Mitchell_Final

=Coaching Students to a Successful Transition=




 * Joshua Mitchell**

Transitioning from high school to college can be a challenge for a student who is new to the collegiate environment—a challenge met with both excitement and fear (Keup, 2007; Kuh, 2005). The first year of college is generally a sign of freedom, independence, and the beginning of the next chapter in a student’s life; it is also a time of growth and change. However, acclimation to the campus environment can be difficult—academically, socially, and personally—and overwhelming for some students (Chickering & Reisser, 1993; Tinto, 2001). While certain students are able to make a successful transition and adapt to college, “others feel overwhelmed and unable to effectively meet the demands of their new roles” (Gerdes & Mallickrodt, 1994, p. 281).

In an effort to ease the transition of students, including students with disabilities, coaching approaches could be used to promote successful transitions and learning skills, as well as to develop self-determination and self-advocacy skills. Although extensive research on the effectiveness of coaching is lacking (Swartz, Prevatt, & Proctor, 2005), the literature base for academic related coaching is increasing (Swartz, Prevatt, & Proctor, 2005; Parker & Boutelle, 2009; Parsloe & Leedham, 2009). The literature published over the past decade links coaching and self-determination. In fact, Parker and Boutelle (2009) use self-determination as the theoretical framework from which to examine coaching. Furthermore, self-determination is cited a critical component of meaningful student supports for students with disabilities (Shaw, 2002), and ADHD (or executive function) coaching is an “excellent model for encouraging [self-determination] behaviors” (p. 6).

Coaching
For many people, the term coach brings to mind athletics or sports; however, in a broader sense, coaching refers to enabling an individual, community, or organization to reach its full potential. An affiliate of Harvard University defined coaching as "a change process that mobilizes strengths to realize the potential of individuals and organizations. Over the past 25 years coaching has emerged as a competency dedicated to helping people change, develop, and meet personal and professional goals, while building self-efficacy, resilience, and the capacity for further development" (Institute of Coaching, n.d., para. 4).

While the Harvard definition did not specifically apply to learning assistance, the concepts apply to learning environments as well. “The aim [of coaching and mentoring within the learning organization] is to help and support people to manage their own learning in order that they may develop their skills, improve their performance, maximize their potential, and enable them to become the person they want to be” (Parsloe & Leedham, 2009, p. 67).

By examining these two definitions, one can see the direct link to academic supports. Support personnel want to assist learners as they “change, develop, and meet personal and professional goals” (Institute of Coaching, n.d., para. 4). They also want to support students as they “manage their own learning” (Parsloe & Leedham, 2009, p. 67). By managing their own learning, students develop self-determination and self-advocacy. With the help of family, friends, and support personnel, students can learn to understand their strengths and weaknesses. From there, they can learn to mobilize the resources they need to succeed (i.e., self-advocacy). They can choose the resources and the path that fits their individual needs, interests, and goals (i.e., self-determination).

Executive Function
Swartz, Prevatt, & Proctor (2005) stated, “coaching has the potential to be an effective treatment. . . . [because it] addresses deficits in executive functioning” (p. 648). Parker and Boutelle (2009) stated, “executive function coaching provides support for the development of skills, strategies, and beliefs needed to manage executive function challenges. . . . Coaches focus on supporting students to develop their own systems and strategies in order to effectively engage in their academic programs and maximize academic performance.” (p. 205)

“We use executive function when we perform such activities as planning, organizing, strategizing and paying attention to and remembering details” (National Center for Learning Disabilities [NCLD], 2005, para. 1). To gain a better understanding of executive function, explore the [|NCLD fact sheet]. The fact sheet introduces executive function, how it affects learning, as well as strategies that enhance executive function. Additionally, Cooper-Kahn and Dietzel (2008) provide additional information on [|executive function] (i.e., formal definition and list of functions).

Executive function coaching involves “helping students deal with aspects of the college experience, such as procrastination, lack of concentration, ineffective self-regulation, poor planning, anxiety, social incompetence, or time management” ( Swartz, Prevatt, & Proctor, 2005, p. 648). Although this form of coaching is designed for students with ADHD or learning disabilities, the themes or problems identified exist in a number of college students.

For example, between 2008 and 2010, at least 18 percent of incoming freshmen surveyed at Ball State University identified focus and motivation as the biggest obstacle between them and their degree. At least 18 percent also indicated adjustment to college life as a barrier. Additional responses included many related topics to those identified by Swartz, Prevatt, and Proctor: procrastination, getting off track, slacking off, feeling overwhelmed, getting discouraged, experiencing anxiety, and balancing many things, among others (Office of Academic Assessment and Institutional Research, 2009; 2010).

