Up the Ante with an Academic Coaching State of Mind
Illinois College is a small, private 4-year liberal arts institution with fewer than 1200 students. Our academic coaching program is situated to provide holistic support for each student, as part of a larger initiative to intervene on issues of belonging, inclusion, equity, and justice. Our center is named “The Center for Academic Excellence” as a daily reminder that every student has their own story and needs support in their own way; nothing is universal. To that end, each academic coach has been trained under a philosophy of supporting the entire personal experience, referring and advocating for other campus resources as the entire scope of student support. While each coach delivers our program philosophy with their own unique touches, our work is grounded in intentionality and transparency. Within our session, we will demonstrate how we move our students towards academic excellence within two specific retention groups: first-year students and students on academic probation. We will do this by demonstrating the myriad ways we collect information on student groups we work with both before and during an academic semester as a way to up the ante on student success by purposeful design.
The Making of a Peer Leader Education Course: Hybrid Edition
The Learning Centers at Rutgers University-New Brunswick offers a 3-credit pedagogy course required for first-time peer leaders in our Learning Assistant Program, which supports their peer leader training. After the switch to online instruction during the pandemic and two years’ worth of lessons learned, we have implemented best practices of remote teaching and learning to create what turned out to be a successful, sustainable model for the course. This session focuses on the course’s hybrid structure and curriculum through weekly asynchronous and in-person class activities and how the instructional team reflected on the design and decision-making processes of the course. Instructor and student feedback on the course’s multiple transitions will be shared to demonstrate what were found to be effective measures and future considerations to make about the class.
Calling an Audible: How we changed our offensive strategy to create academic coaching buy in for students with unique learning abilities and athletes
Amanda Thomson, Susie Upton
Too often, bright, and intellectually capable students are academically unsuccessful because they are hindered by transitional difficulties, executive functioning challenges, or learning disabilities. Academic support professionals agree that academic coaching can provide support beyond content tutoring to allow these students to prosper. We had tried many ways to incorporate coaching on campus, but we could not get past one hurdle-student buy in. Time to call an audible and change our offensive strategy. Using a relational approach, we have begun to create a coaching culture on our campus for our athletes and students with documented learning challenges leading to improved student success and retention.
Leveling Up: Promoting Professionalism Among Young Professional, Student-Workers
Many student success centers across the nation operate with a high percentage of student-workers. Positions like tutors, SI leaders, front desk workers (etc.) provide students professional opportunities. Studies suggest that students who work on campus are more likely to possess better retention and graduation rates, achieve higher academic achievements, and engage more on campus (Beason & Wessel, 2002; Elling & Elling, 2000; Pascarella & Terenzini, 2005; Wade et al., 2020). With a large scale of student-workers comes the responsibility of overseeing them and helping them reach their full professional potential. Compared to full-time employees, student-workers are more likely to be young professionals, place an emphasis on their social life, and focus on academics. Considering these dynamics, student-worker supervisors find themselves frequently addressing topics related to professionalism. This presentation demonstrates how the UNLV Academic Success Center practitioners uphold professional standards for their 80-plus student-workers, focusing particularly on tutors, SI leaders, and front desk workers. Professional standards include communication (verbal,written), open mindset, ethics, conflict management, dress code, safety, consistency, punctuality, body language demeanor, responsibility, academics and work balance, and other work etiquette elements. The goal is to help supervisors better instill and improve professional expectations among their student-workers.