Academic Coaching Practices

This post represents the culmination of a series on values, mindset, and practices around academic coaching. In reality, coaching is difficult. If we really want to make a difference in the overloaded lives of our adult learners, we can take a page from Daloz’s book, Mentor, and see the challenges, heartbreak, and most importantly, the incredible transformation that gets experienced, both for yourself and the learner.

Whether you are an administrator looking to increase retention, a professor who wants to provide the deeper mentorship, or an adjunct facilitator who needs strategies to cope with the gaps we see so often in adult learners today, I encourage you to read these posts.

If you have read the post on inspecting and adapting, you’ll know that that there are four specific areas that we can target both as facilitative and learning coaches. The image you see is the rubric that I use as a learning coach to determine where my concerns lay as I work with the students so that I can prioritise my focus. Having a conversation with that student on each of these topics is equally important to help raise their own self-awareness and develop a sense of intention to improve. Giving them a path for incremental improvement rather than overwhelming them, however, is your task.










Once you have identified areas of concern for you students, below are some strategies to address on creating that path of incremental improvement for them, preferably with shared goal setting so that they can measure their results, learn from their failures (with you), and celebrate their successes (with you)!

Academic Coach Target Areas

Crossposted on LinkedIn at Academic Coaching Practices.


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About Marian

My passion is centered around ensuring effective learning experiences that improve people's lives. Developing a learning mindset is my ultimate goal whether working with academic programs or corporate training; formal or informal learning practices. It is my belief that our potential for agility is limited only by our capacity for learning.