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Academic coaching has gained momentum as a student support program in higher education in the late 2000s. Academic coaching typically involves one-on-one meetings with a professional to improve student skills and performance in areas such as goal setting, procrastination, study skills, and time management. The purpose of this paper is to explore engineering students’ perception and utilization of academic coaching at Kansas State University. Specifically, why engineering students use or avoid academic coaching services. Understanding students’ perception will provide insight and enable the college to adapt the messaging and outreach effort and to tailor the academic coaching program, which ultimately reduces barriers for program utilization. To collect a broad range of engineering students’ subjective opinions of the academic coaching program, the Qualtrics survey asked open-ended questions including having students list things/items that encourage them to use academic coaching and things that deter them from using it, regardless of their prior usage of it. Collectively, these statements being collected represent engineering students’ subjective perceptions regarding the academic coaching program. A total of 67 statements were collected from the participants. Four themes were revealed regarding what encourages students to use academic coaching services: a) Content Materials, b) Coach Professionalism, c) Ease of Access, and d) Necessity. Five themes were revealed regarding what deters students from using academic coaching services: a) Content Offering, b) Coach Lack of Proficiency, c) Coach Lack of Professionalism, d) Obstacles to Access, and e) Lack of Time. In the next phase, the research team will apply Q methodology to systematically measure operant subjectivity regarding the academic coaching program among engineering students. Q methodology will enable us to uncover individuals' “distinctive ways of thinking” related to the program. Ultimately, the goal of this research project is to provide insight on how to adapt the messaging and outreach effort and tailor the academic coaching program to reduce barriers for program utilization.
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This content will become publicly available on February 19, 2027
Examining group coaching quality in a family engagement and mathematics intervention.
In this poster, we will describe a new measure designed to characterize the quality of coaching delivered to groups of inclusive early childhood teachers. We will describe the development of the measure, how it is being used in an intervention focused on developing liberatory home-school partnerships around mathematics practices, and the results from the coding and analysis. We will engage participants in discussions about new directions in coaching research, including how to measure coaching quality in diverse coaching formats.
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- Award ID(s):
- 2405829
- PAR ID:
- 10694765
- Publisher / Repository:
- Conference on Research Innovations in Early Intervention
- Date Published:
- Format(s):
- Medium: X
- Location:
- San Diego, CA
- Sponsoring Org:
- National Science Foundation
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