CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Establishing an equity-based coaching model: Cultivating holistic student development and success
Tác giả
Hoffshire M.; Dea T.P.
Năm xuất bản
2021
Source title
Coaching Applications and Effectiveness in Higher Education
Số trích dẫn
0
DOI
10.4018/978-1-7998-4246-0.ch006
Liên kết
Tóm tắt
As institutions of higher education continue to grapple with changing student demographics and increased pressure to assess student learning outcomes, several new and innovative programs and services have been created. These initiatives, often housed within student and academic affairs, seek to increase the persistence and retention of students and bolster post-graduation outcomes. One such initiative, success coaching, has become a prominent service on college campuses across the United States. Success coaching can be defined as the practice in which a coach collaborates and assists students in achieving individual goals, overcoming obstacles, and celebrating successes through focusing (and developing) student strengths. This chapter will provide an overview of a small, private, religiously affiliated, liberal arts approach to creating a holistic, equity-based success coaching model on their campus as well as provide considerations and implications for practice. © 2021 by IGI Global. All rights reserved.
Từ khóa
Tài liệu tham khảo
Bauer Wolf J., Survey: Employers want 'soft skills' from graduates, (2019); Bettinger E.P., Baker R., The effects of student coaching an evaluation of a randomized experiment in student advising, Educational Evaluation and Policy Analysis, 36, 1, pp. 3-19, (2014); Boutelle K., Parker D.R., Executive function coaching for college students with learning disabilities and ADHD: A new approach for fostering self -determination, Learning Disabilities Research & Practice, 24, 4, pp. 204-215, (2009); Bragg D.D., Bauman K., Wetzstein L., Coaching for More Equitable Student Outcomes, Community College Research Initiatives, (2019); Choy S.P., Findings from The Condition of Education 2001: Students Whose Parents Did Not Go to College: Postsecondary Access, Persistence, and Attainment (NCES 2001-126). U.S. Department of Education, National Center for Education Statistics, (2001); Dyson V.E., Torbrand P., The experience of cognitive behavioral group coaching with college students: An IPA study exploring its effectiveness, International Coaching Psychology Review, 10, 1, pp. 76-93, (2015); Reichert M., Absher M., Taking another look at educating African American Engineers: The importance of undergraduate retention, Journal of Engineering Education, 86, pp. 241-253, (1997); Engle J., Tinto V., Moving beyond access: College success for low-income, first generation students, (2008); Frederick M., Sasso P., Barratt W., Towards a relationship-centered approach in higher education: The Dynamic Student Development Metatheodel (DSDM), The New York Journal of Student Affairs, 15, 2, pp. 1-26, (2015); Fried R.R., Irwin J.D., Calmly coping: A motivational interviewing via co-active life coaching (MI-VIA-CLAC) pilot intervention for university students with perceived levels of high stress, International Journal of Evidence Based Coaching and Mentoring, 14, 1, pp. 16-32, (2016); Garvey B., Researching Coaching: An eclectic mix or common ground? A critical perspective, Coaching entwickeln, pp. 65-76, (2011); Geiger R.L., The History of American Higher Education: Learning and Culture from the Founding to World War II, (2015); Govindji R., Linley P.A., Strengths use, self-concordance and well-being: Implications for strengths coaching and coaching psychologists, International Coaching Psychology Review, 2, 2, pp. 143-153, (2007); Grant A.M., The impact of life coaching on goal attainment, metacognition and mental health, Social Behavior and Personality, 31, 3, pp. 253-263, (2003); Griffiths K.E., Personal coaching: A model for effective learning, Journal of Learning Design, 1, 2, pp. 55-65, (2005); Grites T.J., Developmental Academic Advising: A 40-Year Context, NACADA Journal, 33, 1, pp. 5-15, (2013); Hiatt J.M., ADKAR: A modelfor change, (2006); Irwin J.D., Morrow D., van Zandvoort M., The impact of co-active life coaching on female university students with obesity, International Journal of Evidence Based Coaching and Mentoring, 7, 1, pp. 104-118, (2009); Kezar A., How college change: Understanding, leading, and enacting change, (2018); Kezar A., Eckel P., Examining the Institutional Transformation Process: The Importance of Sensemaking, Interrelated Strategies, and Balance, Research in Higher Education, 43, 3, pp. 295-328, (2002); Luycke K., Goosens L., Soenens B., Beyers W., Unpacking commitment and exploration: Preliminary validation of an integrative model of late adolescent identity formation, Journal of Adolescence, 29, 3, pp. 361-378, (2006); Mader C., Scott G., Dzulkifli A.R., Effective change management, governance and policy for sustainability transformation in higher education, Sustainability Accounting. Management and Policy Journal, 4, 3, pp. 264-284, (2013); McNair T.B., Become a Student-Ready Institution, Leadership Exchange, 16, 1, pp. 20-25, (2018); McNair T.B., Albertine S., Cooper M.A., McDonald N., Major T., Becoming a Student-Ready College: A New Culture of Leadership for Student Success, (2016); Mitchell J.J., Gansemer-Topf A.M., Academic Coaching and Self-Regulation: Promoting the Success of Students with Disabilities, Journal of Postsecondary Education and Disability, 29, 3, pp. 249-256, (2016); Nunez A.-M., Cuccaro-Alamin S., First-Generation Students: Undergraduates Whose Parents Never Enrolled in Postsecondary Education (NCES 98-082). U.S. Department of Education, National Center for Education Statistics, (1998); Oles M., Dimensions of identity and subjective quality of life in adolescents, Social Indicators Research, 126, pp. 1401-1419, (2016); Pascarella E.T., Pierson C.T., Wolniak G.C., Terenzini P.T., First-generation college students: Additional evidence on college experiences and outcomes, The Journal of Higher Education, 75, pp. 249-284, (2004); Sepulveda A., Exploring the roles and responsibilities of academic coaches in higher education, Journal of Student Affairs, 26, pp. 69-79, (2017); Sosa G.A., Pascua Dea T.J., NextGenFirstGen©- Implementing a Cultural Shift and Institutional Change Resulting in Outcomes that Matter, Proceedings of the Consortium for Student Retention and Exchange, (2016); Stephens N.M., Hamedani M.G., Destin M., Closing the social-class achievement gap: A difference-education intervention improves first generation students' academic performance and all students' college transition, Psychological Science, 25, 4, pp. 943-953, (2014); Stephens N.M., Townsend S.S.M., The norms that drive behavior: Implications for cultural mismatch theory, Journal of Cross-Cultural Psychology, 46, 10, pp. 1304-1306, (2015); Swecker H.K., Fifolt M., Searby L., Academic advising and firstgeneration college students: A quantitative study on student retention, NACADA Journal, 33, 1, pp. 46-53, (2013); Terenzini P.T., Springer L., Yaeger P.M., Pascarella E.T., Nora A., First-Generation Students: Characteristics, Experiences, and Cognitive Development, Research in Higher Education, 37, 1, pp. 1-22, (1996); Tinto V., Leaving college: Rethinking the causes and cures of student attrition, (1987); Warburton E.C., Bugarin R., Nunez A.-M., Bridging the Gap: Academic Preparation and Postsecondary Success of First-Generation Students (NCES 2001-153). U.S. Department of Education, National Centerfor Education Statistics, (2001)
Nơi xuất bản
IGI Global
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus