McDowell, MelissaBedford, LaurieDiTommaso Downs, Lyda2015-12-022015-12-022014McDowell, M., Bedford, L., & DiTommaso Downs, L. (2014). Enhancing faculty performance through coaching: Targeted, individualized support. Higher Learning Research Communications, 4(4), 3-10. https://doi.org/10.18870/hlrc.v4i4.22121576254http://hdl.handle.net/11268/4638Coaching in higher education is a relatively new field; although, it has been taking place in educational institutions for some time, even if it was not labeled as such. This paper describes the faculty development filosophies of a US-based higher education institution with a strong culture of supporting faculty and promoting social change. A coaching model was implemented as a means for professional development. It was designed to be facilitated through a peer relationship and it offers problem-focused, contextualized opportunities for faculty to collaborate, thus making the experience and outcome more meaningful. The coaching model is individualized, confidential, non-evaluative, and incorporates three pathways to support the professional development needs of faculty: self-assigned, a request from college leadership as a means to support faculty in an identified area of need, or the New Faculty Orientation (NFO) instructor may recommend a faculty member for coaching as a way to further engage in topics not discussed in-depth in NFO.engFaculty developmentFaculty coachingjournal article10.18870/hlrc.v4i4.221open accessEnseñanza superiorEnseñanza superiorTutoría