Who Coaches the Coaches? The Development of a Coaching Model for Experiential Learning

Abstract

This study explores a case of coaching deployed in experiential, interdisciplinary, and project-based courses. This study follows coaching in two courses that operated on a high-impact practice framework. In these courses, coaching was experienced by both students and faculty as a critical feature of the success of the courses. Students showed that coaching impacted their sense of the gravity of course content, their ownership of student-designed work, their relationships with faculty, and their experience of place-based learning. Faculty indicated that the coaching promoted transdisciplinary course planning, while their teaching benefited student engagement. We recommend practices for coaching that can support gains for students and faculty in experiential, project-based, interdisciplinary courses.

Trials and Triumphs of Running Cross-Year Experiential Modules: Blending Theory and Practice to Advance Student Professional Development and Academic Practice.

“…AM2 said "I will coach them [the students] and ask questions … I tend to prefer coaching to giving answers." This stated preference of the lecturer's role being one of coaching / mentoring is in alignment with Ye et al (2021) andKolb's (1984) views on the part 'active learning' plays in encouraging students to learn through reflection and develop critical thinking and Heinrich et. Al's (2021) views on the role of coaching in an experiential learning context.…”

“…Despite extensive literature on experiential learning (Kolb, 1984;Heinrich et al, 2021;Goldie et al, 2023), authentic assessment (Ewing & Ewing, 2017;Ajjawi et al, 2020) and peer tutoring (Sloman & Thompson, 2010;Hum et al, 2014), cross-year collaborative projects have received limited investigation. Addressing this gap, the research takes an exploratory and flexible approach, that is interpretivist and inductive, building on the literature to identify patterns and theories (Patton, 2002).…”

“…It also requires key liaison with industry partners to identify suitable client organisations for the duration of the modules. Heinrich et al (2021) state that educators must provide student teams with adequate coaching and mentorship to effectively deliver experiential learning projects; this is reflected in the naming convention for the lecturing team (i.e. AMs).…”

Review and Synthesis of a Decade of Research on Transformational Teaching and Student Engagement

“…Further, intellectual simulating behaviours have a positive association between engagement, peer relations, and supporting self-efficacy, thereby fostering student intrinsic value. Heinrich et al (2021) designed a GORP (Gravity, Ownership, Relationship, and Place) conceptual framework, for testing experiential learning and providing a theory of change. Basic psychological needs and their effect on academic engagement were tested by, Dostmohamadi et al (2021), further, the authors also tested the mediation effect of academic self-efficacy and academic emotions.…”