Perceptions, reality and semantics: exploring perceptions of coaching and academic advising as distinct roles

PurposeCoaching in higher education has become increasingly common across the United States. Our qualitative study explores the perceptions of coaches and advisors, as they consider academic coaching as a role distinct from academic advising.Design/methodology/approachOur study adopts a qualitative research approach. Two focus groups were conducted with 14 coaching and academic advising professionals.FindingsOur findings identify at least three major themes when considering academic coaching as a role distinct from academic advising: (1) Potential role overlap, (2) Caseload disparities and (3) Philosophical differences. The indiscriminate use of the title of “coach” contributed to confusion, ambiguity and tension.Practical implicationsWithout a clear understanding of the coach role as a distinct type of support in higher education, confusion and ambiguity are likely to continue.Originality/valueNo studies have explored the perceptions of coaches and advisors, as they consider academic coaching as a role distinct in the United States.

Employing Faculty, Peer Mentoring and Coaching to Increase the Self-Confidence and Belongingness of First-Generation College Students in Biomedical Engineering

First-Generation College Students (FGCSs) face myriad challenges including the lack of parental guidance, economic and social burdens, isolation, decreased belongingness, and lowered self-confidence making them at an increased risk of dropping out of college compared to their Continuing College Students (CCSs) colleagues. In addition, being in a multidisciplinary Science, Technology, Engineering, and Mathematics (STEM) field such as Biomedical Engineering (BMEG) is another challenge as it requires the integration of several disciplines. This study aims to maximize FGCSs' success and retention in Biomedical Engineering. We hypothesize that STEM-tailored faculty and peer mentoring that is focused on academic and professional development will significantly increase BMEG FGCSs' academic and professional success and enhance their belongingness to the engineering community. Study participants were assigned to either group; faculty mentoring combined with academic coaching or peer mentoring combined with academic coaching. Both quantitative and qualitative data were collected using two surveys; pre-mentoring and post-mentoring. Both faculty mentoring and peer mentoring led to increasing FGCSs' confidence, belongingness, and involvement in professional opportunities. To tackle the added challenge of studying a multidisciplinary STEM field to the challenges facing FGCSs, a mentorship program that is focused on enhancing self-confidence, sense of belonging and augmenting professional development can be employed to ensure the success, integration, and retention of FGCSs in multidisciplinary STEM fields such as Biomedical Engineering.

Risk Factors and Effectiveness of Implemented Academic Interventions on Student Retention at a Hispanic-Serving Institution

We examined three large freshman cohorts from Texas State University, a Hispanic-Serving Institution (HSI), to identify risk factors that might affect academic retention. Risk factors supported by empirical studies such as first-generation, ethnicity, gender, financial aid need, high school performance, and living off campus were examined. We also determined the effectiveness of four academic interventions in achieving retention of students that were on academic probation for two consecutive semesters. Statistical analyses demonstrated that being a first-generation college student and receiving financial aid were significant risks for attrition in all cohorts. Living off-campus and being an URM student were not. Retention in two cohorts was dependent on the combinations of three peer mentoring, two academic coaching, and two to three academic advising sessions. A probation predictive model was developed. Finally, we discussed the importance of examining risk factors and interventions that are tailored to each academic institution.

Utilizing Online Academic Coaching as an Added Value for International Student Support

This chapter explores the utilization of academic coaching as a way to support international students in the online higher education environment. International students and online learners experience barriers to academic success which have been amplified by the COVID pandemic. Given the lack of a widely accepted definition of academic coaching in academia, the author describes what academic coaching is and why it is different from other academic services such as advising or tutoring. This chapter also offers an implementation guide for campuses and departments considering the implementation of such a program on their campus, especially given the budget constraints caused by the pandemic. This guide includes suggestions of who can serve as an academic coach, ideal training topics for coaches, and logistical considerations for the online environment. The chapter concludes with a recommendation for future research on the topic of academic coaching, especially as it relates to online learners and international students.

Academic Coaching Applications and Effectiveness in College Teaching and Learning of Generation Z Students

A proactive and positive academic coaching model would better serve the individual students and the institution. Since retention issues are so relevant amongst college campuses, the coaching model serves as a climate and cultural transformation that focuses upon the transformational learning experience. Coaching stems from a variety of disciplines, such as organizational development, positive psychology, appreciative inquiry, communication, and transformational change. The principles developed from social constructivism, appreciate coaching, and solution-focused problem solving are applied to the Generation Z students helping them reach their fullest potential and dreams. Suggested effective strategies are reviewed to enhance instructional strategies. Based upon the Gen Z population and the coaching model, the coaching sessions and goals will guide the reader towards the application of teaching and learning.