Tag: coaches

  • National Junior College Athletic Association Head Coaches Reveal Athletic Equity is Present

    National Junior College Athletic Association Head Coaches Reveal Athletic Equity is Present

    Dr. Riann MullisImagine going through a typical work week without a colleague or coworker inserting an analogy or anecdote from sports into the conversation. Regardless of the reason, from comparison to training, or overcoming adversity, “Collegiate athletics have been a part of the American culture since the 1800s” (Lewis, 2013). Sports significantly influence colleges and universities nationwide, acting as a driving force for institutional culture. The National Junior College Athletic Association (NJCAA) is no stranger to cultivating a positive environment for student-athletes. The association has been providing student-athletes with opportunities to compete in collegiate athletics since 1938 (NJCAA, 2025). Community college athletics traditionally have not received the majority of attention from national media; however, discussion is crucial at this foundational level, especially for the more than 45,000 NJCAA student-athletes pursuing academic and athletic opportunities each year.

    Mainstream media’s focus on ticket sales, influential athletes, and comparisons of athletic experience have contributed to a heightened sense of awareness of athletics at all levels. A significant change for athletics occurred more than 50 years when President Richard Nixon signed Title IX of the Education Amendment (Title IX) into law in 1972 (Valentin, 1997). “Implementing Title IX requires institutions to provide equal athletic opportunities for members of both sexes and to accommodate students’ athletic interests and abilities effectively” (U.S. Department of Education [USDE], 2020b).

    Dr. Jennifer SpielvogelDr. Jennifer Spielvogel The ability to conceptualize the similarities and differences of sports becomes critical to recognize what is considered fair opportunities and experiences for student-athletes. This informs the concept of athletic equity. Though major progress has been made since the enactment of this law, questions remain as to what equity looks like in athletics (Jensen, 2022).

    In a recently published study, “The Assessment of Athletic Equity by Head Men’s and Women’s Coaches in the National Junior College Athletic Association”, (Mullis, 2024) head coaches from a variety of NJCAA sports at Division I (DI) and Division II (DII) institutions were surveyed and interviewed to glean their opinions pertaining to implementation and best practices of athletic equity. Questions focused on observations, opportunities, and experiences.

    The NJCAA head coaches’ opinions about athletic equity initially focused on facilities, scholarships, and travel provided for teams. They were asked to assess the level of agreement on a 4-point Likert (1932) scale ranging from 4 (strongly agree) to 1 (strongly disagree) and the mean (M) was calculated for each question. The head coaches assessed facility equity (M = 2.8), scholarship equity (M = 2.8) and travel equity (M = 3.2) at prominent levels, indicating equity is present. The survey data also were disaggregated by team, with no significant differences found from head coaches of men’s and women’s teams in any sport. Further, the coaches agreed that equity is present for all teams at their institutions.

    In the study, head coaches also rank ordered the importance of six distinct coaching roles: advisor, advocate, fundraiser, leader, mentor, and role model. All 192 survey respondents were consistent in ranking leader as the most significant role. The coaches were confident about their relationships and impact on the student-athletes. Most impressively, when interviewed, none of the coaches mentioned wins and losses. Rather, their focus, shared with enthusiasm, highlighted the importance of each of their identified roles and their overwhelming responsibility to advance athletic equity through fair experiences and opportunities for their student-athletes.

    Collectively, the head coaches conveyed enhanced advocacy accountability for their athletes and teams. Case in point, when coaches were asked in the interviews if they had a responsibility to advocate for athletic equity, an NJCAA DII women’s basketball coach confidently expressed:

    Yes. Absolutely. If I do not advocate for my kids [women’s basketball student-athletes], who is going to do that? That is my job. My goal is to make sure they are getting the same treatment the same opportunities that every other sport, whether it be male or female, is getting on campus.

    With similar conviction, when posed the question if he considered himself responsible for advocating for athletic equity, a DII softball coach sharply stated, “No question.” In the interviews many coaches indicated that campus athletic directors and presidents should be involved and aware of athletic needs. From their perspective, there is a need for effective collaboration and communication, as the administration’s decisions can significantly impact the advancement of athletic equity.

    The assessments and opinions from NJCAA DI and DII head coaches offer a never-before-seen insight into athletic equity implementation at the NJCAA level. Continuing the conversations around the best practices of athletic equity through the voice of the coaches is imperative for the future of collegiate athletics. Implementing progressive ideas such as campus forums, shared documentation, and open discussion around the student-athlete and how to best provide equitable experiences for everyone involved will lead to the continuation of athletic equity at the two-year college level.

    Dr. Riann Mullis serves as Athletic Director and Title IX Coordinator at Neosho County Community College (KS).

    Dr. Jennifer Spielvogel serves as Professor of Practice, Community College Leadership Program, Department of Educational Leadership, at Kansas State University.

