Student Success Coacing


Student Success Coaching

The Office of Student Academic Success has developed a model of Student Success Coaching based on research, models, and other information in the fields of higher education, counseling, and psychology (McClellan & Moser, 2011; Biswas-Dresearch, 2009; Hall & Youens, 2007; Griffiths, 2005; Seligman & Csikszentmihalyi, 2000). Not only does this model work with students to overcome obstacles, but it also uses positive psychology to improve student success. Positive psychology is about “civic virtues and the institutions that move individuals toward better citizenship: responsibility, nurturance, altruism, civility, moderation, tolerance, and work ethic” (Seligman & Csikszentmihalyi, 2000, p. 5). Our model of student success coaching integrates the ideas of developmental and intrusive advising with those of positive psychology. Our student success specialists ask, what excites the student, and in the student’s opinion, what makes their college experience worth continuing?

“Underpinning the goal-directed, action-based framework of coaching which combines powerful dialogue within a supportive yet challenging arena, are the concepts and approaches encouraged within adult and lifelong learning, transformational learning, experiential learning, and mentoring theory”  (Griffiths, 2005, p. 62). Our Student Success Specialists implement this model of coaching which “encourages the student to take responsibility for the process of developing, refining, and engaging in their own decision-making and planning activities” (McClellan & Moser, 2011).  Student Success Coaching is an equal partnership between the student and the coach, and concentrates on specific goals and the commitment to the planned outcomes.



Biswas-Diener, R. (2009. Personal coaching as a positive intervention. Journal of Clinical Psychology, 65(5), 544-553.

Griffiths, K. (2005). Personal coaching: A model for effective learning. Journal of Learning Design, 1(2), 55-65.

Hall, C. & Youens, B. (2007). Re-forming the teaching workforce: The case of the academic coach. Educational Review, 59(2), 161-178.

McClellan, J. & Moser, C. (2011). A practical approach to advising as coaching. Retrieved from the NACADA Clearinghouse of Academic Advising Resources web site:

Seligman, M.E., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.