About Me

Research gives us important information about the skills students need to succeed, including time management, self-motivation, metacognition, and effective academic skills. Coaching involves identifying which of these skills are creating barriers for a particular student and then adapting their development to that student's cognitive profile and current circumstances.

This begins with a thorough assessment of executive functioning, academic, and life skills. Students are often unaware of some of the skills contributing to their difficulties. It is also important to find the right balance. If too few skills are addressed, the student may not develop the tools they need quickly enough. Trying to change too much at once can be overwhelming.

Skill development then becomes an ongoing and structured part of coaching. Each week, we look at what worked, what did not, and why. We use that growing understanding of the student to plan the upcoming week and anticipate potential barriers.

Students also need more than an explanation of a strategy. Using principles from Strategy Instruction, I help students learn how to apply new skills directly to their own courses, assignments, and academic situations.

Students who are still developing these skills often need someone who can see the bigger picture of their academic life.

With the student's permission, I work from their syllabi, assignments, deadlines, and calendar. This allows me to evaluate how well they are applying skills such as planning, prioritizing, and managing their time in real situations. Rather than simply asking whether they have made a plan, I can help assess whether the plan is realistic, complete, and likely to work.

As students become more skilled, the goal is for them to need progressively less support.

Ultimately, students need to become self-regulated learners.

Self-regulated learning depends heavily on metacognition, or "thinking about thinking." Students learn to plan their approach, monitor how well it is working, and make adjustments based on the results.

This process is built into coaching. Reviewing the previous week and planning the next gives students repeated practice noticing patterns, evaluating their own performance, and making increasingly effective decisions for themselves.

Academic struggles rarely occur in isolation. Students are often also dealing with anxiety, depression, shame, or discouragement related to their experiences in school. It can be difficult to discuss these challenges honestly, even with a professional whose role is to help.

My social work education and experience help me build trust and rapport quickly so that these conversations can happen. I use empathy and tact while still addressing difficult issues directly, including avoidance, repeated setbacks, and outcomes that have fallen short of a student's goals.

I also remain attentive to concerns that fall outside the scope of academic coaching and help connect students with other appropriate supports, such as therapists or academic advisors, when needed.

Ultimately, my goal is not simply to help students get through their current semester. It is to help them understand themselves as learners and develop the skills they need to navigate future challenges more independently. With the right support, students can become more confident in their ability to manage school and better equipped to adapt as their academic and life demands change.