Academic Coaching Research Articles

Determining roles and best practices when using academic coaches in online learning

IntroductionAs the need for more BSN-prepared nurses continues to grow, so does the impact of online learning as a higher education delivery model. One of the challenges in meeting the demand for more BSN prepared nurses is the nursing faculty shortage. Another challenge is nursing faculty trained in the delivery of online education. One strategy to adequately meet the needs of this growing online student population is the use of academic coaches. MethodsA qualitative exploratory methodology was used to acquire insight related to the use of academic coaches in online nursing classrooms and how they were used in similar programs. ResultsAll participant programs utilize 7-week accelerated sessions in online classrooms. The four emerging themes of (1) overall expectations, (2) onboarding and orientation, (3) academic coach oversight and the use of (4) best practices demonstrated how the role of academic coaches was operationalized in online classrooms. DiscussionOverall, the programs utilized academic coaches similarly. Well defined communication strategies are necessary for the academic coach model to be effective.

The Development and Effectiveness Verification of the Academic Coaching Program to Improve Self-directedness of University Students

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A Delphi Study on the Outcome Criteria of Academic Coaching for College Students: Focus on the Academic Coaching Program at K University

A Delphi Study on the Outcome Criteria of Academic Coaching for College Students: Focus on the Academic Coaching Program at K University

The Evaluation of the International Sportsman Special School Coaching Program

This research is aimed to evaluate the quality of the International Sportsman School in East Kalimantan. The evaluations are context, input, process, and product. The CIPP model developed by Sufflebeam is used as a method. The results revealed that the context reviewed from the background and purpose of the establishment has been following the need for coaching the young athletes. Input selection shows that the athlete distribution in 10 districts has not spread equally, yet. Moreover, the infrastructures need more intensive improvement and treatment. Process evaluation shows that the implementation of the academic process and achievement coaching has been following the existing criteria. Then, the product evaluation shows that the academic report is good enough. But, for certain sports, it needs additional improvement in the achievement of all aspects. Hence, it can be concluded that the success of nursery, coaching, training, and management of the International Sports School cannot be separated from the human resources and other supporting systems such as funding and infrastructure.

Assessing the Effectiveness of a Coaching Intervention for Students on Academic Probation

ABSTRACT Institutions of higher education develop probation policies for students struggling academically. Studies of academic probation programs have not investigated effects related to individualized academic coaching models designed to enhance student sense of belonging and self-efficacy. This study examines variation in attendance at coaching meetings using longitudinal administrative records of students on probation at a public institution in the Northeastern US. We estimated unbiased effects of this academic probation intervention on earned GPA using fixed effects regression methods. Findings demonstrated a moderate-to-large effect that was robust to various specifications of the intervention. We discuss recommendations for practice, including the need to be proactive, collaborative, and flexible to keep students accountable.

Reflective Practice: Perceived Expectations of Parental Involvement in Underserved and Under-resourced Communities and the Development of Viable Strategies and Partnerships

This paper explores the concept of school and community partnerships and their impact on positive student outcomes. My primary focus as a reflective practitioner was to examine the role of parents in this school–community dynamic. School and community are not two separate entities but interwoven through the commitment and support of the children and families they serve. There is a need to identify strategies to assist and empower parents to become more effective learning partners. Friends of Bright Minds Community Prep (FBMCP) sought to address some of the concerns by developing a Parent Academic Coaching Empowerment (PACE) Curriculum; which utilized authentic and holistic approaches rooted in empirical research conducted by Dr. Joyce Epstein’s, involving the six types of parental involvement. It is incumbent for schools and communities (specifically through community-based organizations) to create viable partnerships with the goal of student achievement within the school setting. As a practicing scholar, there is an opportunity for ongoing inquiry, reflection, and discovery. Keywords: community-based organizations, parent advocacy, parental involvement, school–community partnerships, parent mentoring, parent coaching

Reflective Practice: Perceived Expectations of Parental Involvement in Underserved and Under-resourced Communities and the Development of Viable Strategies and Partnerships

This paper explores the concept of school and community partnerships and their impact on positive student outcomes. My primary focus as a reflective practitioner was to examine the role of parents in this school–community dynamic. School and community are not two separate entities but interwoven through the commitment and support of the children and families they serve. There is a need to identify strategies to assist and empower parents to become more effective learning partners. Friends of Bright Minds Community Prep (FBMCP) sought to address some of the concerns by developing a Parent Academic Coaching Empowerment (PACE) Curriculum; which utilized authentic and holistic approaches rooted in empirical research conducted by Dr. Joyce Epstein’s, involving the six types of parental involvement. It is incumbent for schools and communities (specifically through community-based organizations) to create viable partnerships with the goal of student achievement within the school setting. As a practicing scholar, there is an opportunity for ongoing inquiry, reflection, and discovery.