    The Roueche Center Forum is co-edited by Drs. John E. Roueche and Margaretta B. Mathis of the John E. Roueche Center for Community College Leadership, Department of Educational Leadership, College of Education, Kansas State University.

    References: 

    Jensen, M. (2022, June 23). What would starting Title IX from scratch look like? Philadelphia Inquirer. https://www.inquirer.com/college- sports/title-ix-anniversary-polls-issues 20220623.html 

    Lewis, G. (2013). The beginning of organized sport. American Quarterly, 22(2), 222–229. https://history.msu.edu/hst329/files/2015/05/ LewisGuy-TheBeginning.pdf 

    Likert, R (1932). A technique for the measurement of attitudes. Retrieved May 4, 2025 from https://archive.org/details/likert-1932/ page/14/mode/2up

    Mullis, R. (2024). The assessment of athletic equity by head Men’s and Women’s coaches in the national junior college athletic association (Order No. 31489530). Available from Dissertations & Theses @ Kansas State University; ProQuest One Academic. (3097398397). Retrieved from https://er.lib.k-state.edu/ login?url=https://www.proquest.com/dissertations- theses/assessment-athletic-equity- head-men-s-women/docview/3097398397/ se-2

    National Junior College Athletic Association. (2025). About. History. Retrieved May 4, 2025 from https://www.njcaa.org/about/history/ index 

    U.S. Department of Education. (2020b). Intercollegiate athletics policy: Three part test – part three. https://www2.ed.gov/about/offices/ list/ocr/docs/title9-qa-20100420.html 

    Valentin, I. (1997). Title IX: A brief history. 25 years of Title IX. WEEA Digest. Women’s Educational Equity Act Resource Center at EDC. https://eric.ed.gov/?id=ED414271

     

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  • AI in K-12 instruction: Insights from instructional coaches

    AI in K-12 instruction: Insights from instructional coaches

    Key points:

    As artificial intelligence (AI) becomes an integral part of modern education, instructional coaches play a pivotal role in guiding teachers on its implementation, bridging the gap between emerging educational technologies and effective classroom practices.

    As trusted mentors and professional development leaders, they guide teachers in implementing AI tools thoughtfully, ensuring that technology enhances student learning while aligning with pedagogical best practices. This article briefly synthesizes responses from instructional coaches regarding their experiences, challenges, and recommendations for integrating AI into K-12 education.  

    Ten instructional coaches, all with advanced degrees, had the following insights into the instructional use of AI in K12 education. They all have more than 10 years of experience in education and work across all three types of school environments: urban, suburban, and rural.

    The coaches reported that AI is used for various instructional purposes. The most-cited applications included providing feedback on student work, creating professional development materials, supporting writing and content generation, creating course content, and enhancing accessibility for students with special needs. Many coaches note that AI tools assisted in grading assignments, offering real-time feedback, and supporting differentiated instruction. AI-powered feedback helps teachers provide more personalized responses without increasing their workload.  Regarding professional development, AI is being used to generate training content for teachers, ensuring they stay updated on educational trends. Coaches are leveraging AI to curate research, synthesize best practices, and develop instructional strategies tailored to their schools.  They encourage teachers and students to utilize AI for brainstorming, outlining essays, and improving writing mechanics.  

    Perceived impact of AI on instruction 

    The vast majority of instructional coaches expressed positive expectations regarding AI’s potential to reduce educator workload, create personalized learning experiences, and improve access for students with disabilities. However, perspectives on AI’s overall impact on education varied. While most believe AI has positively influenced instruction, a few remain cautious about its potential risks.  One coach suggested that allowing students to utilize the tools in a structured setting and teaching them to use AI as a tool is one of the biggest potentials for generative AI in education. About three-fourths of coaches feel that AI will reduce teacher workload by automating repetitive tasks such as grading and data analysis.

    Concerns about AI in education 

    While AI presents numerous benefits, instructional coaches also raised concerns about its potential drawbacks, including ethical dilemmas, student engagement challenges, and equity issues. Despite its advantages, instructional coaches identified several challenges and ethical concerns. They worry some students will use AI tools without critically engaging with the material, leading to passive learning and an overreliance on generative tools. Some had concerns that AI-generated content could reduce the need for creativity and independent thought. Coaches worry that AI makes it easier for students to plagiarize or rely on generated answers without truly understanding concepts which can negatively impact academic integrity. Coaches cite technical challenges as well. Educators face issues with AI tool reliability, compatibility with existing learning management systems (LMS), and steep learning curves. The coaches mentioned that some schools lack the infrastructure to support meaningful widespread AI integration. 

    Several ethical and privacy concerns were mentioned. AI tools collect and store student data, raising concerns about data privacy and security–particularly with younger students who may be less aware or concerned about revealing personally identifiable information (PII). They mention the need for clear guidelines on responsible AI use to prevent bias and misinformation.

