Academic Excellence and Support Services AESS: ACADEMIC EXCELLENCE AND SUPPORT SERVICES - PowerPoint Presentation

Academic Excellence and Support Services

AESS: ACADEMIC EXCELLENCE AND SUPPORT SERVICES The Learning Assistance Center Suite 2441, French Hall-West (513) 556-3244 www.uc.edu /aess /lac

Presentation Topics Exercise identifying effective mentoring qualities Structure: What is Academic Coaching?GoalsStaffSize Content: How Coaching Addresses “At-Risk” needs Style: What Is MI and WHY MI?Background BasicsCoach Training ACADEMIC COACHING

Content, Style, and Retention Each element of the coaching program seeks to promote student success, self-sufficiency, and retention. The content and style are two, separate coaching components, each of which seeks to promote success. ACADEMIC COACHING

ACADEMIC COACHING Academic Coaching Staff One Program Manager 10 Student Staff Members 3 Grad/Professional Students 7 Undergraduates Coach Majors 3 Pre-medical 1 Music Performance 2 Psychology 1 Business (finance) 1 Law student 1 Communication (grad) 1 Sociology (grad)

Program Structure Student driven (online, flexible scheduling, etc) Appointment-based Individualized & PrivatePeer-ledCoaching vs Mentoring Academic, not personal, focus ACADEMIC COACHING

ACADEMIC COACHING Coaching Numbers

ACADEMIC COACHING Coaching Numbers

Academic Coaching Impact Data show consistent ½ grade point improvements after 4 or more sessions, with many students achieving even more ! ACADEMIC COACHING

Academic Coaching Content: At-Risk Students and Success Skills ACADEMIC COACHING

ACADEMIC COACHING Year One to Year Two Retention for At-Risk Students

How do At-Risk Students Fair in College? The retention gap is largest between the first and second years of enrollment. Retention in later years is more consistent. Retention rates are comparable between four-year public and four-year private institutions. ACADEMIC COACHING

Who are At-Risk Students? Typical Demographics of At-Risk Students First-Generation Low Socio-Economic backgroundsAttend college close to homeNontraditional/Non-matriculating ACADEMIC COACHING

Who are At-Risk Students? Typical Behaviors of At-Risk Students Full-time Employment Part-time EnrollmentEnrollment at Branch/Satellite CampusLiving at home (with family) Involvement in activities away from campus ACADEMIC COACHING

Generally, at-risk students are those who, for reasons unrelated to the educational institution, enroll underprepared for the college curriculum. Most often, the disparities in preparation exist well before matriculation into the university. ACADEMIC COACHING

How Coaching Content Addresses These Challenges Serves a large portion of first-generation college students and students who enter college underprepared for the university curriculum. Addresses “Learning Skills” and practices that may be overlooked in traditional course content Offers an on-campus location for accountability (campus connection) ACADEMIC COACHING

The Coaches’ Toolbox Academic Coaches use a variety of tools and resources in their sessions to further promote student success. Included are tools: Developed by the Learning Assistance CenterAdapted from sources outside of the university Designed by coaches themselves

The Coaches’ Toolbox Time Management Resources Effective Study Techniques Efficient Examination PreparationThe Essentials of Note-takingGoal Setting and AchievementCampus Connection ACADEMIC COACHING

Toolkit: Note-taking Essentials Widely-used note-taking strategies, such as SQ4R and the Cornell Method, enable students to carefully organize their coursework. ACADEMIC COACHING

Toolkit: Time Management Easy-to-use weekly schedule allows students the opportunity to organize class times, regularly-scheduled co-curricular events, and other recurring meetings into one convenient tool. ACADEMIC COACHING

