The Importance of Student Buy-In in Academic Coaching
“This isn’t just about students showing up for sessions; it’s about them actively engaging and taking responsibility for their own learning journey.”
Author: James Tierney
Read time: 4 minutes
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One of the fundamental principles I've taken from the classroom to opening Tierney Education is the importance of student buy-in. This isn't just about students showing up for sessions; it's about them actively engaging and taking responsibility for their own learning journey.
Why Student Buy-In Matters
Student buy-in is critical for effective learning and academic coaching. Without it, students are likely to go through the motions without truly engaging in the learning process. This sentiment is echoed in the research on evidence-based teaching practices (EBPs), particularly in STEM education. According to Cavanagh et al. (2018), “Student buy-in to active learning was positively associated with engagement in self-regulated learning and students’ course performance.” This finding underscores the significant role that student buy-in play in the educational process.
Practical Applications: Engaging Students and Parents
In my experience, getting buy-in from students often starts with involving them directly in the scheduling and planning of their sessions. A common scenario is when parents try to book coaching sessions for their student. While well-intentioned, this approach can lead to students feeling like the sessions are just another parental imposition. For example, I recently had this exchange with a parent after they tried to book a session:
🔹 Hi {Parent Name},
Thank you for reaching out. I prefer to book sessions directly with the student to ensure they are fully engaged. In my experience, when parents arrange the sessions, students often feel it's something their parents set up, which can lead to them just going through the motions. Encouraging students to take responsibility and advocate for themselves is a crucial part of their learning process. I'll reach out to {Student Name} to discuss their preferences.
Cheers,
James
This practice helps students feel more in control and responsible for their learning. Similarly, encouraging parents to ask their students about upcoming sessions and what they need to bring, rather than telling them directly, can foster independence. For example:
🔹 Hi {Parent Name},
I'm glad {Student Name} had a good week. I checked in with them yesterday to confirm our meeting today. As an exercise, can you ask {Student Name} if they are meeting with me today instead of telling them? This will help them start to take on the responsibility of the meetings, which will benefit them long-term.
Cheers,
James
Building Trust with Students
Earning the trust of students is a crucial part of fostering a productive learning environment. My main strategy to build this trust is to show them how passionate I am about their future. I make an effort to get to know each student as an individual, understanding their unique goals, strengths, and challenges. I communicate openly and promptly, ensuring that students and their parents are always informed and involved. Transparency is key; I clearly outline expectations, provide consistent feedback, and am always available to address any concerns. Additionally, I create a supportive and inclusive atmosphere where students feel safe to express themselves and take risks in their learning. By demonstrating genuine care and commitment to their success, I help students feel valued and motivated to engage fully in their academic journey.
Trust in Student Engagement
Trust is a cornerstone of student engagement. As Wang et al. (2021) highlight, "students' views of their instructors are more associated with thriving in a high-EBP [Evidence-Based Practices] course environment than their views of intelligence." Building this trust involves showing students that you understand their challenges and care about their educational welfare. This can significantly impact their willingness to engage and invest in the learning process.
Helping Families Navigate the Transition to College
Helping families navigate the transition to college is an essential part of fostering student independence and success. This process can be challenging, especially for parents whose identities revolve around advocating for their children. Research shows that while parental involvement is beneficial, it must be balanced to avoid over-dependence. For example, a study by Lewis et al. (2014) found that parental support, when balanced, aids students' adjustment to university life without hindering their independence. Moreover, Reynolds (2022) discusses the importance of setting boundaries for parental involvement, emphasizing that while parents can provide valuable support, they should not overly interfere with their child's academic journey. It's a delicate balance, but one that is crucial for the student's development. Providing structured guidance, promoting open communication, and encouraging self-advocacy are key strategies I employ to assist families during this transition. It’s incredibly rewarding to see students grow into responsible, self-advocating individuals, and to provide ongoing value to families.
Conclusion
Fostering student buy-in is essential for successful academic coaching. By involving students in the planning process, building trust, and encouraging a growth mindset, we can help them take ownership of their learning journey. This approach not only enhances their academic performance but also prepares them for future challenges, promoting independence and self-advocacy.
As I continue to support more students and families, I am excited to see the positive impact of these practices on their educational experiences.
References
Cavanagh, A. J., Aragón, O. R., Chen, X., Couch, B. A., Durham, M. F., Bobrownicki, A., Hanauer, D. I., & Graham, M. J. (2017). Student Buy-In to Active Learning in a College Science Course. CBE—Life Sciences Education, 16(4), ar56. https://doi.org/10.1187/cbe.16-07-0212
Lewis, J., West, A., Roberts, J., & Noden, P. (2014). Parents' involvement and university students' independence. Families, Relationships and Societies: An International Journal of Research and Debate. Retrieved from LSE Research Online.
Reynolds, A. (2022). “Can My Mom Sit In?”: Defining the Proper Scope of Parental Involvement in Academic Advising. University of California, Davis. DOI: 10.26209/mj2462940. Retrieved from Penn State Open Publishing
Wang, C., Cavanagh, A. J., Bauer, M., Reeves, P. M., Gill, J. C., Chen, X., Hanauer, D. I., & Graham, M. J. (2021). A Framework of College Student Buy-in to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset. CBE—Life Sciences Education, 20(3), ar46. https://doi.org/10.1187/cbe.20-08-0185
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