    Coaches emphasize the importance of verifying AI-generated materials for accuracy. They suggest teachers be encouraged to cross-check AI-produced responses before using them in instruction. They recommend robust integrating discussions on digital literacy, AI biases, and the ethical implications of generative AI into classroom conversations. Schools need to train educators and students on responsible AI usage. Some schools restrict AI for creative writing, critical thinking exercises, and certain assessments to ensure students develop their own ideas–an idea that coaches recommend. Coaches suggest embedding AI literacy into existing courses, ensuring students understand how AI works, its limitations, and its ethical implications. 

    Equity concerns are a serious issue for instructional coaches. Schools should ensure all students have equal access to AI tools. AI should be leveraged to bridge learning gaps, not widen them. Making sure all students have access to the same suite of tools is essential to create a level playing field for all learners. Instructional coaches generally agree that AI is not just a passing trend, but an integral part of the future of education. There is a concern that generative AI tools will reduce the human interaction of the teaching and learning process. For instance, interpersonal relationships are not developed with AI-based tutoring systems in the same way they can be developed and encouraged with traditional tutoring processes.

    The integration of AI in K-12 education presents both opportunities and challenges. Instructional coaches largely recognize AI’s potential to enhance learning, improve efficiency, academic integrity, and maintain human-centered learning experiences. As AI continues to evolve, educators must be proactive in shaping how it is used, ensuring it serves as a tool for empowerment rather than dependency. Future efforts should focus on professional development for educators, AI literacy training for students, and policies ensuring equitable AI access across diverse school settings.

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  • Career coaches fill critical gaps in Ph.D. training

    Career coaches fill critical gaps in Ph.D. training

    To the editor:

    In “The Doctoral Dilemma” (Feb. 3, 2025), Inside Higher Ed reporter Johanna Alonso describes career coaching as a “cottage industry” of “gurus” that emerged to fill critical gaps in graduate training. As a career coach cited in the article, I was disappointed to see such an inaccurate and biased portrayal of my work. 

    Coaching is a professional industry with proven methods, tools, and credentialing provided by the International Coaching Federation (ICF). Coaching is distinct from “consulting,” and it’s an intentional, strategic step for anyone seeking to change careers. This is why Johns Hopkins University employs coaches as part of its Doctoral Life Design Studio. Yet, the article portrays these university-led coaching initiatives as legitimate, structured and holistic, while describing coaching outside of the university as an opportunistic “cottage industry.” Why frame the same service in two very different ways?

    From our wide-ranging, 20-minute interview, Alonso only highlighted my hourly rate—$250/hour for a single one-to-one meeting—without any context. There is no mention of the benefits of career coaching, or whether universities like Johns Hopkins pay their coaches a similar rate. The monetary cost, presented in isolation, suggests exploitation. The reality? As a neurodivergent person, I find one-to-one meetings draining, so I’ve priced them to limit bookings. Instead, I direct Ph.D.s toward my free library of online content, my lower-cost group programs and my discounted coaching packages, all of which have helped Ph.D.s secure industry roles that double or triple their academic salaries. The article doesn’t include these details.

    The most telling sign of the article’s bias is the use of the word “guru.” Why use a loaded term like “guru” instead of “expert” to describe career coaches? As I frequently remind my clients, language shapes perception. Ph.D.s are more likely to be seen as industry-ready professionals if they use terms like “multi-year research project” instead of “dissertation” or “stakeholders” instead of “academic advisers.” The same logic applies here—calling career coaches “gurus” trivializes our work, implying we are self-appointed influencers rather than qualified professionals. I’ll never forget the professor who once tweeted, “If life outside of academia is so great, why do alt-ac gurus spend so much time talking about it? Don’t they have better things to do?”

    My response? “I wouldn’t have to do this if professors provided ANY professional development for non-academic careers.”

    Because contrary to what the article claims, I didn’t start my coaching business because I wished there were more resources available to me. I started it because, after I quit my postdoctoral fellowship for an industry career, I spent untold hours providing uncompensated career support to Ph.D.s. For nearly two years, I responded to thousands of messages, created online resources, reviewed résumés and met one-to-one with hundreds of Ph.D. students, postdocs and even tenured professors—all for free, in my leisure time. Eventually, I burned out from the incessant demand. I realized that, if I was going to continue pouring my time into helping Ph.D.s, I needed to be compensated. That’s when I started my business.

    Academia conditions us to see for-profit businesses as unethical, while “nonprofit” universities push students into a lifetime of high-interest debt. It convinces us that charging for expertise is predatory, while asking Ph.D.s to work for poverty wages is somehow noble. It forces us to internalize the idea that, if you truly care about something, you should sacrifice your well-being and life for it. But our time is valuable. Our skills are valuable. We deserve to be fairly compensated for our labor, inside and outside of academia.

    Career coaching isn’t the problem. The real problem is that academia still refuses to take a critical look in the mirror.

    Ashley Ruba is the founder of After Academia.

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