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-=====Coaching Overview=====
+<-^Coach Expectations^->
+===== Coach Time Expectations =====
-Welcome to Capstone!
+Here we outline our expectations for the time you will spend with the students as a coach and reviewer. The amount of time required will be variable, depending on the progress of your team, your project, and the needs of the individuals on your team. Consequently, the general time expectation is as follows:
-We are excited to partner with you this year in Capstone. Brigham Young
+   * Capstone’s expectation is that you spend //approximately 6 hours per week// as a coach:
-University’s Capstone course (Me En/EC En 475 & 476) has gained a reputation as one
+      * 1 hour meeting with the team
-of the finest student mentoring experiences of its type in the country.
+      * 0.5 hours (average) in pod lectures
-Your role as a Faculty Coach is integral to each student’s educational success
+      * 1 hour (average) reviewing your own team’s submissions
-and helps ensure positive outcomes for the students and for the Capstone
+      * 1 hour (average) evaluating other teams’ submissions
-course. With your help, we know that this will be a successful year. We are
+      * 0.5 hours working with the sponsor
-excited to work with you to help these remarkable students become leaders in
+      * 2 hours guiding and mentoring students
-learning a practical design process while focusing on designing a
-desirable and transferable product.
-As a Capstone coach you are expected to spend about 6 hours per week on average
+We recognize that you have other responsibilities that will occasionally interfere with your expected participation, but we hope these are infrequent.  Please let your pod instructor know in advance when there is a problem with reviews as we can reschedule these.  (Pod lectures and coach training meetings are on fixed schedules and will be announced well in advance for the entire semester.) Coach responsibilities are divided into a week, month, and stage basis:
-in your work as a coach. This guide is provided to help you be an
-excellent coach.  Following this guide, the Coach Reference
-lists items alphabetically by topic that we hope provide information
-to help you succeed.
-====Principles of Capstone Coaching====
-To help you in your role as a Capstone coach, we have identified five
+**//Weekly Obligations//**
-principles of Capstone coaching.  These principles are:
+  * Capstone activities take place between 8 am and 9:50 on weekdays.  This is when you will be doing most  of your student interaction, including team meetings and pod lectures.
+  * You should plan on meeting with your team at least once a week in a formal team meeting. We encourage your team to set up a schedule. Share this with your instructor so he/she can also attend periodically.
+  * After the first week of Fall semester, hour-long pod lectures are held once per week on a fixed day of the week, six or seven times each semester. For more information on the first week see [[Getting Started with your Team]]. You are expected to attend and participate with your team.
-===The job of the coach is to mentor the team.===
+**//Monthly Obligations//**
+  * We have monthly coach training meetings.
-As a Capstone coach, your primary job is to mentor the team and the
+**//Obligations Per Stage//**
-individuals on the team.  Capstone is not primarily about getting the
+  * During the first week of class you and your team will meet for the first time, start team building, learn about your project, develop initial project documents and an overall schedule, and learn about the key steps of design.  We hope you can meet with your team multiple times during this initial time . **At least one of these meetings should be in-person on campus.**
-project done; it's about helping the students develop traits that
+  * We provide $10 per student on the team for you and your team to have a special team-building activity early in the fall semester. We expect you to help plan and attend this activity. For more information on the team building acivity see [[Mentoring in Teamwork]]
-will help them be influential engineers in the future.  So it's
+  * When the team is working on hardware, in-person on-site contact with the coach is invaluable.  During hardware-intensive periods, you may need to be in the lab at least weekly.
-important that rather than doing the project yourself, you must
+  * You should plan on meeting individually with team members several times each semester to discuss individual contributions.  These meetings benefit from personal interaction, but this is not required.  At the middle and end of each semester you will be asked to assess (grade) the individual contributions of each student on your team using a rubric spreadsheet we will provide.
-guide the students to successful completion, which is often much
+  * As a coach you will help review and evaluate the work of two other teams.  This will require:
-harder.  But if you take over, the students don't grow.
+    * reading their design stage packages,
+    * providing written feedback and a grade based on a grading rubric we will provide, and
+    * participating in a live review session lasting 25-50 mins.\\  There are three reviews for each team each semester. We will try to schedule those at convenient days for the coaches involved during capstone time. Note: you will only be grading other team’s work at these reviews, not your own team’s.