As a whole, the students entering higher education are not coming prepared. While accommodations will be needed for students with disabilities, specialized programing on transition is not necessary. The supports that can aid in the success of a student with a disability can also aid a student without a disability or who chooses not to disclose a disability; the same could be said for the general population and underprepared populations. “The line between essential academic practices for the general student population and those for students identified as academically underprepared for a particular course becomes blurred, because //the same learning activities often benefits both populations// [emphasis added]” (Arendale, 2010, p. 98). These ideas of building in supports and of minimizing the need for specialized accommodations align with Universal Design (McGuire, Scott, & Shaw, 2003; 2006; Parker, 2010).

Applying the Coaching Philosophy
Using the concept of Universal Design as a frame from which to view coaching approaches, if an institution was to build in approaches that mirror coaching, while not requiring full coaching certifications, it could possible enhance the achievement of and supports available to all students. Transitioning into postsecondary education can be a challenge for any student. By building this coaching philosophy into academic and student support services, both academic affairs and student affairs personnel could contribute to building students’ self-determination and self-advocacy, while enhancing the students’ learning.

While intuitions would not need to approach the level of [|Landmark College], infusing coaching approaches into professional development and training opportunities could aid the personnel—faculty, staff, professional, or paraprofessional. These supports could be built into student life training, academic advising training, as well as tutor training. Ball State University offers [|study strategies tutoring] through its Learning Center, which focused on topics such as time management, organization, reading comprehension, concentration, and study skills. This approach to tutoring is similar to coaching and could be informed by coaching practices. In addition, Iowa State University’s [|academic consulting] and [|academic intervention] programs through its Academic Success Center could also benefit from this approach without straying from its mission or focus.

Students who received coaching described it as a highly self-determined approach to goals attainment. They also reported that coaching promoted autonomy and confidence in their ability, as well as assisted with their executive functioning (Parker & Boutelle, 2009). Swartz, Prevatt, and Proctor (2005) also found that coaching was beneficial to students. It allowed students to create structure and identify strategies for success.

While more research is needed, in order for research to produce data, pilots and programs must be developed to examine, measure, and test the effectiveness of coaching and coaching approaches. These programs could be designed specifically for students with disabilities, or implemented across campus supports. Depending on the approach, a measurement tool or process should be selected—be it qualitative or quantitative—that can measure the results. Focus groups, interviews, correlation studies, or causal comparative studies could all enhance the understanding of these practices on student success (depending on the nature of the research question).

References
 * 1) Arendale, D. R. (2010). //Access at the Crossroads: Learning Assistance in Higher Education.// Hoboken, NJ: Wiley Periodicals, Inc.
 * 2) Cooper-Kahn, J., & Dietzel, L. (2008) What is executive functioning? Retrieved from []
 * 3) Institute of Coaching. (n.d.). About Us. McLean Hospital. Retrieved from []
 * 4) McGuire, J., Scott, S., & Shaw, S. (2003). Universal design for instruction: The paradigm, its principles, and products for enhancing instructional access. //Journal of Postsecondary Education and Disability//, 17, 1 11-21.
 * 5) McGuire, J., Scott, S., & Shaw, S. (2006). Universal design and its application in learning educational environments. //Remedial and Special Education//, 27, 3, 166-175.
 * 6) National Center for Learning Disabilities (2005). Executive function fact sheet. Retrieved from []
 * 7) Office of Academic Assessment and Institutional Research (2009). //Assessment Note//. Ball State University. Muncie, IN
 * 8) Office of Academic Assessment and Institutional Research (2010). //Assessment Note//. Ball State University. Muncie, IN
 * 9) Parker, D. (2010, April) //Universal Design for Instruction (UDI): Campus applications in and out of the classroom.// Presented at the meeting of the Ball State University Faculty Mentorship Program, Ball State University, Muncie, IN. Retrieved from []
 * 10) Parker, D. R., & Boutelle, K. (2009). Executive function coaching for college students with learning disabilities and ADHD: A new approach for fostering self-determination. //Learning Disabilities Research & Practice, 24//(4), 204–215
 * 11) Parsloe, E., & Leedham, M. (2009). //Coaching and Mentoring: Practical Conversations to Improve Learning.// Kogan Page: Philadelphia, PA.
 * 12) Shaw, S. (2002, March). //Postsecondary supports for students with disabilities.// Paper presented at the National Capacity Building Institute: Supporting Individuals with Disabilities Across Secondary School, Postsecondary School and Employment. Honolulu, HI. Retrieved from []