Academic Coaching Style: Why MI and What is MI? ACADEMIC COACHING

ACADEMIC COACHING Motivation and Cognition “Modern expectancy value theories (e.g., Eccles [Parsons] et al., 1983; Feather, 1982; Heckhausen , 1977; Pekrun , 1993; Wigfield & Eccles , 2000, 2002) are based in Atkinson's (1957, 1964) original expectancy–value model in that they link achievement performance, persistence, and choice most directly to individuals' expectancy-related and task value beliefs.” Ask the Coaches to Translate…. ( Wigfield , A., Eccles , J.S., Schiefele , U., Roeser , R.W., Davis-Kean, P. (2006). Development of achievement motivation. In N. Eisenberg (Eds.), Handbook of Child Psychology, Vol. 3: Social, Emotional, and Personality Development (6 th ed.). New York: John Wiley .

Expectancy-Value Theory ACADEMIC COACHING

So, what builds students’ self-efficacy? What helps establish task value for academic success? …Not a rhetorical question, what do you do? ACADEMIC COACHING

Experiencing MI MI uses concrete skills to promote interpersonal understanding. This allows coaches to understand their students’ goals before offering advice. MI focuses on listening, affirming, and collaborating, not “fixing” students’ problems. ACADEMIC COACHING

Experiencing MI MI Activity Break into groups of three Select a “talker”Talker tells the group a characteristic about themselves (i.e. I’m organized…I’m quiet).The group can only ask “yes/no” questions to learn more; talker can only ask yes/no… ACADEMIC COACHING

Coaching Style Motivational Interviewing (Review Handout) Counseling approach developed by clinical psychologists Professor William R Miller, Ph.D. and Professor Stephen Rollnick, Ph.D.Attention to language and intrinsic motivations of patients/clients Seeks to encourage positive change among clients addressingAddictionChronic disease management Medication programsFitness and Healthy Eating ACADEMIC COACHING

Coaching Style Motivational Interviewing Skills OARS: O: Open-Ended Questions (process, rather than goal oriented)A: Affirmations (avoiding “I” statements”)R: Reflective Listening (2:1 with reference to Questions) S: Summarizing (collecting, linking, transitional) ACADEMIC COACHING

Coaching Style These are common skill foci in client-centered counseling practice. The fifth skill—Eliciting Change Talk—defines MI and envelopes all of the above skills .DARN CATDARN; Desire, Ability, Reasons, Needs CAT; Commitment language, Activation (willingness to change statements), Taking Steps. In other words, the above four skills are used to explore ideas and elicit change talk, walking the client through the items above… ACADEMIC COACHING

Coaching Style Motivational Interviewing Principles Express empathy Affirmations, reflective listening, clarifying questionsDevelop discrepancyTwo-sided Reflections: “So, on the one hand, I hear you saying that you want a 4.0, but on the other hand, you also want your freedom and ability to see your friends. Can you tell me how you balance those two interests?” Roll with resistance Avoid the “righting-reflex”Support self-efficacy Affirmations, looking backward, change-planning, information with permission… ACADEMIC COACHING

MI and Cultural Sensitivity How does MI reflect culturally sensitive practices? Motivational interviewing requires consultants to demonstrate Empathy on behalf of the consultantPositive regard on behalf of the consultant, creating an atmosphere of acceptanceD oes not assume homogeneity among clients from the same cultural backgroundConsiderations: It’s important to remember that the term “culture” does not specifically refer to ethnic background, but things such as socioeconomic status, religion, political beliefs, and other personal characteristics ACADEMIC COACHING

MI Addresses Diverse Target Behaviors MI has been found to be effective in: reducing maladaptive behaviors, such as problem drinking, gambling, and HIV risk behaviors promoting adaptive health behavior change, such as exercise, diet, and medication adherenceMI seems to represent a generalizable technique that can effectively address multiple target behaviors, such as ( Hettema et al. 2005): Alcohol/Smoking HIV/AIDS Treatment compliance Gambling Intimate relationships Water purification/safety Eating disorders Diet and exercise EDUCATION? ACADEMIC COACHING

