By Maggie Heath-Bourne, Chief Reporter, the News Record, originally published 9/19/15.
Students who meet with University of Cincinnati’s Learning Assistance Center’s (LAC) academic coaches seven times throughout a semester typically see their grades improve by two-thirds of a letter grade.
Academic coaches, who are student workers selected based on faculty recommendations, interviews and applications, provide advice on time management, motivate good study habits and more. “A good analogy is that coaches are like personal trainers for academics,” said Lauren Clark, LAC’s program director. “They motivate you, teach you useful strategies, introduce you to other resources, develop their feedback and approach based on each student’s unique needs.”
Academic coaches must have a 3.5 GPA. LAC’s average GPA during the 2014-15 academic year was 3.8, Clark said.
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Filed under: Coaching
by Bob Lasiewicz, Managing Director, Crossroads of Learning
Participants in the last two semester cohorts of the Evidence Based Coaching (EBC) program at Fielding Graduate University have recently provided up to 8 hours of pro bono coaching to qualified graduates of Crossroads of Learning courses. Fielding graduate students and alumni provided personal coaching services to fulfill requirements of their academic courses and/or International Coaching Federation certification. By engaging in individual online coaching sessions, qualified Crossroads graduates had an opportunity to review and explore their own professional development and career goals. Participants in the coaching process are rooted in the belief of an individual’s capacity for change and a desire for a transformative learning experience.
When Kathy Tiner of the Fielding School of Education was first approached in 2006 to collaborate with Crossroads of Learning on the world’s first online professional development course for tutors, she jumped at the opportunity. She shared the vision of how professional and volunteer tutors can significantly impact student success at all levels of education, but even more so when they received quality training. She said “by supporting the professional development of tutors, we will be making a real difference in the education of our children across the country.” Successful completion of the course also qualifies students to register for Continuing Education Units (CEUs) provided by Fielding Graduate University.
Eight years later, over 1,000 learning support specialists have enrolled in the online courses, including Tutoring Foundations, Academic Coaching and Train-the-Trainer programs. The curriculum has also been adapted to a workbook format for use by graduates of the Trainer program. Now, the graduates of the advanced courses have access to another high quality online professional development option.
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Filed under: Coaching,Crossroads of Learning
Originally published in the UDaily, on 10/22/13
Christiana High's Mike Daugila invites participation in the mentoring of his AVID students.
Jennifer Campos, a senior at Christiana High School (CHS), drew a large grid on the chalkboard and added three captions: Point of Confusion, Notes, and Steps. She then outlined the issues she was having plotting a graph while solving for x. Turning to the students in the University of Delaware’s EDUC 413 class she asked, “How would you help me work through this?”
Campos was one of six students from CHS’s Advancement Via Individual Determination (AVID) program invited to join assistant professor Liz Pemberton’s education class, Adolescent Development and Educational Psychology, to help her students learn how to become AVID tutors. The tutors are trained to use inquiry methods to facilitate the AVID tutorials as well as serve as role models.
The partnership between UD and the AVID program in local school districts gives UD secondary education students an opportunity to gain hands-on experience applying the knowledge they’ve learned in the classroom. “You don’t want to give them the answer,” cautioned Mike Daugila, CHS AVID coordinator and social studies teacher, when talking to the UD tutors. “Learn to ask guiding questions to help them discover the answer for themselves.”
Daugila’s students at CHS are uniquely qualified to help “teach the teachers.” The AVID program is an elective class in all Christina School District high schools and middle schools, as well as some Red Clay Consolidated School District schools. Students learn to become reflective thinkers, not just memorizing facts but developing a deeper understanding of the how and why.
Tutors are expected to ask open-ended questions that encourage students to consider options, express their difficulties, and work through the thought process. “It can be time consuming, but it’s necessary to help them understand and internalize the lesson,” says Daugila. The AVID students find tremendous value in the program. “It helped me become better organized, develop new skills – like talking in front of this class – and provides the opportunity to visit different colleges,” said Kimberly Fries, CHS student.
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Filed under: Academic Learning Centers,Coaching,High School,Training/Education
by David Israelson, Special to The Globe and Mail, originally published 10/17/13
Gil Silberstein’s MyBlueprint service offers an online tool for coaches, teachers and guidance counsellors to work with students on their academic plans. (Galit Rodan For The Globe and Mail)
When Kate Lloyd founded Evoke Learning in 2009, she knew the academic coaching service would involve lots of personal contact with her clients. Ms. Lloyd has learned a lot herself since then – about how that also means working with technology to take the service to another level.
“We specialize in working with students with exceptionalities, students undergoing transitions and students who are trying to manage an athletic-academic balance,” says Ms. Lloyd, 41.
It’s a burgeoning field, as students of all ages seek to cope with pressures ranging from exam stress to dealing with learning disabilities to deciding which high school courses to take or how to ace a PhD dissertation. Ms. Lloyd runs a network of 15 tutors and independent coaches in the Greater Toronto Area; together they see about 80 clients a week. Technology has come into play to help the consultants at Evoke, headquartered in Toronto, provide help more effectively. Clients benefit more, too.
“We use it to connect to our clients as well as a tool to connect the client to the curriculum,” Ms. Lloyd explains. “We also use technology to promote accountability and check-ins with clients during the week, when we don’t see them. And Evoke also encourages students to organize themselves using technology.”
Using technology as an organizational tool to help students meet pressures and challenges is another growing aspect of the business side of education.
After graduating from the University of Western University’s Richard Ivey Business School in London, Ont., Gil Silberstein founded MyBlueprint seven years ago in Toronto. His company offers an online tool for coaches, teachers and guidance counsellors to work with students on their academic plans.
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Filed under: Coaching,Technology
Summary: The PAVES coaching program in Alabama community colleges results in increased retention utilizing phone support. This article reviews the goals of the program and provides prospective from both students and coach POVs.
By staff, Community College Times, originally published 7/30/13
Shekitha Sanders (right), a student at Wallace State Community College in Alabama, listens during a lecture on insulin in a nursing class. Also pictured are students Stephanie Hollis (left) and Brandy Robinson. Photo: Wallace State0235
Freshmen in certain programs at Wallace State Community College in Hanceville, Ala., can access—free of charge—a life coach to help them through their first year as a college student. The PAVES (Partnership for Accelerated Learning through Visualization, Engagement and Simulation) coaching program is an initiative aimed at keeping students in school, thereby improving their academic and employment outcomes. It is provided through a grant from the U.S. Department of Labor’s Trade Adjustment Assistance Community College and Career Training grant program. Wallace State-Hanceville leads a consortium that includes Central Alabama Community College and Wallace State-Selma sharing the $9.5-million grant.
The college programs for which the PAVES resources are offered at Wallace State include several advanced manufacturing and allied health programs, plus two transportation programs and one public safety program. Students apply to participate for up to 12 months of free coaching, and they can discontinue at any time. After one term using the program, Wallace State reported an increase in retention rates of its first-year students, with a 5.8 percent bump in the number of students returning in those programs.
The goal of coaching
The goal of the one-on-one “life coaching” or “success coaching,” as the college calls it, is to help students balance the demands of college, work and family life. Coaches also help students develop skills and habits needed for long-term success.
Filed under: Coaching,College