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Intentional Coaching and CS Students: 2007-08 NSF Pilot Program. College of Computing Georgia Institute of Technology. Retention is:. …..a measure of how well the institution and/or department: focuses on student goals, purposes, and successes

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intentional coaching and cs students 2007 08 nsf pilot program

Intentional Coaching and CS Students: 2007-08 NSF Pilot Program

College of Computing

Georgia Institute of Technology

retention is
Retention is:

…..a measure of how well the institution and/or department:

  • focuses on student goals, purposes, and successes
  • does a meaningful job of attending to individuals from the first moment through the very last class they take
tinto s model of departure
Tinto’s Model of Departure…...

Family Background

Academic System

Intentions

Skills and Abilities

Goal and Institutional Commitments

Social System

Prior Schooling

INITIAL GOALS AND COMMITMENTS

INSTITUTIONAL EXPERIENCES

PRE-ENTRY ATTRIBUTES

institutional experiences
Institutional Experiences

Academic Performance

Faculty/Staff Interactions

ACADEMICSYSTEM

FORMAL

INFORMAL

Extracurricular Activities

Peer-Group Interactions

SOCIAL SYSTEM

slide6

Academic System

Academic Integration

Intentions

Departure Decision

Goal and Institutional Commitments

Social System

Social Integration

External Commitments

PERSONAL / NORMATIVE INTEGRATION

EVOLVED GOALS AND COMMITMENTS

OUTCOME

INSTITUTIONAL EXPERIENCES

outcome increased retention
Outcome = Increased Retention
  • Actively seek ways to help each student become integrated into this community ASAP.
  • Maximize opportunities for student success and goal attainment.
why this approach
Why this approach?

“…evidence that talent identification and strengths development for college students relates to gains in GPA, state hope, and self-confidence, and declines in absenteeism and tardiness.” (Clifton, Harter, 2003)

why this approach10
Why this approach?
  • Gallup research of 2.24 million individuals in a variety of organizations concluded that organizations that emphasize the development of individual strengths and match talents to tasks do far better and nearly double their likelihood of success. (Gallup, 2002)
the highest achievers
The Highest Achievers
  • Spend most of their time in their areas of strength
  • Have learned to delegate or partner with someone to tackle areas that are not strengths
  • Use their strengths to overcome obstacles
  • Invent ways of capitalizing on their strengths in new situations
coaching with impact
Coaching with Impact
  • Coaches who are:
    • Knowledgeable
    • Accessible
    • Concerned
  • Coaching that is:
    • Strengths-based
    • Planning-centered
    • Goal-directed
why a strengths based approach promotes student achievement
Why A Strengths-Based Approach Promotes Student Achievement
  • Helps students identify and increase their awareness of their strengths
  • Teaches students ways of developing their strengths further
  • This leads to greater self-efficacy and motivation
  • Teaches students how to apply their strengths to new areas or to areas needing improvement
  • Encourages students to build on their strengths in career and life planning
developing strengths
Developing Strengths
  • Which of your strengths do you want to develop while you’re in college?
  • What classes, co-curricular activities, internships, work could you use to develop these strengths?
tools
Tools

Job Skills for Success in Computing Environments – Self Assessment

http://home.cc.gatech.edu/DiversityLab/5

Personal Development Plan

slide16

The Primary Goals of the First Semester Coaching Session

To build a positive relationship.

To introduce the strengths-based, talent-development approach. (what, why, how)

To see how things are going in general.

Identify and tailor action plan for short term goals – with longer term goals in mind as they relate to “roles”.

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