Cognitive Coaching

The focus of this chapter is on the effectiveness of Cognitive Coaching as a coaching model for faculty, staff, and administrators in higher education. The chapter's purpose will be to add to the literature about coaching in higher education by explaining how Cognitive Coaching serves as a path to “triple-loop learning” and to shifts in identity that result from coaches' increased effectiveness in teaching and learning, student support, and leadership development as well as coaches' enhanced resourcefulness in the five states of mind: consciousness, craftsmanship, efficacy, flexibility, and interdependence. Interesting and critical relationships among Cognitive Coaching strategies, staff motivation, and organizational development are also illuminated.

The Wheel of Competencies to Enhance Student-Teacher Role Awareness in Teaching-Learning Processes

In this chapter, the wheel of competencies was used for enhancing educators and students' mutual awareness within the teaching-learning processes. This chapter described how teachers could use this tool in their opening class to build rapport and confidence as future teachers in higher education. The competencies reported are from a post-graduate discipline for students in Dentistry and Veterinary at the UNIP-Paulista University of São Paulo in Brazil, named “Higher Education Teaching Skills,” as a mandatory part of their curriculum. The coaching approach applied in this discipline included reflective questions, discussions in groups, plenaries, and the wheel of competencies. The idea is to make the students aware of coaching tools associated with blended learning, which is the teaching-learning philosophy of the discipline. At the closing class, the students can build an action plan as a student or as a future teacher. Throughout the year, it is essential to follow these competencies to improve the students' confidence.

Investigating the Impacts of Coaching and Mentoring Through Induction on the Experienced Teachers

Since induction programs are generally implemented for beginning teachers, those designed in response to experienced teachers' pedagogical needs are rare, and their impacts on these teachers are not so widely researched. This chapter reports the process of a one-year comprehensive induction program that is designed for 11 experienced teachers who are newly hired at the English preparation program of a highly competitive English medium university in Turkey and its impacts on the emotions of the participants. The study encompassed the concurrent embedded strategy of mixed methods approach. Data were collected through semi-structured interviews and the positive and negative affect schedule (PANAS-SF). The present study has supported multiple aspects of previous data regarding induction programs for beginning teachers and provided valuable findings supporting the benefits that comprehensive induction programs that provide coaching and mentoring can bring for experienced EFL teachers when they start working in a new institution.

Introducing Coaching to Higher Education

The term “coaching” primarily evokes the image of the sports coach, aiming to guide and drive an athlete to successful performance and winning or becoming a champion. Nowadays, coaching has become such a ubiquitous concept that it can connote any professional practice empowering people to unlock their potential to make the most of their performance and achieve their goals. The higher education sector is one of the key areas to benefit from adopting coaching practices where coaching can be used in different applications. This chapter presents a selective review of the definition, purpose, and main areas of coaching and explores the differences between coaching and mentoring skills. The review is based on information collected from published papers, books, coaching professional bodies' publications, websites, and lecture notes. In addition, it presents key coaching applications and their potential in the higher education sector.

Effective Coaching Through Webinar-Integrated Tools

Webinars are very powerful yet less used strategies for building the capacity of teachers to improve their pedagogical and andragogical practice, let alone to be used by teachers to offer education to their learners. The classroom learning environment has evolved to meet the needs of today and tomorrow by providing students with access to technology and online resources that support instruction especially during times when face-to-face interactions are impossible. This chapter offers research-based experience for the limitations and framework solution for effectively applying webinar through integrative tools as a framework for coaching educationists to promote active learning in blended environments. This chapter proposes an implementation framework based on a situation awareness model within empathetic participatory design principles. This model results in empowering and motivational outcomes for the instructors to extend the application of the use of the webinar tools among their fellow instructors.

Academic Coaching Applications and Effectiveness in College Teaching and Learning of Generation Z Students

A proactive and positive academic coaching model would better serve the individual students and the institution. Since retention issues are so relevant amongst college campuses, the coaching model serves as a climate and cultural transformation that focuses upon the transformational learning experience. Coaching stems from a variety of disciplines, such as organizational development, positive psychology, appreciative inquiry, communication, and transformational change. The principles developed from social constructivism, appreciate coaching, and solution-focused problem solving are applied to the Generation Z students helping them reach their fullest potential and dreams. Suggested effective strategies are reviewed to enhance instructional strategies. Based upon the Gen Z population and the coaching model, the coaching sessions and goals will guide the reader towards the application of teaching and learning.

Coaching for Raising Awareness Towards Research Project Planning and Management Using Grow Group Awareness Model

Higher education institutions recruit talented research students from around the world as they contribute to human resources, income generation, innovation, and research outputs. Research degrees require research students to work independently, with some support from research supervisors. Students tend to face different kinds of challenges that might be beyond the role of supervisors and mentors. In addition, completion rate and empowering research students to achieve the best outcomes during their research journeys is at the heart of institutes' research agendas. Coaching can be a very powerful tool to support this talented group in higher education to help them in overcoming obstacles and/or raise performance to achieve the best outcomes during research projects timeframes. This chapter explores the use of coaching to raise awareness about research project planning and management, proposing a planning and delivery model for group coaching for raising awareness known as the grow group awareness model.

Holistic Coaching in Higher Education

This chapter will explore the coaching relationship and holistic coaching strategies for individual and organizational success that emphasize 1) coach and partner whole self-awareness, 2) vulnerability, 3) the importance of care and empathy in effective coaching, 4) building trust and quieting ego, and 5) coaching and collaboration. Although the authors use the profession of student affairs as the main premise, higher education leaders who are interested in developing successful performance improvement strategies from a holistic coaching perspective will benefit from this chapter.

Establishing an Equity-Based Coaching Model

As institutions of higher education continue to grapple with changing student demographics and increased pressure to assess student learning outcomes, several new and innovative programs and services have been created. These initiatives, often housed within student and academic affairs, seek to increase the persistence and retention of students and bolster post-graduation outcomes. One such initiative, success coaching, has become a prominent service on college campuses across the United States. Success coaching can be defined as the practice in which a coach collaborates and assists students in achieving individual goals, overcoming obstacles, and celebrating successes through focusing (and developing) student strengths. This chapter will provide an overview of a small, private, religiously affiliated, liberal arts approach to creating a holistic, equity-based success coaching model on their campus as well as provide considerations and implications for practice.

Coaching Applications and Effectiveness in Teaching and Learning in Higher Education

Coaching creates opportunities to communicate better and enhance trust among the service users, employees, and employers regardless of their differences. Therefore, higher education institutions are increasingly recognizing the value of coaching for personal, professional, and organizational development. In coaching, contextual understanding is essential to achieve expected growth and outcomes. This chapter explores the applications and effectiveness of coaching interventions in teaching and learning in higher education. Based on literature and personal reflection, this chapter highlights different strategies and good practices and how coaching helps students succeed in their academic journeys and academics to become reflective practitioners. This process of coaching in higher education could also include people from academic, administrative, and professional service backgrounds. This chapter also presents the factors that hinder or support coaching programs and draws a set of recommendations to strengthen coaching initiatives in the higher education context.