Presentation on theme: "CRLA Conference Friday, November 8, 2013 Presented by Lisa Johns, M.A., & Sapna Naik, M.Ed."— Presentation transcript:
CRLA Conference Friday, November 8, 2013 Presented by Lisa Johns, M.A., & Sapna Naik, M.Ed.
Lisa Johns, M.A. Director of Learning Assistance & Assessment Tomas Rivera Center The University of Texas at San Antonio Lisa.Johns@utsa.edu Sapna Naik, M.Ed. Doctoral student Higher, Adult, and Lifelong Education Michigan State University firstname.lastname@example.org
Context Conceptual framework Cognitive qualities Non-cognitive qualities Evaluating qualities Building qualities References and resources What do you want from this presentation?
Tomas Rivera Center’s Student Support Services Learning Assistance Workshops Academic Coaching Supplemental Instruction Tutoring
A quality academic coaching program depends on quality staff Quality staff ensure accurate and consistent services Coaches with the cognitive and non-cognitive qualities we will discuss allow us to give students quality support
Staff turnover Ineffective staff High job expectations Students needs are unmet and they do not return Students spread the (negative) word Faculty do not send students
Academic coaching is defined in terms of coaching and mentoring (Parlsoe & Leedham, 2009), in which a more experienced person helps a student learn skills rather than teaching content Wlodkowski’s (2008) characteristics of a motivating instructor include expertise, empathy, enthusiasm, clarity, and cultural responsiveness
Dr. Page Smith’s (personal communication, November 30, 2012) factors for leadership, grounded in John Maxwell’s work are teachability, initiative, passion, courage, and encouragement Vygotsky’s socioconstructivist perspective (as cited in Wlodkowski, 2008) Bandura’s self-efficacy work (as cited in Wlodkowski, 2008)
What do you think are some qualities of successful academic coaches?
Knowledge of academic skills Learning and Study Strategies Inventory (LASSI – Weinstein, Schulte, & Palmer, 2013) ▪ Use in coaching undergraduate students ▪ Covers three main areas: skill, will, and self-regulation ▪ Includes scales on such strategies as informational process, test strategies, attitude, motivation, and time management
4 Domains Academic Research Writing Professional Development
Based on previous research and Smith’s and Wlodkowski’s models already described
Five qualities Teachability Encouragement and enthusiasm Cultural responsiveness Self- efficacy Empathy
Willingness to learn Desire to learn Asking questions Prompting discussions Applying newly learned knowledge Incorporating new techniques (P. Smith, personal communication, November 30, 2012)
Evident in those who show they care about material and students Relay the ability to be genuine through appropriate support (P. Smith, personal communication, November 30, 2012)
Awareness and respect for students’ culture and diversity Willingness to become educated about and show regard for students’ customs (Wlodkowski, 2008)
A “belief in one’s capabilities to organize and execute the courses of action required to produce given achievements” (Bandura, as cited in Wlodkowski, 2008)
Understanding students’ goals while being able to adapt and keep the students’ perspectives in mind (Wlodkowski, 2008)
Examples Give me an example of a problem you had in college or graduate school and how you solved it. (empathy, self-efficacy, cognitive skills) Dr. Brosnan, a new faculty member, emails you asking for a presentation on American Sociological Association citation style, a topic we have never before been asked to present. What do you do? (cognitive skills, teachability, encouragement and enthusiasm) Academic coaching is one of the duties included for this position. How would you assist a master’s student who is having a hard time getting through all their readings for class? What approach would you use with a first semester international student? (empathy, cognitive skills, cultural responsiveness)
Look for non-judgmental answers – empathy problem-solving skills, research skills, critical thinking – cognitive reaching out to experts and asking questions – teachability displaying a genuine desire to learn about the position and the students we serve – encouragement and enthusiasm
Interview 1 Hour “Round Robin” style Written responses to “How do you describe your approach to student learning/development?” 5-7 minute presentation on a topic relevant to the student population (Graduate or Undergraduate) Questions from candidates are encouraged at the end of the meeting
Training Knowledge Skills development Manual: http://utsa.edu/trcss/assistance/other_profession als.html On-going professional development Staff meetings Conferences
TRC Academic Coaching Manual Welcome and Mission: The Tomás Rivera Center Learning Assistance program helps students at all levels of their academic career in achieving their educational goals through the acquisition and development of transferable skills. Learning Assistance meets students’ needs through a variety of services, such as academic coaching, workshops, thesis/dissertation groups, writing institutes, online resources, and outreach services. The Learning Assistance program supports the TRC mission to put students first.
Chapter 1: What is Academic Coaching? Chapter 2: Guiding Theories Chapter 3: Populations Served Chapter 4: Study Skills Chapter 5: Research and Writing Concerns Chapter 6: Troubleshooting Chapter 7: Forms Chapter 8: Campus Resource Directory
Parsloe, E., & Leedham, M. (2009). Coaching and mentoring: Practical conversations to improve learning (2 nd ed.). Philadelphia, PA: Kogan Page. Weinstein, C. E., Schulte, A. C., & Palmer, D. R. (2013). LASSI (Learning and study strategies inventory). Retrieved from http://www.hhpublishing.com/_assessments/LASSI Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (3 rd ed.). San Francisco, CA: Jossey-Bass.
Questions? Lisa Johns – email@example.com Sapna Naik – firstname.lastname@example.org