MI Addresses Diverse Target Behaviors Furthermore, MI has been demonstrated to become more effective with other treatment methods Can be effectively combined with other evidence-based “styles” or content areas to address specific issues Suggests MI could be useful in addressing target behaviors in individuals from diverse backgrounds ACADEMIC COACHING

MI in Diverse Populations MI has been used to encourage behavior change in individuals from diverse backgrounds Recent meta-analysis found greater results for minority groups Examples available for discussion during the question section. ACADEMIC COACHING

Future Research Directions MI has been found effective in encouraging behavior change in a diverse variety of target behaviors. Initial results across multiple groups are promising. Educational Research is currently limited to small or case studies. Researchers need to Complete additional population studies. Transition into educational settings. ACADEMIC COACHING

References    Hettema, J., Steele, J., & Miller, W.R. (2005). Motivational interviewing. Annual Review of Clinical Psychology, 1: 91-111. Manthey, T. (2011). Using motivational interviewing to increase retention in supported education. American Journal of Psychiatric Rehabilitation, 14: 120-136. Martino, S., Ball, S.A., Gallon, S.L., Hall, D., Garcia, M., Ceperich, S., Farentinos, C., Hamilton, J., and Hausotter, W. (2006). Motivational Interviewing Assessment: Supervisory Tools for Enhancing Proficiency. Salem, OR: Northwest Frontier Addiction Technology Transfer Center, Oregon Health and Science University. Miller, W.R. (2009). Toward a theory of motivational interviewing. American Psychologist, 64(6): 527-537.Resnicow, K., Soler , R, Braithwaite, R. L., Ahluwalia, J.S., Butler, J. (2000). Cultural sensitivity in substance use prevention. Journal of Community Psychology, 28(3): 271-290. Resnicow , K., Jackson, A., Wang, T., De, A. K., McCarty, F., Dudley, W. M., Baranowski, T. (2001). A motivational interviewing intervention to increase fruit and vegetable intake through black churches: Results of the eat for life trial. American Journal of Public Health, 91(10): 1686-1693. Steinberg, Jacques. (2011). Study Finds Academic ‘Coaching’ Boosts Graduation Rates. New York Times Online.  Retrieved from http://thechoice.blogs.nytimes.com/2011/03/10/coaching-2/ Sue, D. W., Arrendondo , P., McDacis , R. J. (1992). Multicultural competencies and standards: A call to the profession. Journal of Counseling and Development, 70, 447-486. The Chronicle of Higher Education. (2010). College Completion [Data set]. Retrieved from http://collegecompletion.chronicle.com/state/#state=oh&sector=public_four  The Chronicle of Higher Education. (2010). College Completion [Data set]. Retrieved from http://collegecompletion.chronicle.com/state/#state=oh&sector=private_four ACADEMIC COACHING

Using MI to Increase Healthy Eating Habits in African Americans Target behaviors Fruit and vegetable consumption Participants/settingThree treatment groups:Control Group (4 churches) Self-help intervention with 1 telephone cue call (4 churches)Self-help intervention with 1 cue call and three additional counseling calls, which employed MI techniques (6 churches) ACADEMIC COACHING

Using MI to Increase Healthy Eating Habits in African Americans Results Change in fruit and vegetable consumption was significantly greater in MI group than in other two groups There was no difference in fruit and vegetable intake between the comparison and 1st treatment groups. ImplicationsMI can be an effective strategy used to promote healthy eating in African American individuals NON-Clinical Settings (like Churches) may be effective settings for interventions Combined education and systemic changes ACADEMIC COACHING

Using MI to Increase the Retention of Students with Psychiatric Disabilities in Post-Secondary Programs: A Case Study Past EMPLOYMENT studies found that MI increased retention, reduced dropout rates, increased first-time employment, increased confidence in finding successful employment and pursuing academics Manthey (2011 ) expanded to educational retention within Supported Education settings SE was developed to offer continuous support towards academic success Found anecdotal success ACADEMIC COACHING