1. Coaching and Mentoring
Overview
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Klimt, Gustav. The Tree of Life. c.1909. Oil on canvas.

2. The Art of Coaching and Mentoring
Coaching & mentoring is a collaborative
development process that intentionally
connects members of the College community
with students to help them clarify and realize
their educational and career goals.
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3. Coaching and Mentoring Overview
• Some MDC academic departments have dedicated,
in-house academic advisors.
• Other departments have structured faculty
advisement processes.
• Many faculty are involved in ongoing coaching and
mentoring of students in and outside classroom
Goal of Coaching and Mentoring effort
Institutionalize best practices and expand the number
of students participating.
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4. “Better than a thousand days of diligent study is
one day with a good teacher.” - Japanese Proverb

5. Coaching and Mentoring is a collaborative
teaching and learning process that:
• Aligns student’s abilities and interests with
academic and career planning
• Empowers students to be proactive partners
• Supports informed decision-making
• Builds/reinforces critical thinking skills by
o Emphasizing planning and problem-solving
o Focusing on goal-oriented solutions
o Overcoming obstacles
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6. Coaching and
Mentoring combines
the best of teaching,
personal mentoring
and career counseling.
 Coordinates student’s
learning experiences
with course and career
planning, extracurricular
opportunities and
academic progress
reviews.
 Adapts pedagogy and
classroom skills to one-
on-one and small group
settings.
 Helps students grow and
make the most of choices
and experiences.
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7. MDC Coaching &
Mentoring Model
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8. The MDC Coaching and
Mentoring Model
connects students to
assigned professional
resources from admission
through graduation at
three critical stages.

9. MDC Coaching and
Mentoring Model:
3 Stages of Support
Admissions
through
Orientation
Orientation
through 25%
Benchmark
25% Benchmark
through
Graduation
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2
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10. At each stage, the student has
a primary point of contact at MDC.
 Seamless transitions
from one stage/advisor
to the other.
 Supported by
processes and
technology for
information sharing
and communication.
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11. Stage 1: Admission Through Mandatory Orientation
Primary Contact: Pre-College Advisors, Recruiters and New Student
Centers
Activities:
Pre-enrollment advising to get off to the
right start.
Welcome, financial aid information, themed
monthly activities, personal connections,
documentation reminders
Implementation
Piloted in Spring 2013 for First Time in
College, Direct Entry students
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12. Stage 2: Mandatory Orientation Through 25% Benchmark
Primary Contact: Professional Student Services Advisor
Activities:
Start creation of academic/career plan
aligned with student interests.
Mandatory online and campus
orientation, engagement activities, non-
cognitive and career assessments,
one-on-one advising, IEP (initially first
year only).
Implementation
Version 1.0 implemented in Summer
2012 for FTIC-Direct Entry 2012-1/2;
Version 2.0 implemented in Summer
2013 for FTIC-Direct Entry 2013-1/2
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13. Stage 3: 25% Benchmark to Graduation
Primary Contact: Academic Coach and Mentor (Faculty, Department
Advisors, Department Chairs)
Activities:
Support students with more specific
academic and career advice linked to program
of study.
Complete IEP, academic progress reviews,
service learning and internship opportunities,
transfer and career planning, mentorship.
Implementation:
Implemented late Spring 2013 for FTIC-Direct
Entry students who enrolled in 2012-1/2.
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14. Balancing Long Term and Short Term Goals
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Over time, a comprehensive and
sustainable process for all
students.
• Students choose academic pathway
and develop full IEP within first year.
• Coaches and mentors focus on
broader academic and career
support.

15. Balancing
Long Term and
Short Term Goals
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Long Term Goals
• Establish primary contact
• Set expectations and goals
• Begin to develop relationship based
on principles of success
• Establish expectations of further
communication
Short Term Needs
• Complete IEP
• Find solutions to IEP problems
• Stimulate on-time registration for
fall classes

16. Coaching and Mentoring: Best Practices
• Establish expectations
– Ongoing communication and interaction
– Individual roles and responsibilities
• Understand the uniqueness of every student
• Identify student strengths and weaknesses and assess
how to build on/complement them
• Discern what the student is saying and not saying
• Suggest new/additional options or solutions
• Work together to achieve common goals
• Help others help themselves
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