CRLA Conference  Friday, November 8, 2013
Presented by Lisa Johns, M.A., & Sapna Naik, M.Ed.
Lisa Johns, M.A.
Director of Learning Assistance & Assessment
Tomas Rivera Center
The University of Texas at San Antonio
Lisa.Johns@utsa.edu
Sapna Naik, M.Ed.
Doctoral student
Higher, Adult, and Lifelong Education
Michigan State University
naiksapn@msu.edu
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Context
Conceptual framework
Cognitive qualities
Non-cognitive qualities
Evaluating qualities
Building qualities
References and resources
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What do you want from this presentation?
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Tomas Rivera
Center’s Student
Support Services
Learning
Assistance
Workshops
Supplemental
Instruction
Academic
Coaching
Tutoring
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
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A quality academic coaching program
depends on quality staff
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Quality staff ensure accurate and consistent
services
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Coaches with the cognitive and non-cognitive
qualities we will discuss allow us to give
students quality support
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Staff turnover
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Ineffective staff
 High job expectations
 Students needs are unmet and they do not return
 Students spread the (negative) word
 Faculty do not send students
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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
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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)
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What do you think are some qualities of
successful academic coaches?
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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
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4 Domains
 Academic
 Research
 Writing
 Professional Development
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Based on previous research and Smith’s and
Wlodkowski’s models already described
Teachability
Empathy
Five
qualities
Selfefficacy
Encouragement
and enthusiasm
Cultural
responsiveness
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Willingness to learn
Desire to learn
Asking questions
Prompting discussions
Applying newly learned knowledge
Incorporating new techniques
(P. Smith, personal communication, November 30, 2012)
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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)
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Awareness and respect for students’ culture
and diversity
Willingness to become educated about and
show regard for students’ customs
(Wlodkowski, 2008)
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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)
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Understanding students’ goals while being
able to adapt and keep the students’
perspectives in mind
(Wlodkowski, 2008)
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Application materials
 Application
 Resume
 Cover letter
 Writing sample
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Interview
 Questions
 Presentation
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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)
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Look for
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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
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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
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Training
 Knowledge
 Skills development
 Manual:
http://utsa.edu/trcss/assistance/other_profession
als.html
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On-going professional development
 Staff meetings
 Conferences
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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.
 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
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.
Questions?
Lisa Johns – lisa.johns@utsa.edu
Sapna Naik – naiksapn@msu.edu