Success of success_coaching
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Connecticut Distance Learning Consortium WWW.CTDLC.ORG State Agency Created in 1998
description
WCET Annual Meeting Presentation
Transcript of Success of success_coaching
Connecticut Distance Learning Consortium
WWW.CTDLC.ORGState Agency Created in 1998
Federal Fund for the Improvement of Post Secondary Education Grant (FIPSE)
Innovative Strategies in Community Colleges for Working Adults and Displaced Workers.
• FIPSE Grant Period: 3 years -- 01/01/2010 - 12/31/2012 • Institutional Partners: • Manchester CC (CT); Middlesex CC (MA);
Northwestern CT CC (CT); Passaic County CC (NJ)• Initial Pilot: Began 9/1/2010
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Additional funding Year Two from theDAVIS EDUCATIONAL FOUNDATION
Develop same service for adults in baccalaureate granting institutions
Added resources for help with transfer from Community Colleges
New Institutional PartnersCentral CT State UniversityUniversity of Hartford
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PROJECT GOALS• Increase persistence via a virtual network of Coaches who help
students articulate their academic, career and personal goals in an online “Success Plan”
• Identify best practices in delivering coaching online
• Provide virtual access to resources specifically designed to help adult learners understand the culture of post-secondary education
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Replicating a Successful Collaborative Model
• Cost effective
• Flexible coaching schedule allows evening & weekend sessions
• More coaching time available for students
• Shared resources
• Pool of expertise for planning, training and troubleshooting
• Support network for coaches
Collaboration Advantages
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Campus Specific Resources for each Student
General Resources Across the Program
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Scheduled 1:1 Coaching Sessions via web conferencing
Coaching must be clearly defined, refined, and practiced.
Students: • What is a coach?• How will this benefit me?
Coaches:• Am I an advisor?• Am I a counselor?• How do I balancing troubleshooting and planning in a
session?
Lessons Learned
Training Coaches: Challenges
• Troubleshooting vs. long-range planning• Urge to “fix” problems• Prescriptive mindset• Overwhelmed by number of student problems• Defining success for students vs. guiding them through decision-
making• Transactional distance• Campus-specific questions
Training CoachesUnderstanding the Platform: • F2F technical training• Online technical training• Online documentation in Coaches Resources section of ASC
Coaching Strategies: • F2F• Moodle classroom• Online documentation in Coaches Resources section of ASC• Phone conferences
Face-to-face training
• Modeling
• Role playing
• Sharing experiences with other coaching
• Collectively refining process
Training Coaches
Student Two: James is a white man in his early 60s. He had been a construction worker, but a back injury put an end to that career. He is enrolled in a job retraining program that is paying his college tuition. He is divorced and has no children. He lives in a small house with a mixed breed dog that he rescued after it had been hit by a car on one of his construction sites. James is not adjusting well to college. He is uncomfortable around the “kids” in his classes and is only going to school so he can receive benefits. He has a high school diploma, but often cut classes and had a C- average. He is enrolled in a general studies program, because he could not decide on a major. He does not think he is “college material,” and is suspicious of “book smart” people. He likes being outdoors and goes fishing to relax. He likes most sports, but can no longer play on his softball team because of his back problems. He does not enjoy reading, but loves Sudoku puzzles.
Training: Role-playing
The Success Plan
Training Coaches
Coaching Resources
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Greatest Challenge!! Student Engagement
If we build it, they WON’T necessarily come
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Different Institutional Implementations• Replicating online an existing face-to-face Academic Coaching
service
• Providing coaching as a component of an Adult Student Orientation course
• Targeting students at risk through student support programs
• Value-added component of registration in an online program
• All out, cross-campus Marketing efforts
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Lessons Learned• Replicating an existing on campus program was most effective
• Clarify purpose- What is Coaching? Intended outcomes?
• Partner with Directors of programs with known retention challenges
• Create buy in with Key Players on campus from the start
• Provide Coaching as a Targeted Solution
• Support Institution-Specific Programs
ContactsCarolyn Rogers
Director of Academic ServicesCT Distance Learning [email protected]
Bonnie RiedingerDirector of eLearningUniversity of New [email protected]
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