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

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. Advising as Coaching
Freddy Rodriguez
Ruth Correa
Gilda Nunez

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. 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. 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. 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. Advising as Coaching & Role Play
Moser, 2011

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. Role Play Scenarios

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. Discussion and
Questions