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

Lisa.Johns@utsa.edu

Sapna Naik, M.Ed.Doctoral student

Higher, Adult, and Lifelong EducationMichigan State University

naiksapn@msu.edu

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 studentsStudents 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.

Thank you!

Questions?

Lisa Johns – lisa.johns@utsa.eduSapna Naik – naiksapn@msu.edu