This document describes Portland State University's academic coaching program. It provides details on recruiting and training both peer and professional coaches, as well as recruiting and matching students to coaches. The coaching curriculum focuses on empowerment, motivation, goal setting, and campus resources. In the first year, 59 students were served through 3 terms. Assessment and continued improvement of the training and resources for coaches are priorities going forward.

1. Shoshana Zeisman
NACADA Region 8 Conference 2012

2.  Building Relationships
 Recruitment of Coaches
 Peer Coaches
 Professional Coaches
 Training
 Coaching Resources
 Recruitment of Students
 The Coaching Curriculum

3.  Designed for first-year, residential students
 Standardized curriculum – case management
model
 Training and resources provided to all
coaches
 In depth screening process

4.  The Learning Center
 Advising and Career Services
 Formerly the Undergraduate
Advising and Support Center
(UASC) and the Career Center
 The Student Health and
Counseling Center (SHAC)
 Auxiliary Services
 Student Affairs
Memorandum of Understanding
between partners outlines
responsibilities for coaching
program.

5.  Peer Coaches
 Learning Community Assistants
▪ Provide in-hall academic support
▪ Already trained with peer mentors
 Professional Coaches
 Recruited from across campus
Time commitment: about an hour every other week
throughout the term for each student.

6.  Start with colleagues that you know
 Look for professional staff on campus that
have limited contact with student, or work
with students in a different type of capacity
 Ask in person, email or phone
 Accept referral from other coaches
You just have to ask!

7.  Campus-wide advertising
 Personal Recruitment
 Group and Individual Interviews
 Learning Community Assistant Class
 Peer Mentoring Class

8.  Professional and Peer
 3 hour training sessions
 Interactive training
 Coach-centered approach
 Overall Peer Training
 LCA and Peer Mentoring Classes
 Two week residential, intensive training
 Continued Training
 Monthly coaches gatherings
 One 1 hour training focused on curriculum updates

9. Peer Professional
• Part of job description • Volunteer as part of professional
role
• New to case management • Often more familiar with case
management
• Ongoing training important • Ong0ing training creates
connection
• Greater learning curve • Easily assimilated - “fun” part of
work life
• Layers of mentoring • Peer exchange and support
• Need more
• Important to match to appropriate • Important to match to background
developmental stage

10. Professional Coaches Peer Coaches
 Initial 3-hour training  Initial 3-hour training
 Monthly coaching gathering  Monthly coaching gathering
 Case management folders  Monthly peer specific training
 Online access via googlesite:  Weekly supervision
 List-serve  Case management folders
 Resource Guide – PSU  Online access via googlesite:
handbook  List-serve
 One-on-one support with  Resource Guide – PSU handbook
University Success GA or  One-on-one support with
Shoshana University Success GA or
Shoshana

11.  Fall term: all FYE students receive a postcard
and an email about the coaching program
before the term begins
 Winter and Spring term: all FYE students
receive an email around week seven; students
that end up on academic warning or
academic probation are strongly encouraged
to join the coaching program

12.  All interested students either emailed or called to
request a space in the program
 We collected the following information from all
students in an effort to match each student with an
appropriate coach:
 Name, Student ID, FRINQ theme, Email, Housing
 Needs or concerns to be addressed
 Preference in either peer or professional coach
 Major
 After all students had been matched for the term, the
coaches receive an email with their students
information and make contact to schedule the first
session

13.  Empowerment and Motivation Strategies
 SMART Goal Setting
 Proactive Approach: Academic Planner
 IST 199/399 College Success
 Campus Resources
 Meeting with Adviser
 On Course by Skip Downing
 Personal Responsibility
 Wise Choice Process
 Interdependence

14.  5 peer coaches and 19 professional coaches
 59 students served through 3 quarters
 Fall 2010
▪ 35 students
▪ 3.28 Median GPA
 Winter 2011
▪ 29 students
▪ 3.28 Median GPA
 Spring 2011
▪ 22 students

15.  26 Professional Coaches Fall 2011
 10 New - 42 students
 16 Returning
▪ Only 3 coaches did not Winter 2012
return from last year
▪ 2 of the 3 will resume
- 12 returning students
Winter term - 7 new students
 5 Peer Coaches
Spring 2012
- All FYE students have
been contacted

16.  Online intake and exit interview
 Combined pre- and post-test with information for
coaches
 Comprehensive assessment strategy
 Curriculum
 Impacts on student retention and GPA
 More systematic training
 More comprehensive access to resources for
coaches
 Implementation of a peer coach training plan
 Coaching model piloting in Learning Center

17.  Cooperation of a broad range of people on
campus
 A few people dedicated to the program’s
success