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MDC Coaching and Mentoring Overview


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MDC Coaching and Mentoring Overview

  1. 1. Coaching and Mentoring Overview 1 Klimt, Gustav. The Tree of Life. c.1909. Oil on canvas.
  2. 2. The Art of Coaching and Mentoring Coaching & mentoring is a collaborative development process that intentionally connects members of the College community with students to help them clarify and realize their educational and career goals. 2
  3. 3. Coaching and Mentoring Overview • Some MDC academic departments have dedicated, in-house academic advisors. • Other departments have structured faculty advisement processes. • Many faculty are involved in ongoing coaching and mentoring of students in and outside classroom Goal of Coaching and Mentoring effort Institutionalize best practices and expand the number of students participating. 3
  4. 4. “Better than a thousand days of diligent study is one day with a good teacher.” - Japanese Proverb
  5. 5. Coaching and Mentoring is a collaborative teaching and learning process that: • Aligns student’s abilities and interests with academic and career planning • Empowers students to be proactive partners • Supports informed decision-making • Builds/reinforces critical thinking skills by o Emphasizing planning and problem-solving o Focusing on goal-oriented solutions o Overcoming obstacles 5
  6. 6. Coaching and Mentoring combines the best of teaching, personal mentoring and career counseling.  Coordinates student’s learning experiences with course and career planning, extracurricular opportunities and academic progress reviews.  Adapts pedagogy and classroom skills to one- on-one and small group settings.  Helps students grow and make the most of choices and experiences. 6
  7. 7. MDC Coaching & Mentoring Model 7
  8. 8. The MDC Coaching and Mentoring Model connects students to assigned professional resources from admission through graduation at three critical stages.
  9. 9. MDC Coaching and Mentoring Model: 3 Stages of Support Admissions through Orientation Orientation through 25% Benchmark 25% Benchmark through Graduation 1 2 3
  10. 10. At each stage, the student has a primary point of contact at MDC.  Seamless transitions from one stage/advisor to the other.  Supported by processes and technology for information sharing and communication. 10
  11. 11. Stage 1: Admission Through Mandatory Orientation Primary Contact: Pre-College Advisors, Recruiters and New Student Centers Activities: Pre-enrollment advising to get off to the right start. Welcome, financial aid information, themed monthly activities, personal connections, documentation reminders Implementation Piloted in Spring 2013 for First Time in College, Direct Entry students 11
  12. 12. Stage 2: Mandatory Orientation Through 25% Benchmark Primary Contact: Professional Student Services Advisor Activities: Start creation of academic/career plan aligned with student interests. Mandatory online and campus orientation, engagement activities, non- cognitive and career assessments, one-on-one advising, IEP (initially first year only). Implementation Version 1.0 implemented in Summer 2012 for FTIC-Direct Entry 2012-1/2; Version 2.0 implemented in Summer 2013 for FTIC-Direct Entry 2013-1/2 12
  13. 13. Stage 3: 25% Benchmark to Graduation Primary Contact: Academic Coach and Mentor (Faculty, Department Advisors, Department Chairs) Activities: Support students with more specific academic and career advice linked to program of study. Complete IEP, academic progress reviews, service learning and internship opportunities, transfer and career planning, mentorship. Implementation: Implemented late Spring 2013 for FTIC-Direct Entry students who enrolled in 2012-1/2. Image placeholder 13
  14. 14. Balancing Long Term and Short Term Goals 14 Over time, a comprehensive and sustainable process for all students. • Students choose academic pathway and develop full IEP within first year. • Coaches and mentors focus on broader academic and career support.
  15. 15. Balancing Long Term and Short Term Goals 15 Long Term Goals • Establish primary contact • Set expectations and goals • Begin to develop relationship based on principles of success • Establish expectations of further communication Short Term Needs • Complete IEP • Find solutions to IEP problems • Stimulate on-time registration for fall classes
  16. 16. Coaching and Mentoring: Best Practices • Establish expectations – Ongoing communication and interaction – Individual roles and responsibilities • Understand the uniqueness of every student • Identify student strengths and weaknesses and assess how to build on/complement them • Discern what the student is saying and not saying • Suggest new/additional options or solutions • Work together to achieve common goals • Help others help themselves 16