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To date, much of the coaching literature focuses on work with elementary teachers in the area of literacy (for example, Stover, Kissel, Haag, & Schoniker, 2011). Very little research regarding faculty coaching at the university level has been conducted. Anecdotal evidence suggests that coaching is beneficial to higher education faculty and that those who engage in coaching are more confident in their teaching (McDowell, Bedford & DiTommaso Downs, 2014). . However, no empirical evidence exists to support this, nor is there data to indicate the extent to which pedagogical straggles learned in coaching are transferred to the classroom.