The Power of Personal Coaching: Helping First-Year Students to Connect and Commit in College

Dalton, Jon C.; Crosby, Pamela C.

doi:10.1515/jcc-2014-0010

Cited by 11 publications

(16 citation statements)

References 6 publications

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“…The current study explored the beginnings of a partnership between a university and nonprofit coaching organizations, in an attempt to answer key questions raised by Dalton and Crosby (2014) and Keen (2014) about formally integrating these external services on campus. Based on these findings, it is clear that the students transitioning into the university, whether served by advisors, coaches, or both, experience distinctive challenges that require support.…”

Section: Discussionmentioning

confidence: 99%

“…As a result, many K‐12 institutions and nonprofits have moved to offering ongoing support to students during the transition to and through college. This is known as academic coaching (Dalton & Crosby, 2014), alumni coordination, or transition coaching. This type of coaching involves personalized and uninterrupted support to students as they complete high school, transition to college, and persist through their first year at a postsecondary institution.…”

Section: Introductionmentioning

confidence: 99%

“…Dalton and Crosby (2014) point out, however, that there are major academic and theoretical questions about external transition coaching. Key questions relate to the institutional decision to formally integrate these external services into the campus via contract or formal strategic alliance (Keen, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Partnerships between universities and nonprofit transition coaching organizations to increase student success

Farruggia

Solomon

Back

et al. 2020

Journal Community Psychology

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Aims This study aims to understand the motivations and benefits for universities and nonprofit college access and success organizations to develop formal partnerships. Methods Participants in this study were staff from a major urban research university (n = 22) and four nonprofit organizations (n = 17) that promote college access and success among underrepresented, low‐income, and first‐generation college students. Participants engaged in an audio‐recorded interview that was transcribed and analyzed using thematic analysis. Results Data suggested that staff from the universities and nonprofit organizations were both holistic in their understanding of college student success. In addition, they were both motivated to form partnerships in an effort to reduce barriers to success, although they, at times, identified different barriers that they wanted the partnership to address. Both university and nonprofit staff saw increased effectiveness of their practice as a result of partnering and university staff gained a better understanding of the greater nonprofit college access and success community. Conclusion Given the intense support that nonprofit organizations are able to provide with their level of funding, partnerships with universities can increase the success of underrepresented, low‐income, and first‐generation college students.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Partnerships between universities and nonprofit transition coaching organizations to increase student success

Farruggia

Solomon

Back

et al. 2020

Journal Community Psychology

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“…In recent years, several of these diverse approaches to coaching have become more prominent within the field of higher education. One of the ways that coaching is made available to college students is through external, for-profit vendors who provide brief interventions with a specific focus on academic preparation and performance (Dalton & Crosby, 2014). Conversely, institutionally-based coaching programs are housed in a variety of academic and student affairs departments, and generally focus on providing additional support for enrolled students during their time in college.…”

Section: Introductionmentioning

confidence: 99%

Building capacities for change: Wellness coaching as a positive approach to student development

Larcus¹,

Gibbs²,

Hackman³

2016

PoC

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The purpose of this paper is to explore what leadership theories are implicit in a coach approach. The authors begin by identifying organizational coaching trends to provide a framework for the exploration of several leadership theories. These leadership theories could inform coaching practice for executive, leadership and business coaches (Grodzki & Allen, 2005). The paper closes with a discussion of what comprises a coach approach.

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“…The importance of unstructured opportunities can be seen through the influence that Giselle had on her students through her approach during the intervention and the subsequent connection that she made to student growth through the intervention experience. Dalton and Crosby (2014) called for personal coaching programs that are congruent with student affairs educational practices and suggested that there was a burgeoning need for informal interactions or interventions with students that complement academic experiences.…”

Section: Conclusion Three: Live-in Residence Life Professionals Are Gmentioning

confidence: 99%

interpretative phenomenological study of effective individual interventions by live-in residence life professionals

Bernard¹

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Conducting informal individual interventions with students is a professional expectation for residence life professionals in higher education who live in campus residence halls. Despite this expectation there is limited understanding about what constitutes an effective individual intervention, especially from the perspective of the person conducting the intervention, and how these experiences affect them. Studies of interventions in higher education that affect first-year students have traditionally only examined the retention effects of formal group activities such as new student orientation, first-year seminars, and residing in living/learning communities, as well as single instance individual counseling or substance abuse interventions. This interpretative phenomenological study focused on the perspectives, background, and practices that inform residence life professionals who have conducted effective individual interventions with first-year students. The results of this study found that residence life professionals made sense of the effective informal interventions they conducted through the care they showed to students and the values brought to the interventions, and through the values brought and the personal impacts that they felt.

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The Power of Personal Coaching: Helping First-Year Students to Connect and Commit in College

Cited by 11 publications

References 6 publications

Partnerships between universities and nonprofit transition coaching organizations to increase student success

Partnerships between universities and nonprofit transition coaching organizations to increase student success

Building capacities for change: Wellness coaching as a positive approach to student development

interpretative phenomenological study of effective individual interventions by live-in residence life professionals

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