An Individualized Approach to Student Transition: Developing a Success Coaching Model

An Individualized Approach to Student Transition: Developing a Success Coaching Model

Nicole Caridad Ralston (Tulane University, USA) and Michael Hoffshire (University of New Orleans, USA)
Copyright: © 2017 |Pages: 17
DOI: 10.4018/978-1-5225-0528-0.ch002
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Abstract

This chapter discusses the creation of a Success Coaching program at a midsized, urban research institution in the South. The purpose of this chapter is to offer a review of current literature, discuss the implementation, successes, and challenges of establishing a coaching program at a mid-sized institution in the South, review assessment data, and finally, conclude with implications and thoughts for moving forward. It is the authors' hope that you find this chapter to be beneficial to establishing your own success coaching model on your respective campus.
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Literature Review

College retention has long been a focus of research in education and a frequent topic in the literature. The academic literature has identified several barriers that could potentially reduce graduation rates. For example, one direction of research has focused largely on financial constraints (Deming & Dynarski, 2010). In addition, academic preparation has been acknowledged as a contributing factor to retention (Venezia & Jaeger, 2013). Further research indicates that students enter institutions of higher education underprepared for the academic rigor required in coursework. A final set of related research focuses on students’ feelings of separation and exclusion that can lead to dropout. Tinto (1975) articulated a theory of retention that suggests that feelings of separation can lead to students dropping out if they are not academically and socially integrated into the institutional setting. In all of these cases, having a success counselor can ease these issues and help students transition to the collegiate environment.

The use of college counselors is a common practice in higher education. Works by Tinto (1975, 1998) on the social and academic factors leading to dropout and recent studies highlight how personalized support and advising might bridge students’ informational gaps (Goldrick-Rab, 2010; Bettinger, 2004).

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