Fundamental Components of Personalized Coaching Models for Faculty: Addressing Inequities in Learning Outcomes Data

Abstract

To advance the progress of creating a more socially-just higher education landscape, student learning needs to be an institutional priority. The lack of disaggregating student learning outcomes assessment data to identify and eradicate existing equity gaps in learning continues to be problematic. However, providing faculty with data alone is not enough. It is essential that faculty also learn how to use the data. Implementing a personalized coaching model of professional development where faculty and specialized professional staff work in partnership is imperative to address this problem of practice. The findings suggest that a successful coaching model should utilize a coach internal to the academic institution, establish a collaborative partnership between faculty and coach built on trust, coaching sessions should be frequent and held in a comfortable, safe, and inclusive environment, and should obtain consistent support of senior administration communicated to the college-wide community.