2016 Annual Conference

Student retention is one of the most challenging issues facing higher education. This presentation suggests that an instructor who intentionally approaches class design with a coaching mindset will be well equipped to help incoming students develop grit and tenacity that may, in turn, promote retention, persistence, and academic success.

Faculty teaching traditional and non-traditional students in higher education settings
Adult educators interested in exploring the application of coaching techniques in educational settings

Professional or life coaching relationships have emerged as powerful and helpful mechanisms for individuals who wish to move forward in some way. The coach’s toolbox contains skills such as powerful questioning, intentional reflection, and direct communication that can be used in a college classroom, for traditional-aged and non-traditional students alike.
Many student retention theories highlight the student’s interaction with and connection to the institution as a critical factor in the decision to stay in college (Renn & Reason, 2013); the college classroom can become a key setting for helping students understand and navigate the new environment they encounter when they arrive on campus (e.g., Einfalt & Turley, 2013). Faculty can incorporate a coaching mindset that takes a broader view, moving beyond merely presenting content. The coaching approach uses content as a springboard for perspective and gaining awareness of self and others.
Coaching-minded instructional design challenges the instructor to help students understand goals, develop action plans, and take responsibility for their own development. The coaching-minded instructor stays alert, listens with intent, questions with purpose, and responds with authenticity and insight. This session will discuss core competencies related to coaching and explore how these skills can maximize results in course design.