#UNTAdv14 Advising as Coaching: Get Results with realistic Advising Strategies


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Advising as Coaching: Get Results with realistic Advising Strategies by Freddy Rodriguez
2014 UNT Advising Conference #UNTAdv14
May 22, 2014
Collin College - Preston Ridge Campus

Published in: Education, Health & Medicine
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#UNTAdv14 Advising as Coaching: Get Results with realistic Advising Strategies

  1. 1. 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
  2. 2. Advising as Coaching Freddy Rodriguez Ruth Correa Gilda Nunez
  3. 3. 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
  4. 4. 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
  5. 5. 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
  6. 6. Advising & Advising as Coaching The Advising Process The Advising as Coaching Model Preparation Greeting Rapport Building ADVISE Student Wrap up Follow-up Moser, 2011
  7. 7. Advising as Coaching & Role Play Moser, 2011
  8. 8. 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 Peak Registration Non-Peak Registration 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
  9. 9. Role Play Scenarios
  10. 10. 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).
  11. 11. Discussion and Questions