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ERIC Number: EJ979994
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: ERIC
Reference Count: 11
ISBN: N/A
ISSN: ISSN-0271-0633
Crossing Boundaries in Doctoral Education: Relational Learning, Cohort Communities, and Dissertation Committees
Holloway, Elizabeth L.; Alexandre, Laurien
New Directions for Teaching and Learning, n131 p85-97 Fall 2012
This chapter explores relational boundary crossing in doctoral education as a way to improve student learning and faculty satisfaction. A brief introduction sets the stage by articulating a recognized set of challenges for student learning in the current context of U.S. doctoral education. The chapter then introduces elements of an innovative twenty-first century doctoral study with a focus on a successful interdisciplinary doctoral program in which both authors have worked for over a decade. In particular, the authors explore key aspects of program design, including the nature of relational learning in cohort communities of practitioner-scholars as well as the nature of relational practice among faculty members with a specific focus on the culminating dissertation committees. Evidence demonstrates that a primary focus on student learning that incorporates intentional relational practice has increased student persistence and graduation and enriched faculty work lives.
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio; United States