1. BEYOND ACCOMMODATIONS: HOW ACADEMIC COACHING SUPPORTS COLLEGE SUCCESS FOR STUDENTS WITH DISABILITIES
Alexis Petri, EdD
Ronda Jenson, PhD
Beyond Accommodations: How Academic Coaching Supports College Success for Students with Disabilities
Learning Outcome: (a brief statement of the knowledge participants will gain)
Participants will learn about the fundamentals of a person-centered approach to academic coaching that promotes self-determination and degree persistence for college students with disabilities.
KC-BANCS has found academic coaching to be beneficial to college students with disabilities. It is a person-centered approach that empowers students to set and achieve their goals. When students learn to set and work toward goals in their locus of control, they are learning a life skill that is useful in future classes as well as in their careers. This presentation will share insights and successes of academic coaching for college to career including student outcomes and operational insights for colleges and universities.
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

2. CONTEXT Funder: National Science Foundation, 2009-2014
Purpose: To shape pathway for people with disabilities to enter and advance in STEM careers
Direct interventions to college students with disabilities
Academic coaching
Career exploration
Research
Kansas City, Building an Alliance for New Careers in STEM (KC-BANCS) was funded by the National Science Foundation from 2009 – 2014 with the purpose of shaping a pathway for individuals with disabilities and veterans with service-connected disabilities to enter and advance in careers in science, technology, engineering, and math (STEM). The KC-BANCS project is forging that path by supporting the educational goals of these individuals, including veterans, who have the talent and career drive but often lack the necessary credentials for employment in STEM.
For the past five years KC-BANCS has provided several direct interventions to college students with disabilities; the intervention with the most traction was academic coaching. The KC-BANCS academic coaching model connected 167 college students with a disability with a Transition Navigator trained to provide support and encouragement as students set their own academic, career-building, and self-care goals for a semester and worked toward those goals. Through this process, KC-BANCS has collected data, and used the data to improve the academic coaching program.
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018

3. ACADEMIC COACHING RATIONALE
Students with disabilities often struggle in postsecondary education
Accommodations alone may not be enough for students to persist
Students with disabilities more likely to encounter barriers
Unsupportive faculty
Confusion/misinformation regarding services
Students with disabilities less likely to use additional campus resources
Earning a post-secondary degree is a national priority and colleges and universities have been developing programs to increase their retention and graduation rates. Because students with disabilities often struggle at colleges and universities, accommodations alone may not be enough for students to persist, especially in traditionally rigorous academic areas such as science and engineering. Students with disabilities are more likely to encounter barriers in the learning environment; to negotiate accommodations with unsupportive faculty; and to not use additional campus resources. In studies asking college students with disabilities about what helps or hinders their success in college, students commonly replied by describing confusion they experience in regard to accessing services, identifying the most appropriate services matching their academic needs (Garrison-Wade, 2012; Getzel, 2008; Gill, 2007; Kochhar-Bryant et al., 2009; Mellard, 2005; Rattin, 2001). Academic coaching is an approach designed to support academic success and engagement on campus. Academic coaching can provide students with a structure for self-determining support needs, setting goals, and reflecting on progress (Robinson & Gahagan, 2010) that makes an important difference for college students with disabilities in earning degrees.
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018

4. ACADEMIC COACHING MODEL
Based on the premises of Appreciative Advising.
Recognizes the natural “highs” and “lows” that occur within a semester.
Recognizes the individuality of student dreams and their paths toward achieving their dream.
For college students with disabilities, academic coaching begins with a conversation with a Transition Navigator about the students’ strengths, learning preferences and challenges, and level of participation in campus services and opportunities. This conversation leads into a discussion about academic, career, and self-care goals that can affect college success. These goals give focus to follow-up coaching conversations. When providing coaching, the Transition Navigators use an appreciative advising approach by “asking positive, open-ended questions that help students optimize their educational experiences and achieve their dreams goals, and potentials” (Bloom, Hutson, & He, 2008).
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018

5. COMPONENTS OF ACADEMIC COACHING PROGRAM
Goal setting is a critical piece of academic coaching because it gives intentionality to the coaching interaction (Robinson & Gahagan, 2010). Goals should be within the student’s locus of control and represent specific actions achievable in a semester or academic year. For example, a goal of improving the relationship with an instructor is not within the student’s control. However, if the student is struggling to grasp concepts covered in the course, setting a goal to meet with the instructor during office hours and follow-through with recommendations is reasonable. During regular coaching sessions, student and Transition Navigator reflect on goals and progress.
Meet with transition navigator
Set goals – short and long term
Check-in on goals (and other things that arise)
Participate in campus activities and special events
1. MEET WITH TRANSITION NAVIGATOR
2. SET GOALS – SHORT AND LONG TERM
3. CHECK IN ON GOALS (AND OTHER THINGS THAT ARISE)
4. PARTICIPATE IN CAMPUS ACTIVITIES AND SPECIAL EVENTS
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018

6. KC-BANCS APPROACH Student…
Meets with a Transition Navigator at least 5 times/year
Sets academic, career, and related personal goals
Reviews progress toward meeting goals
Revises goals as needed
Transition Navigator…
Facilitates reflection on setting goals
Directs student to resources and services related to goals
Provides reminders or other supports, if desired by student, to help keep student on track
An effective academic coaching model fosters empowerment through reciprocity and trust. In the KC BANCS model, building a trusting relationship is facilitated by a Transition Navigator who is knowledgeable of resources and strategies to assist student success, is a skilled communicator and listener, and is available to students. Reciprocity is facilitated through clear expectations for student active engagement in the academic coaching relationship as well as making the expectations for the Transition Navigator involvement clear.
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018

7. IMPLEMENTING WITH FIDELITY
SAMPLE
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018

8. DEMOGRAPHICS
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018

9. PARTICIPANTS (n=177) College student with disability = 60
Veteran with service connected disability = 107
Total = 167
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018

10. STUDENTS BY COLLEGE
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018

11. TOP DEGREES BY COLLEGE
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018

12. TYPES OF GOALS ACADEMIC CAREER PERSONAL Academic achievement
Professional organization involvement
Stress management
Transitions
Career planning
Life balance
Academic supports
Employment
Organizational and study skills
Persistence
Degree completion
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018

13. GOAL PROGRESS
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018

14. STUDENT ENGAGEMENT
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018

15. OUTCOMES
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018

16. EVALUATION FINDINGS (2014, FINAL)
82% utilized student resources each year
70% changed the way they studied
88% changed the way they interacted with professors
68% reported feeling supported by a professor/instructor
63% changed the way they interacted in class
90% changed the way they planned for their future career
73% reported of all KC-BANCS programs, the academic coaching was most beneficial
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018

17. QUESTIONS?
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018

18. MORE INFORMATION www.kcstemalliance.org
Alexis Petri, EdD
UMKC Institute for Human Development
Director of Interdisciplinary Training
Co-Principal Investigator, KC-BANCS
Ronda Jenson, PhD
Director of Research
Principal Investigator, KC-BANCS
KC BANCS - a program of the UMKC Institute for Human Development and School of Computing and Engineering in partnership with a STEM Alliance of educators, veterans, and industry professionals. KC BANCS is supported by the National Science Foundation under NSF Award Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
11/21/2018