It is not known whether this program is available to those outside the immediate school district where it is being developed.
It is not known whether this program is available to those outside the immediate school district where it is being developed.
The contact information for Vicki Helms may prove valuable in getting access to the academic coach training program.
From the discussion, it would appear that an academic coach is a very short-term role for a student (i.e. make "an" appointment with a coach). It would seem to be better to have students coached throughout at least a course by the same coach, rather than merely "making an appointment" as needed.
This is a positive picture of the academic coach.
I think that coaching is possible without regard to a specific discipline when it is done in an individual setting. However, I believe that the full potential of academic coaching may be seen in group, as well as individual sessions. In this vein, it would seem best to organize coaching connected to specific courses.
Academic Coaching is most appropriate when:
This is a relatively negatively focused view of what academic coaching is. Imagine how different sports would be if the only athletes being coached were "underachievers," "struggling," "dependent," and "declining!"
In my view, coaching is a positive and supportive role aimed at maximizing a person's performance over the long haul. It does not have the correction of a problem in view, and it is not limited in its scope to a particular obstacle or hindrance (in fact, not even to the completion of a particular course, though for practical reasons a coach may be engaged in connection with a particular course).
Although coaching involves individualized elements (consultation, critique), it is best not to limit it in such a way. Just as sports coaches often work with teams of athletes, so academic coaches can work with learning communities dedicated to the exploration of a given subject (course).
Your Academic Coach will:
*Make at least five (5) monthly visits
*Set up your loved ones’ “dream” resume with events, activities, and awards that will match with their hobbies and personalities
*Give you constant feedback of progress with monthly progress reports
*Meet with your loved ones Monday-Sunday, flexible hours
*Meet with your loved ones at the locations convenient for you
*Become your loved ones’ Mentor, or Advisor, available personally or via telephone, email, instant messaging, or text messaging.
Though the meta-message of this quote involves an appeal to parents regarding the education of their children (or dependents), it reveals some of the features necessary to academic coaching: regularity of contact, learner-centred activities, promise of critique, flexibility of time and location for meetings, and a long-term relationship.
Clearly, the situation envisioned is one academic coach and one client meeting together. While coaching should be personal and individualized at times, it should not be narrowed in such a way as to exclude group coaching and collaborative learning communities.
In a typical coaching meeting, coaches follow the eleven core competencies as set out by the International Coach Federation to identify the issue, garner the client's commitment, and support the client in developing a plan of action. Here is one of those competencies.
Creating Awareness
The coach invokes inquiry for greater understanding, awareness and clarity, identifies client's strengths, and helps client find new possibilities for action.
This is clearly a document being developed. Hopefully, future editions will specify more of the core competencies promised at the outset.
This page lists several helpful features of the academic coach.
There is considerable ongoing research into the concept of coaching as it is used in academic and other professional settings.
Annual Membership: $195 (USD)* (This equals only $16.25 per month!)
Peer Academic Coaching connects experienced student coaches with a student peer to examine personal strengths and challenges in his or her academic career. Students in the program are paired with a Peer Academic Coach who will mentor the student in their academic life at UBC. Participants will also have the opportunity to attend faculty specific workshops on learning skills and resources and meet regularly with their coaches throughout the term to discuss learning tools, study tips and academic issues such as those highlighted below:
Academic coaching can be extended to peer-mentoring relationships, but it would seem that the prototypical concept would be oriented toward more of a professional-client (i.e. less peer-oriented) relationship. It would seem that true security on the part of the education-seeking client would be more easily achieved in a relationship where the educational knowledge and experience are deeper than would be possible among a student's peer group.
Perhaps there will soon be a separate article in Wikipedia on academic coaching. For now, it is discussed within the concept of tutoring.
This link is to a Google search for documents on academic coaching in a post-secondary setting. I have not investigated a majority of the items listed.
academic
It is important to ask why coaching is only needed in "at-risk" situations. It would seem to be better to implement coaching as a preventative, more than a corrective, measure.
This could be better-written, but the essentials are there. Again, one wonders why this program is only for "at-risk" students.
Characteristics of a helpful and productive coach
103 items | 14 visits
Resources on the concept of coaching learners.
Updated on Jan 08, 15
Created on May 05, 09
Category: Schools & Education
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