Enhancing faculty performance through coaching: Targeted, individualized support
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 suppo...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Data de publicação: | 2014 |
| País: | España |
| Recursos: | Universidad Europea (UEM) |
| Repositório: | ABACUS. Repositorio de Producción Científica |
| Idioma: | inglês |
| OAI Identifier: | oai:abacus.universidadeuropea.com:11268/4638 |
| Acesso em linha: | http://hdl.handle.net/11268/4638 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Faculty development Faculty coaching Enseñanza superior Tutoría |
| Resumo: | 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. |
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