Digital Object Identifier
10.18870/hlrc.v4i4.221
Abstract
Coaching in higher education is a relatively new field; although, it has been taking place in educational institutions for some time, even if it was not labeled as such. This paper describes the faculty development filosophies of a US-based higher education institution with a strong culture of supporting faculty and promoting social change. A coaching model was implemented as a means for professional development. It was designed to be facilitated through a peer relationship and it offers problem-focused, contextualized opportunities for faculty to collaborate, thus making the experience and outcome more meaningful. The coaching model is individualized, confidential, non-evaluative, and incorporates three pathways to support the professional development needs of faculty: self-assigned, a request from college leadership as a means to support faculty in an identified area of need, or the New Faculty Orientation (NFO) instructor may recommend a faculty member for coaching as a way to further engage in topics not discussed in-depth in NFO.DOI: 10.18870/hlrc.v4i4.221
Recommended Citation
Bedford, L.,
McDowell, M.,
&
DiTommaso Downs, L.
(2014).
Enhancing faculty performance through coaching: Targeted, individualized support.
Higher Learning Research Communications, 4 (4).
DOI:10.18870/hlrc.v4i4.221
