Faculty Coaching

The Hal Marcus College of Science and Engineering (HMCSE) firmly values the critical role faculty play in student satisfaction, persistence, and learning.


The Hal Marcus College of Science and Engineering (HMCSE) firmly values the critical role faculty play in student satisfaction, persistence, and learning. Research has drawn attention to the importance of student contact with faculty and making connections between classroom learning and its direct applicability to overall professional readiness. Faculty can assist students by fostering their professional readiness, mentoring, and coaching. HMCSE faculty have a crucial role as career, life, and professional readiness coaches for students and making connections between teaching, learning, and career preparation.

Faculty are essential to facilitating the connection of the curriculum and classroom learning to the foundation needed for professional success. Faculty advisors are in a position to guide student knowledge and skill development toward achieving educational and career goals. This interaction plays a significant role in student retention.


Faculty coaches serve as guides, facilitators, and mentors.
Characteristics of effective coaches include:

  1. The ability to disseminate accurate information and be knowledgeable about university and degree requirements.
  2. The ability to guide students toward setting and obtaining educational and professional goals.
  3. Knowledge of campus resources available to students.
  4. The ability to develop a collaborative relationship and rapport with students.
  5. The ability to be approachable, accessible, courteous, and respectful toward students.
  6. The ability to demonstrate an interest in the students educational and professional goals.

The role and competencies of faculty coaches include:

  1. Educating students about co-curricular experiences available to enhance skill development, student development, and professional readiness.
  2. Applying faculty pedagogy from the classroom to the coaching experience.
  3. Advancing student academic and professional growth.
  4. Serving as a professional role model and developing a professional relationship with the student.
  5. Being knowledgeable about the student’s academic background and previous educational experiences.
  6. Assisting students with setting goals. The goal setting process requires a coach to ask open-ended questions to:
    • Clarify
    • Align
    • Focus student attention to the goals needed for achievement
  7. Assisting students with focusing on awareness of their current situation, thoughts, values, and beliefs to gain a self-awareness needed to make informed decisions regarding their career and life goals.
  8. Assisting students with defining issues and challenges which may impede their success and generate strategies and solutions promoting success. Providing support in the wake of discouragement and challenges is essential.
  9. Assisting students with developing a plan to achieve set goals and eliminate challenges.
  10. Holding students accountable for obtaining set goals in a reasonable timeframe.

Faculty coaches should establish and maintain a collaborative relationship with academic advisors. A collaborative relationship can benefit students by providing a holistic approach to student success. Professional advisors can ensure that students are progressing toward degree completion and faculty coaches can ensure that students are enhancing their skill set toward professional readiness. Both roles are an integral component to student retention and degree attainment.

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