-It's also important to understand that the coach role is not a passive
-bystander.  You are not a supervisor or an observer of the team.  You
-must be an active mentor, helping the students develop the hard and
-soft skills needed to excel on the product development project.  You
-must figure out how you can best mentor the students to grow both as a
-team and as individuals.
-  * \ref{refchap:HS} in the Coach Reference provides some general hints about successfully mentoring your team members.
+The table below summarizes the expected time requirements.
-===Students need mentoring in the product development process.===
+ {{ coach_wiki_table.jpg?300 |Coach Time Summary }}
-Most students have never seen the product development process in either
-theory or practice.  You've been chosen as a coach in large part because
-you've experienced product development in the real world.  You have
-the opportunity to share your practical experience to help the academic
-subject come alive to the students.
-[[Mentoring in Product Development]] discusses specific actions you can take to mentor students in the product
-development process include:
-  * Facilitate learning in instructional pods (see \ref{refchap:IP} in the Coach Reference).
-  * Help students to individually apply the Capstone product development process (see \ref{refchap:DPA} in the Coach Reference).
-  * Use class terminology in mentoring your students.  While this may not be your preferred terminology, it's important to use consistent terminology with all of the students.  You can see a summary of the class terminology in Appendixes A and C of the textbook.
-=== Students need mentoring in effective teamwork.===
-Students have worked on teams, but still need mentoring in how to
-make their teamwork more effective.  As an outsider who is intimately
-familiar with the team operation, you are uniquely qualified to
-provide teamwork mentoring.
-[[Mentoring in Teamwork]] discusses materials that may be helpful in providing teamwork mentoring including:
-  * \ref{refchap:TTS} in the Capstone Reference discusses the Tuckman stages of team development.
-  * \ref{refchap:TME} in the Capstone Reference discusses five areas of team member effectiveness.
-  * \ref{refchap:TM} in the Coach Reference provides some specific suggestions for helping develop strong teams.
-===Students need mentoring in completing the project===
-Students are used to having specific questions that they answer on their homework
-and having specific tasks assigned for them to complete in labs.  In contrast,
-on their project, they have to decide what needs to be done and how it should
-be reported.  Therefore, they'll need your help to mentor them to successful project
-completion.
-[[Mentoring in Project Completion]] discusses how you might mentor students to help them complete the project.  Items that may help in your mentoring include:
-  *\ref{refchap:MP} in the Coach Reference provides some suggestions for how you can mentor the team in scoping and completing the project.
-  *\ref{refchap:MC} in the Coach Reference provides some suggestions for helping your team effectively convey the results of their product development work.
-  *\ref{refchap:SI} in the Coach Reference gives some ideas on how you can work with the sponsor to help the students find success on the project.
-===Students need individual mentoring===
-Students are working hard to develop as individuals and engineers.  Nevertheless, they have many things they struggle with.  As their Capstone coach, you are in an ideal place to provide individual mentoring relative to their professional development.  **[[Individual Mentoring]]** provides some help for this important role.
-===Students need candid and helpful feedback.===
-Students are learning tremendously as they work in Capstone.  The growth that
-they will have during the year is really quite surprising to most of us, even when
-we've seen it over and over.  An important part of helping them to grow is
-providing candid and helpful feedback.  This feedback should include discussing
-both their strengths and areas where they can improve.  It should include feedback
-on both the project work and individual characteristics that help or hinder their
-work.
-[[Feedback]] discusses your formal and informal role in providing feedback to team members.  Materials that can help you provide effective feedback include the following:
-  *\ref{refchap:SF} in the Coach Reference discusses the mechanisms we have for coaches providing feedback.
-  *\ref{refchap:TME} in the Capstone Reference discusses areas of team member effectiveness.
-  *The Design Skills chapter in the textbook describes skills that team members can bring to the project.  These skills may provide opportunities for giving helpful feedback to your team members.
-====Conclusion====
-We hope that this guide is helpful in outlining your responsibilities and
-providing guidelines for your success as a faculty coach. We look forward to
-working with you and hope you will enjoy the Capstone course as much as we do.
-If you have any suggestions or ideas for improving the course, don’t hesitate
-to let us know. We want the Capstone program to continually improve and welcome
-your feedback.

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