support
4. Strategies
Chickering’s Identity Development Theory: 7 Vectors
1. Developing competence
2. Managing emotions
3. Moving through autonomy toward interdependence
4. Developing mature interpersonal relationships
5. Establishing identity
6. Developing purpose
7. Developing integrity

Student-Coach Sessions
Training for all Academic Coaches prior to start of the semester
Regular staff meetings throughout the semester with Coordinator, GA & Academic Coaches
Mixed mode?
Meeting & Debriefs with FYAE & SSYC
3 student-coach meetings per term
Fall: September, October, November
Spring: February, March, April
Monthly goals/assignments/activities
Webcourse?
Seminar?
Approaches: student-centered, holistic, strength-based (intrusive and appreciative advising)

Student Surveys (and focus groups?)
Gather data on
GPA/Academic Standing at the end of the semester
Retention (did they enroll for next term?)
Change or Declaration of Major?
Evaluate results and implement improvements to program
Competitive Qualities
Interest/passion for helping
Strong interpersonal & communication skills
Professional & ethical
Leadership skills
Strong study skills and knowledge of learning styles
Appreciation for diversity
Involved on campus

*Diversity
SARC (tutors, SI, learning specialists)
KARS
FYAE/SSYC
MASS
CSEL
CAPS
SGA
OSI
FA
OBJECTIVES
Cognitive, Affective, Behavioral
Know Resources
Know Study Skills
Know Learning Styles
Feel supported
Feel connected
Feel motivated by academic/career goals
Think long-term & critically
Seek support
Apply study skills & learning styles
Full transcript