In my previous post, I addressed how the coaching methodology used by Aviso Coaching is based on some of the essential foundational student development theories. This is done because it is central to our belief that coaching must support and engage in the development of each individual student to his or her fullest potential. This intention is also clearly the guiding principles behind the architecture of Aviso coaching software.
The Aviso coaching software is the retention solution that helps students, coaches, and colleges achieve critical higher education goals. How the software helps all of these actors is found in its holistic approach to student engagement.
Ultimately, student success is predicated on students accepting responsibility for their own goals and plans to achieve those goals. This belief is core to all of the theoretical models we use for our CARMA model of coach training and student support. What is equally clear in our theoretical foundation is that institutional support in helping students navigate the various challenges they will encounter in higher education is critical. Students not only have to navigate through academic, career, and financial challenges, they must also steer through their integration into the campus community while maintaining their own multi-role busy schedules. The Aviso software supplements and improves the quality of coaching by identifying critical challenges students encounter in the CARMA model. By pulling student data from both the institution’s Student Information System and Learning Management Systems, real-time alerts are generated for interventions by coaches when triggered by student behaviors or non-behaviors. Some of the core alerts that can generate interventions using the CARMA models are as follows:
1) Collegiate Needs
– Has the student paid tuition? Does the student need financial aid assistance?
– Does the student have housing and a meal plan?
– Has the student registered for classes? Do classes align with the student graduation plan?
2) Academic Engagement Needs
– What is the student activity in the course he/she is attending?
– Could the student benefit from tutoring or peer instruction?
– How often have they logged into his/her courses?
– Has he/she turned in assignments in a timely way?
3) Relationships, Social Integration and Involvement Needs
– Coaches receive a nightly digest of all alerts sent to students in their caseload assignments. This provides an easy way for them to monitor students assigned to them.
– Notifications of these alerts can be sent to both the student and coach. With the communication tools in Aviso both the student and coach can quickly check in with one another to determine if more in depth conversations need to occur or whether other campus resources and individuals need to be included.
– Coaches are also trained to encourage students to develop personal relationships with peers, professors and professionals in their field of study, thereby increasing the interpersonal bond with individuals at the institution.
4) Meaning and Career Exploration Needs
– Each student identifies his/her academic and career goals in the Aviso system. Progress is measured against these goals
– Campus resources for career planning are aligned so to help the student prepare and succeed with their transition after college.
– Coaches can also be prompted to periodically assess if the student is find the course of study personally fulfilling and challenging.
5) Actualization and Student Success.
– Post graduation plans can be documented for use by institutional outcomes assessment professionals, alumni offices and career services professionals.
– Exit surveys can be configured to document student satisfaction and other information.
While this is a sampling of some of the events that can trigger an alert and a coaching intervention in Aviso, more are being added and customized to each institutional setting.
The multi dimensional aspects of the Aviso software provides a platform for a campus professional to share desktop space with a student to plan, intervene, and encourage success. In the end, many of the essential foundational student development theories can be synthesized as the following. That students face many different challenges while attending higher education. While the ultimate source of success rest with the student, with the proper and timely support and intervention from campus professionals, student success can be dramatically improved and the learning experienced enhanced. In short, Aviso helps builds an intelligent, data driven, campus-wide learning community where students and campus members working together can address student challenges to achieve student academic success.
Dr. George Steele is the former Executive Director of the Ohio Learning Network (OLN). Before his work at OLN, George directed the advising program at The Ohio State University for undecided and major-changing undergraduate students. George has written publications addressing academic and career advising theory, use of technology in advising, and assessment of the use of technology for student services and distance learning. George has been a member of the National Academic Advising Association for over 25 years, has held numerous leadership positions in that organization and has been recognized by it for his work and contributions.