The Academic Coach: A Program for Nursing Student Success.

According to the U.S. Census, 63.7% of the population is Caucasian, whereas 36.3% are minorities. In the United States, 33.1% of RNs are considered ethnic minorities whereas in Nebraska only 6.3% of RNs are minorities. Specific measures are needed to prepare a more diverse nursing workforce. The use of specific supportive methods directed toward educationally disadvantaged and minority nursing students may improve retention. The University of Nebraska Medical Center College of Nursing-implemented the Health Resources and Services Administration funded Generation Link to Learn (LTL) to help educationally disadvantaged students to be successful in a baccalaureate nursing degree (BSN) program of study. Students in the LTL program were successful in the BSN program, with 88% (24 of 27) of students graduating. Multiple supports, including robust academic coaching and scholarships, are effective strategies to help educationally disadvantaged nursing students. [J Nurs Educ. 2019;58(11):661-664.].

Academic coaching: Insights from the medical student’s perspective

Purpose: With the growing recognition of the role of coaching in competency-based medical education, many medical education training programs are investing significant resources into developing coaching programs. However, there is a lack of rigorous research on academic coaching programs in medical education and recommended coaching practices are based on expert opinion without incorporating the student perspective. The aim of this study was to investigate factors that affect a students’ perception of a successful coaching experience. Materials and method: This was a qualitative study performed in November 2018 at a medical school in the United States with a formal coaching program. Appreciative inquiry was the theoretical framework used to develop the question guide. The authors facilitated two focus groups and then used Colaizzi’s phenomenological analysis approach to analyze the transcripts. Results: A total of 21 students participated in the focus groups. The analysis revealed four themes that describe students’ perceptions of successful coaching experiences: coach attributes, relational skills, coaching skills, and utilization of coaching. Each of these themes had specific dimensions. Conclusions: The findings from this study illuminate the student stakeholder perspectives on successful coaching relationships, and should be considered when developing a coaching program and faculty development.

Teacher Qualification Characteristics and Secondary School Students’ Mathematics Achievement: A Quantitative Study

Many Grade 12 Caribbean Secondary Education Certificate (CSEC) Mathematics examination registrants are consistently underperforming due to their inability to grasp basic mathematical concepts (Caribbean Examinations Council, 2006-2016). The purpose of this research was to examine the relation and association between five Teacher Qualification Characteristics (TQCs) and students’ 2016 CSEC Mathematics achievement at two secondary schools in the British Virgin Islands (BVI). A sample size of 113 participants were incorporated in this research (N=105 students and N=8 teachers). These teachers taught these students CSEC Mathematics during the year of examination, 2015-2016. The Spearman’s rho correlation revealed that there was a statistically significant positive relationship between teacher qualification, teacher certification, and teacher Mathematics teaching experience and students’ ordinal grades at [r=.416; p=.000 < ?=.001], [r=.235; p=.016 < ?=.05], and [r=.20; p=.041 < ?=.05] respectively. Similarly, the chi-square output showed a statistically significant association between teacher qualification, teacher certification, and teacher Mathematics teaching experience and students’ ordinal grades at [p=.000 < ? =.001], [p=.010< ? =.05], and [p=.003< ? =.05] respectively. On two occasions, the Bonferroni adjustment was used. For both tests, professional development and academic coaching were not statistically significant.

Coaching Toward Completion: Academic Coaching Factors Influencing Community College Student Success

Aligned with the American Association of Community College’s 21st Century Initiative for community college completion, coaching has emerged in higher education as a promising practice for student support. Although hundreds of community colleges have implemented coaching programs, few studies have explored the practice of coaching and its relationship with student success. This study examines the influence of specific coaching factors, including the frequency, nature, and contact modes, on community college student persistence. The study utilizes a secondary data set collected by the Ohio Association of Community Colleges. The analysis of the records of 5,808 students from 15 Midwest community colleges engaged in a Coaches Program shows that 31.5% of the variance in credit-hour completion can be explained by 17 factors related to student demographics, community college characteristics, and coaching factors. This established relationship between coaching factors and credit-hour completion is an important contribution of the study to existing research.

Differences in Coaching Needs Among Underrepresented Minority Medical Students.

