The Effects of Student Coaching in College: An Evaluation of a Randomized Experiment in Student Mentoring

Bettinger, Eric; Baker, Rachel

doi:10.3386/w16881

Cited by 187 publications

(236 citation statements)

References 20 publications

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“…One of the few studies of technology-mediated advising in the academic literature assessed the effect of student coaching on academic performance (Bettinger & Baker, 2014). Coaches used a variety of media, including social network and text messaging as well as telephone calls, to communicate with treatment students over the course of two semesters.…”

Section: The Impact Of Higher Education Technology On Student Outcomesmentioning

confidence: 99%

Student Attitudes toward Technology-Mediated Advising Systems

Kalamkarian

Karp

2017

OLJ

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The literature on broad-access colleges suggests that low persistence and completion rates may be improved through better advising that employs a teaching-as-advising approach. While resource constraints have traditionally limited the ability of colleges to reform advising practices, technological advances have made it possible to implement technology-based advising tools, some of which can replace face-to-face services. Using focus group interview data from 69 students at six colleges, this study investigates students' attitudes toward technology-mediated advising. More specifically, we seek to understand how students' perceptions and experiences vary across different advising functions. We find that students are open to using technology for more formulaic tasks, such as course registration, but prefer in-person support for more complex tasks, such as planning courses for multiple semesters and refining their academic and career goals.

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Section: The Impact Of Higher Education Technology On Student Outcomesmentioning

confidence: 99%

Student Attitudes toward Technology-Mediated Advising Systems

Kalamkarian

Karp

2017

OLJ

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“…Moreover, the study examines whether the Sri Lankan free education policy has been successful in narrowing down the income inequality among people. These research questions are particularly important due to the fact that they provide useful information on educational tracks by guiding individuals and governments towards cost-effective decisions with regard to education (Bettinger and Baker, 2011). Particularly, the rates of return to education would be an indicator of how an individual's educational attainment is rewarded in the labour market of a country.…”

Section: Introductionmentioning

confidence: 99%

Wage differentials in Sri Lanka: the case of a post-conflict country with a free education policy

Kumara

2015

IJEED

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This study analyses wage differentials in Sri Lanka by the individuals' educational attainment. The wage returns to education are estimated by using a combination of the techniques of ordinary least-square, two-stage least-square, sample-selection, and quantile regression on micro-data of the Sri Lanka Labour Force Survey-2013. Therefore, the estimates provided by this study are representative of the entire country and corrected for both the endogeniety and the sample-selection biases. The study concludes that education generates a positive impact on private earning. The results show that one additional year of schooling increases hourly wage rate by 9% approximately. Also, according to the results, the primary and secondary education reduces income inequality among people whereas the bachelor's-degree University education is a contributor to the income inequality. Further, the results relating to the additional controls reveal that the male, urban, and the public sector employees earn relatively higher wage returns.

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“…25 Important differences do exist between coaching approaches/techniques and mentoring at a conceptual level. 21,26 LifeBound Inc., an organization which leads training in academic coaching describes coaching, in its purest form, as remaining curious and free from judgment and helping the person being coached (who can be an advisee, mentee, employee, student, etc.) through asking of powerful open-ended questions to 1) explore the problem to be solved or goal to be set, 2) brainstorm possible solutions while considering resources, constraints, etc.…”

Section: Introductionmentioning

confidence: 99%

“…The use of academic coaching is beginning to spread across college and university campuses nationwide, 20 in large part because coaching has been shown to improve student retention and/or GPAs. [15][16][17][18][19]21 Using coaching skills in the classroom can also promote active and engaged learning. 17,19,21 In the case of underrepresented student populations (e.g., women and underrepresented minority students in engineering), a coaching approach can help these students see negative assumptions they might be making about themselves that are actually a result of cultural/societal norms, gender stereotypes, implicit bias, or double binds.…”

Section: Introductionmentioning

confidence: 99%

“…[15][16][17][18][19]21 Using coaching skills in the classroom can also promote active and engaged learning. 17,19,21 In the case of underrepresented student populations (e.g., women and underrepresented minority students in engineering), a coaching approach can help these students see negative assumptions they might be making about themselves that are actually a result of cultural/societal norms, gender stereotypes, implicit bias, or double binds. 9 With that understanding, the student can then progress with the coach to come up with goals and action plans to persist in spite of bias.…”

Section: Introductionmentioning

confidence: 99%

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Gender in the Workplace: Peer Coaching to Empower Women in the Classroom and as Professionals

Groh¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Formal coaching approaches within higher education is a relatively new concept and holds great promise as a way for students to make decisions and to outline action items and means of accountability while facing challenges and/or moving forward through transitions such as successfully moving from an undergraduate degree program to the workforce. In this study, the concept of coaching is integrated into a women in engineering senior seminar class at a large Midwestern university in order to empower the students and to provide skills to navigate their experiences in an engineering workforce. Peer coaching is introduced and implemented through examples, training on key coaching skills, and five opportunities for the students to practice these skills with one another.Mixed methods design is employed to identify emerging themes which can form the basis of future theories and research as well as to assess the effectiveness of integrating peer coaching into the classroom. Data analysis includes reflective journals from the perspective of serving both as the coach and coachee, pre-and post-course surveys, as well as weekly post-class surveys. While qualitative analysis aids in identifying theoretical frameworks for future studies, results employing quantitative methods are likely of most interest to practitioners who would want to evaluate the effectiveness of this pedagogical approach before implementation in the classroom. As a means of identifying future possible frameworks for further investigation on the impact of peer coaching on female engineering students, this study explores the following research questions: (1) How does student opinion about coaching transform through this class? (2) What new or revised perspectives do students gain, as both coach and coachee? (3) How does coaching equip engineering women for the transition to the workforce? Findings indicate that students' initial apprehension about coaching progresses into recognition and experience of broad potential impact during their remaining academic studies and into the future. Students espouse that coaching skills could be utilized in many aspects of their personal and professional lives. Finally, connections are made between their coaching experiences and research related to gender, leadership, and women in engineering retention issues.

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The Effects of Student Coaching in College: An Evaluation of a Randomized Experiment in Student Mentoring

Cited by 187 publications

References 20 publications

Student Attitudes toward Technology-Mediated Advising Systems

Student Attitudes toward Technology-Mediated Advising Systems

Wage differentials in Sri Lanka: the case of a post-conflict country with a free education policy

Gender in the Workplace: Peer Coaching to Empower Women in the Classroom and as Professionals

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