Can I email you to see how it went?

Based on what we talked about, what will you do when you return to work to address this challenge?

What have you thought about doing to address it? Have you considered . . . (give some suggestions of your own)?

What is one of your challenges at work right now that you feel you can do something to improve?

While you’re waiting, please find a partner and ask them the following five questions

Moser, 2011

Advising as Coaching

Freddy Rodriguez

Ruth Correa

Gilda Nunez

Objectives

• Advising as Coaching

-Self-authorship and Advising: Four phases

• The Advising Process

• The Advising as Coaching Model/Explanation- Role Play

• Advising as Coaching at Mountain View College

• Role Play Scenarios

• Conclusion

Academic Coaching Research

• Lake Tahoe Community College (Green, 2004)

• Swartz, Prevatt, and Proctor (2005) documented significant improvements among college students with attention deficit/hyperactivity disorder in study skills and learning strategies.

• Elementary and secondary schools (Pierson, 1996)

• Business that trains academic coaches http://www.insidetrack.com

Moser, 2011

Advising As Coaching: Self-Authorship and Advising’s Four Phases

Self-authorship is a way of knowing in which students integrate their understanding that knowledge is socially constructed, changeable, and contextual (cognitive dimension) with their internally grounded sense of who they are and what they believe in (intrapersonal dimension) in ways that allow for healthy, mutually beneficial relationships with diverse people (interpersonal dimension). (p. 20)

• Getting acquainted;

• Encouraging the student to reflect on important experiences of his or her choosing;

• Encouraging the student to interpret those reflections

• Concluding the Conversation

– Pizzolato, Magolda and King (Winter 2008)

Moser, 2011

Advising & Advising as Coaching

The Advising Process The Advising as Coaching Model

Preparation

Greeting

Rapport Building

ADVISE Student

Wrap up

Follow-up

Moser, 2011

Advising as Coaching & Role Play

Moser, 2011

Advising as Coaching Model

at Mountain View College

Pre- Advising, Career Assessment and Program of Study

Online Registration (Coach Students, SLO)

Registration

One on One

Group Advising

Student Satisfaction Survey

1st Follow-up

Career Assessment

Program of Study

Transfer Information and Activities

Preparation for Next Semester

SLO

2nd Follow-up

Course/Non-Course Base Options

Campus Resources/ Student Services

OSL Workshops

Transfer Information and Activities

Preparation for Next Semester

SLO

3rd Follow-up

Preparation for Final Semester

Graduation Requirements

Transfer Timeline

Transfer Information and Activities

SLO

Advising as Coaching

Model

Pe

ak

Re

gistration

No

n-P

eak

Re

gistration

Advising Curriculum

Career Assessment

(TC,TSI)

Preparation for Next

Semester (TC,TSI)

Program of Study (TC,TSI)

Transfer Information and

Activities (TC)

Course/Non-Course Based

Options (TSI)

Campus/Community

Resources (TC,TSI)

OSL Workshops

SLOs

Graduation

Requirements/Plan(TC)

Pre-Advising

Rodriguez, 2013

A-D-V-I-S-E

A-D-V-I-S-E

A=Active Listening D=Determine Desire, Dream, Problem V= eValuate I=Identify Options S=Select Options E=Engage and Evaluate

Role Play Scenarios

Conclusion • In conclusion, this model is both simple and

effective. It can be used in circumstances where an advisor has either a lot of time to engage with a student or when limited time is available. It works similarly well whether the advisor using a developmental advising approach, a coaching approach, or other approaches. It also fosters the goal of encouraging student responsibility by supporting a question-oriented approach as opposed to a prescriptive approach to advising. (Moser, 2011).

Discussion and Questions