ERIC Number: EJ942494
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 22
Doctoral Cohort Mentoring: Interdependence, Collaborative Learning, and Cultural Change
Mullen, Carol A.; Tuten, Elizabeth M.
Scholar-Practitioner Quarterly, v4 n1 p11-32 Win 2010
This article explores the value of cohort mentoring for facilitating as well as structuring mentoring relationships involving students and faculty. A narrative case study is provided of a doctoral cohort, with focus on the experienced teacher's development as scholar-practitioner leader. While informal and semiformal cohorts have a viable presence within many universities, they have failed to receive institutional support and adequate attention in the extant literature. Specifically, the Writers in Training (WIT), a semiformal university cohort program, provided feedback primarily through audiotaped dialogue, with additional information derived from textual artifacts. The results highlight the relevance of interdependence, collaborative learning, and cultural change to cohort mentoring. Implications suggest the need for rewards and policies that support such grassroots initiatives aimed at the successful socialization, success, and graduation of students.
Descriptors: Doctoral Programs, Peer Relationship, Mentors, Instructional Leadership, Family School Relationship, Student Attrition, Educational Practices, Teacher Student Relationship, Student Research, Doctoral Dissertations, Feedback (Response), Cooperative Learning, Grouping (Instructional Purposes)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Florida