Literaturnachweis - Detailanzeige
| Autor/inn/en | Westbrooks, Dennis; Guillaume, Nichelle; Jones, Samantha M.; De La Fosse, Kara |
|---|---|
| Titel | Academic Residency: Effective Engagement and Mentorship of Doctoral Students |
| Quelle | In: Journal of College Teaching & Learning, 17 (2020) 1, S.1-10 (10 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1544-0389 |
| Schlagwörter | Learner Engagement; Mentors; Doctoral Students; School Orientation; Student Attitudes; Teacher Student Relationship; Peer Relationship; Sense of Community; Synchronous Communication; Minnesota |
| Abstract | 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. (As Provided). |
| Anmerkungen | Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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