Academic Residency: Effective Engagement And Mentorship Of Doctoral Students

Journal of College Teaching & Learning (TLC)

View Publication Info
 
 
Field Value
 
Title Academic Residency: Effective Engagement And Mentorship Of Doctoral Students
 
Creator Westbrooks, Dennis (Wes)
Guillaume, Nichelle
Jones, Samantha M.
De La Fosse , Kara
 
Subject Strategic Onboarding
Academic Residency
Cohort Model
Online Doctoral Program
 
Description This paper presents the results of participatory action research survey responses from doctoral students regarding strategic onboarding activities. Twelve first-year doctoral students in an inaugural doctoral program cohort responded to Likert Scale and open-ended questions during the first week of a two-week on-campus residency. Resulting student perspectives highlight the importance of faculty mentorship and cohort engagement during residency to clarify roles and responsibilities, build academic support and collaboration networks, and alleviate anxieties about doctoral program expectations. Specific recommendations for academic residency include providing increased opportunities for one-on-one conversations with faculty and administrators, and cohort socialization activities to identify peer strengths and alliances.
 
Publisher Clute Institute
 
Date 2020-06-01
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier https://clutejournals.com/index.php/TLC/article/view/10362
 
Source Journal of College Teaching & Learning (TLC); Vol. 17 No. 1 (2020); 1-10
2157-894X
1544-0389
 
Language eng
 
Relation https://clutejournals.com/index.php/TLC/article/view/10362/10412
 

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