Adult Learning & Coaching

Adult Learning & Coaching


  • EDUC 523U Introduction to Coaching & Mentoring – Offered Summer
  • EDUC 598U Selected Topics: Adult Learning Theory* – Offered Fall
  • EDUC 675U Reflective Teaching Experience – Offered Spring

* Permanent course number TBA. For now, look for EDUC 598U ST: Adult Learning Theory.

The use of ongoing coaching and mentoring in educational settings has a greater impact on productivity and effectiveness than ”one-and-done” professional development activities. When coaching and mentoring supplement professional development and training, educators’ learning is maximized as are student outcomes. As a result, coaching and mentoring helps schools to retain highly effective educators.

Our Professional Learning Series in Instructional Coaching and Mentoring is designed for educators looking to develop their roles as instructional or school leaders as they continue to grow and develop their career pathways. Our coursework is rooted in adult learning theory and utilizes a mentor/coaching model to frame coaching within the context of preK-12 education. Participants will develop core coaching competencies, understand the role of mentoring in the coaching process and learn practical activities.

Our series in Instructional Coaching and Mentoring includes three graduate-level courses. One course in the series is offered each fall, spring and summer semester to allow most educators to complete the coursework within a year.

Available Classes

Expand All
  • EDUC 598U Selected Topics: Adult Learning Theory
    Course Offerings

    August 23, 2021 through December 11, 2021
    Wednesday 7:00 pm - 9:30 pm

    Scott Bray
    Autumn Nabors

    CRN: 19329 (section: PD)
    Semester hours: 3
    Fee: $800

    Remote class sessions as scheduled. Educators seeking professional development only.


    Adult Learning Theory (ALT) encompasses a wide variety of approaches to working with, teaching and learning alongside adults. The term 'androgogy' was coined by Malcolm Knowles in the 1980s to differentiate the teaching and learning of adults from 'pedagogy' or the teaching and learning of children. Adult Learning Theory is often associated with Self-Directed Learning (SDL) because adult learners are often more self-directed in their motivations for learning, and have a broader set of experiences from which to pull in their learning. Adult learning theory is also often associated with Transformational Learning (TL) which argues that learning should be practically applicable to daily life in order to change concrete living and working conditions. This course will explore the various components and iterations of ALT, including SDL and TL, while providing opportunities for practical application of this knowledge to the educators professional practice. In the course, students will develop collaborative projects within their educational setting alongside colleagues that incorporate adult learning strategies and tools, while reflecting on the impacts of these projects on the students and other stakeholders within the educational setting.