Little is known about how the academic coaching needs of medical students differ between those who are racially, ethnically, and socially underrepresented minority (RES-URM) and those who represent the majority. This single-site exploratory study investigated student perceptions and coaching needs associated with a mandatory academic coaching program, and coaches' understanding of and preparedness to address these potentially differing needs. Coaching needs of second- and third-year medical students were assessed using two initial focus groups and two validation focus groups, one consisting of RES-URM students and the other majority medical students. Coaches were assessed using a cross-sectional self-administered survey designed to determine their perceptions of differing coaching needs of students Results: Seven themes emerged from the student focus groups. Three of these reflected the coaching relationship, and four reflected the coaching process. RES-URM students expressed stress around sharing vulnerability that was not expressed among majority students. Sixty-eight percent of coaches expressed that RES-URM students would not have differing needs of their coaches. Coaches self-rated as being somewhat (45%), moderately (29%), or very (13%) skilled at coaching RES-URM students. RES-URM students cite different coaching needs than majority students that most coaches do not recognize. Faculty and program development regarding these unique needs is warranted.

The Effectiveness of Student Coaching in Community Colleges

ABSTRACT Many community colleges consider non-academic supports as a way to improve student retention and achievement. Past studies on the effects of coaching, mentoring, advising, and other non-academic supports yielded evidence for the effectiveness of these interventions to promote student outcomes. In addition, some suggested that the effects were stronger for more intense programs, as measured by meeting frequency. However, less was known about the effectiveness of these programs at community colleges or in cases where the intervention only lasts one semester. Our evaluation added to the body of rigorous research on the effects of academic coaching by applying a quasi-experimental design to analyze the outcomes of a short-term coaching intervention – the InsideTrack Coaching program – at two Montana community colleges. Using propensity score matching, the results showed positive impacts of short-term coaching, particularly for more intense coaching (two or more meetings in a semester), on student retention and achievement measures. These findings had implications for the types of short-term, high impact student support programming that community colleges might implement.

Academic coaching for learners in medical education: Twelve tips for the learning specialist

As medical education moves toward a competency-based model of teaching and learning, the need for individual academic coaching has increased. However, coaching for improving academic performance is underexplored relative to coaching for the improvement of technical skills. This manuscript introduces 12 tips for developing academic coaching skills (in the context of one-on-one coaching encounters as well as that of the broader learning and teaching environment) that promote lifelong learning habits. These tips were developed by drawing upon relevant literature from coaching (across disciplines), educational linguistics, the learning sciences, and my experiences as a medical education learning specialist. Key considerations for impactful academic coaching include critical self-reflection (for both the learner and learning specialist), dialogic interpersonal communication, collaborating with student leaders and faculty, and facilitating the development of self-regulated, lifelong learning skills.

Measuring Coaching in Undergraduate Medical Education: the Development and Psychometric Validation of New Instruments.

Coaching is emerging as a novel approach to guide medical students toward becoming competent, reflective physicians and master adaptive learners. However, no instruments currently exist to measure academic coaching at the undergraduate medical education level. To describe the development and psychometric assessments of two instruments designed to assess academic coaching of medical students toward creating a robust measurement model of this educational paradigm. Observational psychometric. All medical students in the 2014 and 2015 cohorts and all their coaches were invited to complete the instruments being tested, which led to 662 medical student responses from 292 medical students and 468 coaching responses from 22 coaches being included in analyses. Medical student response rates were 75.7% from 2014 and 75.5% from 2015. Overall, the coaches' response rate was 71%. Two 31-item instruments were initially developed, one for medical students to assess their coach and one for faculty coaches to assess their students, both of which evaluated coaching based on definitions we formulated using existing literature. Each was administered to two cohorts of medical students and coaches in 2015 and 2016. An exploratory factor analysis using principal component analysis as the extraction method and Varimax with Kaiser normalization as the rotation method was conducted. Eighteen items reflecting four domains were retained with eigenvalues higher than 1.0 for medical students' assessment of coaching, which measured promoting self-monitoring, relationship building, promoting reflective behavior, and establishing foundational ground rules. Sixteen items reflecting two domains were retained for the faculty assessment of coaching with eigenvalues higher than 1.0: the Practice of Coaching and Relationship Formation. We successfully developed and psychometrically validated surveys designed to measure key aspects of the coaching relationship, coaching processes, and reflective outcomes. The new validated instruments offer a robust measurement model for academic coaching.

