Introducing coaching in curriculum

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Kaur, I ORCID: https://orcid.org/0009-0006-4986-4012, 2024. Introducing coaching in curriculum. In: TILT Annual Learning and Teaching Conference (ALTC) 2024, Nottingham Trent University, Nottingham, 18-19 June 2024.

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Abstract

Coaching, mindfulness and growth mindset-based programs have shown to increase confidence, clarity, decision-making, problem solving and individual ownership of their career, success and life (Harding et al., 2018). Coaching has been explored as a new model for academic and career achievement (Deiorio et al., 2016). With post-pandemic effects on education there has been a much greater need for introducing coping strategies to enhance academic achievement of students by developing resilience at all physical, emotional and mental levels. A study from Indiana Wesleyan University has shown a significant impact of coaching on self-confidence, decision making, life purpose, individual goal setting and attainment (Lefdahl-Davis et al., 2018).

The resilience pilot program was designed in Biosciences department in School of Science and Technology to develop coaching interventions to help support students with gaining confidence, clarity and purpose. The tools and strategies helped students overcome the self-doubt and lack of confidence, which will be briefly presented. The project was designed run over 12 weeks and involved various coaching tools and strategies to support the students with lowering stress, increasing confidence and self-belief. A group of 35-40 students signed up and participated in the weekly coaching sessions. The data from individual sessions, rating how the students feel before and after the sessions has shown positive outcome. Some of the activities involved in the sessions were clarity process, mind maps for achieving goals, vision boards and mindfulness meditations.

The next step of the project was to scale up the coaching program. The sustainable options included embedding the coaching in the curriculum. This would create further opportunities for transforming the curriculum to meet the changing needs of students. One of the options that we are exploring is based on the feedback of staff backed by a study (Liz et al., 2022) that emphasised to look beyond the current culture of student-centred approach and foster a culture of holistic wellbeing for students and staff.

Item Type:	Conference contribution
Alternative Title:	Resilience coaching pilot study
Creators:	Kaur, I.
Date:	June 2024
Identifiers:	Number Type 1911942 Other
Divisions:	Schools > School of Science and Technology
Record created by:	Jonathan Gallacher
Date Added:	15 Jul 2024 18:35
Last Modified:	15 Jul 2024 18:35
URI:	https://irep.ntu.ac.uk/id/eprint/51768