COACHING

The objectives of the Executive Coaching Initiative are to facilitate professional and personal growth, provide academic and career guidance and leadership development, promote improved academic workplace cultures, and enhance overall recruitment, retention, and advancement of women and underrepresented minority faculty in the Sciences & Engineering disciplines.

Each executive coach has general academic and organizational experience and provides performance and career-related advice. Coaches help the participants determine career and leadership vision, goals, plans, and actions. They give advice, resources, and feedback on how to best accomplish the identified vision.

Three (3) sessions of executive coaching are available for new and newly promoted S&E women faculty in the ACES departments. Four (4) sessions of executive coaching are available for all new chairs, irrespective of gender or discipline.

Weatherhead Executive Education Program

At this time, faculty in non-ACES departments can find information on coaching and leadership training opportunities through the Weatherhead Executive Education programs.

Coaching Templates: For Chairs | For Women Faculty

History of ACES Coaching

The objectives of the NSF-ACES Executive Coaching Initiative were to facilitate professional and personal growth, provide academic and career guidance and leadership development coaching, promote improved academic workplace cultures and enhance overall recruitment, retention, and advancement of women faculty in the S&E disciplines. During the ACES initiative coaching was provided to more than to 60 women and one male minority S&E faculty, members of the provost's office, deans, associate deans, and 15 chairs and associate chairs of S&E departments participating in the ACES program.Executive coaching received consistently high annual evaluations for effectiveness.

For additional resources, please download the original ACES Coaching Template for Chairs or the Coaching Template for Women Faculty.

Testimonials

A Male Department Chair had this to say about his experience:
"I completed my ACES coaching this month and would like to express my thanks to you and the University for having provided this resource/opportunity. I found the experience beneficial on many levels, in particular for a deeper understanding of the inter-relations of my professional and personal lives.

Though I started with a clear picture in my mind, I have to admit that I now have a much higher resolution picture related to both. The process was also very helpful for better understanding of how I impact the people around me and vice versa. In sum, it was one of the best resources the University has provided me since I arrived at Case. I would love to have an opportunity to do it again in 5 years and see how things have evolved for me."

Women Faculty said the following about their experience:
"Simply taking the time to focus on one issue, and think it through so that I had a sense of how I wanted to proceed, was helpful. Without a coach, I often consider issues, but never settle on a chosen course of action, so I keep spinning around the issue intermittently over days and weeks."

"We focused on a particular issue that I wanted help with at the beginning of each session, and [my coach] asked questions to help me weigh pros and cons of different options. (So far, we have discussed 1) how to manage RA's who are not meeting my expectations, 2) how to approach my department chair about a request for resources and 3) how to protect my writing time and not be too hard on myself during the writing process.) Then she would initiate a wider conversation about other things I might want to be thinking ahead about."

"The experience has been very positive. I was 'forced' to come up with a 'game plan,' which I likely would not have done if 'left to my own devices.' In general, the greatest aspect was to have someone to talk to about my previous experiences and my hopes for the future, in particular."

A department chair had this to say about the coaching experience:
"I completed my ACES coaching this month and would like to express my thanks to you and the University for having provided this resource/opportunity. I found the experience beneficial on many levels, in particular for a deeper understanding of the inter-relations of my professional and personal lives. Though I started with a clear picture in my mind, I have to admit that I now have a much higher resolution picture related to both. The process was also very helpful for better understanding of how I impact the people around me and vice versa. In sum, it was one of the best resources the University has provided me since I arrived at Case. I would love to have an opportunity to do it again in 5 years and see how things have evolved for me.

I wish the funds existed for the university to provide this resource to every faculty, i.e., all can use it!

A large part of the success of my experience was due to my coach. I found him very insightful and familiarity with the academic environment. He also has a very pleasant disposition. I highly recommend him, and have recommended him to friends outside Case."

From a female faculty member:
"I miss my coach!"


The ACES program (2003 - 2008) included 31 departments at CWRU in fields of research supported by NSF as listed below. These are the departments currenty eligible for coaching through ACES+. (*denotes ACES pilot departments)


College of Arts & Sciences

Anthropology
Astronomy
Biology
Chemistry*
Geological Sciences
Mathematics
Physics
Political Science
Psychology
Sociology
Statistics

Case School of Engineering

Biomedical Engineering
Chemical Engineering
Civil Engineering
Electrical Engineering & Computer Science
Macromolecular Science & Engineering
Materials Science & Engineering
Mechanical & Aerospace Engineering*

School of Medicine

Anatomy
Biochemistry
Center for RNA Molecular Biology
Genetics
Molecular Biology & Macrobiology
Neurosciences
Pharmacology
Physiology & Biophysics*

Weatherhead School of Management

Economics
Information Systems
Marketing & Policy Studies
Operations Research
Organizational Behavior*