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Cognitive and Non-Cognitive Qualities of Successful Academic Coaches
CRLA Conference Friday, November 8, 2013Presented by Lisa Johns, M.A., & Sapna Naik,
M.Ed.
About the presenters
Lisa Johns, M.A.Director of Learning Assistance & Assessment
Tomas Rivera CenterThe University of Texas at San Antonio
Sapna Naik, M.Ed.Doctoral student
Higher, Adult, and Lifelong EducationMichigan State University
Agenda
Context Conceptual framework Cognitive qualities Non-cognitive qualities Evaluating qualities Building qualities References and resources
What do you want from this presentation?
Context – UTSA & TRC
Tomas Rivera Center’s Student Support Services
Learning Assistance
Workshops
Academic Coaching
Supplemental Instruction
Tutoring
Context – Staff and students
Students Sessions
2011-2012(1) FTE ,(1) 75% TE, (2) Interns
Undergraduate Academic Coaching
264 655
(1.5) FTE’s, (.5) 50% TE, (1.5) 50% Temp Employee
Graduate Academic Coaching
240 878
2012-2013(1) FTE, (1) 75%TE, (2) Interns
Undergraduate Academic Coaching
257 578
(2) FTE’s, (1) 50% Temp Employee
Graduate Academic Coaching
148 694
Our assumptions
A quality academic coaching program depends on quality staff
Quality staff ensure accurate and consistent services
Coaches with the cognitive and non-cognitive qualities we will discuss allow us to give students quality support
Our interest in this topic
Staff turnover
Ineffective staff High job expectations Students needs are unmet and they do
not return Students spread the (negative) word Faculty do not send students
Conceptual framework
Academic coaching is defined in terms of coaching and mentoring (Parlsoe & Leedham, 2009), in which a more experienced person helps a student learn skills rather than teaching content
Wlodkowski’s (2008) characteristics of a motivating instructor include expertise, empathy, enthusiasm, clarity, and cultural responsiveness
Conceptual framework, cont. Dr. Page Smith’s (personal
communication, November 30, 2012) factors for leadership, grounded in John Maxwell’s work are teachability, initiative, passion, courage, and encouragement
Vygotsky’s socioconstructivist perspective (as cited in Wlodkowski, 2008)
Bandura’s self-efficacy work (as cited in Wlodkowski, 2008)
Cognitive & non-cognitive qualities
What do you think are some qualities of successful academic coaches?
Cognitive factors – undergrad
Knowledge of academic skills Learning and Study Strategies Inventory
(LASSI – Weinstein, Schulte, & Palmer, 2013)▪ Use in coaching undergraduate students▪ Covers three main areas: skill, will, and self-
regulation▪ Includes scales on such strategies as
informational process, test strategies, attitude, motivation, and time management
Cognitive factors – graduate
4 Domains Academic Research Writing Professional Development
Non-cognitive factors
Based on previous research and Smith’s and Wlodkowski’s models already described
Non-cognitive factors
Teachability
Willingness to learn Desire to learn Asking questions Prompting discussions Applying newly learned knowledge Incorporating new techniques
(P. Smith, personal communication, November 30, 2012)
Encouragement and enthusiasm
Evident in those who show they care about material and students
Relay the ability to be genuine through appropriate support
(P. Smith, personal communication, November 30, 2012)
Cultural responsiveness
Awareness and respect for students’ culture and diversity
Willingness to become educated about and show regard for students’ customs
(Wlodkowski, 2008)
Self-efficacy
A “belief in one’s capabilities to organize and execute the courses of action required to produce given achievements”
(Bandura, as cited in Wlodkowski, 2008)
Empathy
Understanding students’ goals while being able to adapt and keep the students’ perspectives in mind
(Wlodkowski, 2008)
Evaluating qualities
Application materials Application Resume Cover letter Writing sample
Interview Questions Presentation
Evaluating qualities, cont. Examples
Give me an example of a problem you had in college or graduate school and how you solved it.
(empathy, self-efficacy, cognitive skills) Dr. Brosnan, a new faculty member, emails you asking for a
presentation on American Sociological Association citation style, a topic we have never before been asked to present. What do you do?
(cognitive skills, teachability, encouragement and enthusiasm) Academic coaching is one of the duties included for this position.
How would you assist a master’s student who is having a hard time getting through all their readings for class? What approach would you use with a first semester international student?
(empathy, cognitive skills, cultural responsiveness)
Evaluating qualities, cont.
Look for non-judgmental answers – empathy problem-solving skills, research
skills, critical thinking – cognitive reaching out to experts and asking
questions – teachability displaying a genuine desire to learn
about the position and the students we serve – encouragement and enthusiasm
Evaluating qualities, cont.
Interview 1 Hour “Round Robin” style Written responses to “How do you
describe your approach to student learning/development?”
5-7 minute presentation on a topic relevant to the student population (Graduate or Undergraduate)
Questions from candidates are encouraged at the end of the meeting
Building qualities
Training Knowledge Skills development Manual:
http://utsa.edu/trcss/assistance/other_professionals.html
On-going professional development Staff meetings Conferences
Academic coaching manual TRC Academic Coaching Manual
Welcome and Mission: The Tomás Rivera Center Learning Assistance program helps students at all levels of their academic career in achieving their educational goals through the acquisition and development of transferable skills. Learning Assistance meets students’ needs through a variety of services, such as academic coaching, workshops, thesis/dissertation groups, writing institutes, online resources, and outreach services. The Learning Assistance program supports the TRC mission to put students first.
Academic coaching manual
Chapter 1: What is Academic Coaching? Chapter 2: Guiding Theories Chapter 3: Populations Served Chapter 4: Study Skills Chapter 5: Research and Writing
Concerns Chapter 6: Troubleshooting Chapter 7: Forms Chapter 8: Campus Resource Directory
References
Parsloe, E., & Leedham, M. (2009). Coaching and mentoring: Practical conversations to improve learning (2nd ed.). Philadelphia, PA: Kogan Page.
Weinstein, C. E., Schulte, A. C., & Palmer, D. R. (2013). LASSI (Learning and study strategies inventory). Retrieved from http://www.hhpublishing.com/_assessments/LASSI
Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (3rd ed.). San Francisco, CA: Jossey-Bass.
