Tag: HigherEd

Maximizing faculty is always a difficult task for any university, The research shows, time and time again, that student outcomes are better when their instructors have more time to focus on the subject matter over administrative tasks. As digital learning tools become more common, instructors find themselves needing support to facilitate successful distance learning. To help support their faculty and improve student outcomes for online learning courses, many institutions of higher education turn to Academic Coaches to help their faculty members shine. 

However, while the use of Academic Coaches is critical to successful instructional courses, little research has been conducted into how Academic Coaches are used. Successful application of Academic Coaches has huge ramifications for faculty success, but few universities know what practices will help their faculty use Academic Coaches well.

To help with this goal, Instructional Connections funded original research by Tracia M Forman and Jessica M Sanchez into the best practices for Academic Coaches at the University of Texas Rio Grande Valley. These findings were later presented by the two aforementioned researchers at the Texas Distance Learning Association’s 2022 conference. The goal of this research was to understand the behavior, preferences, and opinions of faculty who utilize Academic Coaches, with the aim of developing best practice guidelines for the future use of Academic Coaches. 

About UTRGV

The University of Texas Rio Grande is one of the largest primarily Hispanic universities in the country. The University has campuses across the Rio Grande Valley of southernmost Texas, mostly in McAllen, Harlingen, and Edinburg. The institution is unique as 54% of its students are first-generation students, and over 90% are Hispanic. The University of Texas Rio Grande, like other institutions of higher learning, was trying to maximize its faculty’s impact via distance learning. This became the perfect backdrop for Sanchez and Forman’s research into what makes a great Academic Coach. 

What is an Academic Coach? 

An Academic Coach, in the context of this research, was a trusted resource for University of Texas Rio-Grande Valley faculty members, an additional layer of support for UTRGV instructors. All Academic Coaches were employed by Instructional Connections, and all were subject matter experts within their field of study. All Academic Coaches have, at minimum, a Master’s Degree, although oftentimes, Academic Coaches may have other postgraduate degrees. The main purpose of an Academic Coach is to assist at the course level and help support students through more administrative tasks, tasks that eat up instructor time. 

The sample size that  Forman and Sanchez used to glean more insight into best practices around Academic Coaching consisted of 14 female instructors and 2 male instructors. A variety of disciplines were represented, with liberal arts being the most common. 

The main vehicle for this research was interviewing faculty about their experiences with Academic Coaches. That interview script can be accessed here. 

Forman and Sanchez investigated how Academic Coaches were being utilized at UTRGV to ensure that all Academic Coaches were being utilized in similar ways across the college. Typical responsibilities of Academic Coaches, according to the consulted faculty members, usually included grading, leading discussions, and answering student questions, although this varied from instructor of record to instructor of record. Most faculty members found few student complaints about their Academic Coach, and when student complaints did arise, grading was the main area of concern. 

The most common way of aligning with Academic Coaches was to hold a pre-course meeting to review standard operation procedures, expectations, and the types of assignments. Shadow sessions around grading were also scheduled by some faculty with their Academic Coaches to align on how grading ought to be conducted. 

Findings 

The research concluded that several Academic Coach strategies stood out as more effective. Those included…

• Constant Communication
• Clear Grading Rubrics
• Detailed & Comprehensive Agendas

Forman and Sanchez also recommended several strategies for using Academic Coaches be discontinued. These included….

• Offtopic Virtual  Meetings
• Use of Unfamiliar Digital Learning Tools in the Classroom
• Not Aligning on Grading Expectations Early

It is important to note that the UTRGV faculty members were, all in all, quite happy with their Instructional Connections Academic Coaches, aka Virtual TA. Their feedback did, however, note when Academic Coach utilization needed improvement, and the three aforementioned topics were the most common strategies Forman and Sanchez recommended be discontinued. 

From this research and discussion with the sample size, Forman and Sanchez were able to create a list of advice for instructors to maximize their use of Academic Coaches.

• Clear Ground Rules & Expectations at Onset
• Regular Cadences for Communication
• Detailed Rubrics for Grading to Prevent Misalignment
• Listen to Coach Ideas and Feedback to Improve Student Experiences  

Summary

This research found that clear expectations, communication, and meeting cadences all helped maximize the use of Academic Coaches at UTRGV. The issues that did arise were usually around grading, and the instructors interviewed found that clear rubrics could help alleviate these student complaints. 

Forman and Sanchez did find some areas of improvement for future research. Namely, incorporating direct feedback from Academic Coaches and developing a line of questions to further understand grading responsibilities were identified as areas of further research.

Instructional Connections would like to thank Forman and Sanchez for their tireless work and all UTRGV participants for their time and insight. The use of Academic Coaches and virtual TAs at institutions of higher learning is an understudied practice within the higher education community. This research helps all parties understand how to best support course instructors and improve distance learning.

The full research can be found here. 

For More Information, Contact Instructional Connections