IMPLEMENTASI MANAJEMEN PERGRURUAN TINGGI (STUDI KASUS PADA PTKIS KOPERTAIS WILAYAH VII SUMATERA SELATAN)

This research was motivated by the facts and phenomena in the development of government policies on higher education governance that were getting tighter, hence “Perguruan Tinggi Keagamaan Islam Swata (PTKIS) requires more intensive administrative and academic coaching, in order to require standard of higher education. The aim of this study was to analyze the problems of private Islamic higher education institutions in Region VII Kopertais in increasing SNP in South Sumatra and how the management of the development of private Islamic higher education in Kopertais VII in increasing SNP in South Sumatra. The researchers used qualitative with the type of descriptive analysis research.Tthe data sources in this study were the Head of the Kopertis II Sumbagsel, Islamic Religious College Leaders, lecturers and employees under the Kopertis II Sumbasel. The research approach uses a Sociological and Phenomenological approach. The results show that PTKIS has tried to carry out a phase of awareness building, physical facilities, academic development, and taking measurements and awards.

Exploring the Effectiveness of Academic Coaching for Academically At-Risk College Students

The purpose of this study, which was conducted over the course of five semesters at one institution, was to determine the effectiveness of the Academic Coaching for Excellence (ACE) program for academically at-risk students. The study utilized archival data, which had been collected by the Center for Academic Retention and Enrichment Services (CARES), for 1434 undergraduate students in a cohort-based, nonequivalent groups post-tests design. Results indicated that full- and part-time students who participated in academic coaching had significant GPA increases, were more likely to earn at least a 2.00 GPA in the intervention semester, and were more likely to be retained at the university the following semester than were those students who did not participate in the program. Implications for higher education professionals are discussed.

Senior NCLEX-RN Coaching Model: Development and Implementation.

A host of interventions have been used to improve NCLEX outcomes, yet scant evidence exists to show the influence of academic coaching on pass rates. To improve NCLEX confidence/readiness and pass rates in a baccalaureate nursing program, an NCLEX Coaching Model was developed and implemented. Senior students were paired with faculty for 6 weeks of NCLEX coaching. Students self-assessed strengths, risk factors, and challenges related to NCLEX preparation. Coaches and students co-developed the NCLEX Preparation and Success Plan using standardized NCLEX predictor scores. Success plans represented individualized preparation strategies focused on specific NCLEX Client Needs categories. National Council Licensure Examination confidence/readiness scores improved significantly, and first-time NCLEX pass rates improved slightly after coaching. An NCLEX Coaching Model can build student confidence/readiness and promote NCLEX success among nursing students. Peplau's Theory of Interpersonal Relations was useful in guiding development and implementation of a coaching model.

Letters to a New Student: Tips to Study Smarter from a Psychologist

Letters to a New Student is a study skills book with a twist. You decide how to read it. Based on a series of short, informal, problem page letters that you can read in any order, the book uses principles of human psychology, teaching, and coaching practice to offer a refreshing approach to study skills and learning techniques. The letters form a brief ‘survive and thrive’ study guide to work smarter not harder and offer advice on topics such as motivation, stress, revision, and assignments. It’s a tried-and-tested, blueprint to make information stick with less effort. The book takes a holistic approach to learning. It covers health and wellbeing, the ‘nuts-and-bolts’ shortcuts, the obstacles, and the pitfalls. It also includes short learning principles and cross-references to other entries, with practical advice in response to the frequently asked questions many students ask during their studies. Letters to a New Student is for any student under pressure, parents and family who want to offer support, or anyone with interest in lifelong learning. It’s written by a psychologist, teacher, academic coach, and advice columnist, with over 20 years professional experience.

Academic coaching and decision analysis: Ways of deciding whether to pursue an academic career

We analyzed and compared the decision-making processes underlying two approaches that academics might use to decide whether to pursue a professorship or an alternative career: academic coaching (a paid service that supports academics with career-related issues) and decision analysis (a method for applying decision theory to real-world decision problems). To this end, we conducted in-depth expert interviews with seven out of 11 academic coaches known to work in Berlin to examine empirically the career decision-making process that they use. Moreover, we demonstrate theoretically how decision analysis can be applied to an academic’s hypothetical career choice problem. A comparison of the two approaches showed that they both advise (i) structuring the decision problem by dividing it into smaller components, (ii) using the academic’s objectives to generate career alternatives, and (iii) quantifying the uncertainty of decision outcomes using subjective probabilities. Moreover, the observed differences in the way the two approaches structure the decision problem suggest ways in which they could inform each other: (i) they could make use of each other’s techniques to help academics define their objectives and generate career alternatives; (ii) academic coaching could, in addition, use decision trees (a hallmark of decision analysis) to represent the structure of the career decision problem, and use simple measurement scales to quantify how much the career options contribute to the academic’s objectives.