Advising Graduate Students Doing Community-Engaged Dissertation Research: The Advisor-Advisee Relationship
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| Title: | Advising Graduate Students Doing Community-Engaged Dissertation Research: The Advisor-Advisee Relationship |
|---|---|
| Language: | English |
| Authors: | Jaeger, Audrey J., Sandmann, Lorilee R., Kim, Jihyun |
| Source: | Journal of Higher Education Outreach and Engagement. Dec 2011 15(4):5-25. |
| Availability: | Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://www.jheoe.uga.edu |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 21 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Graduate Students, Experiential Learning, Doctoral Degrees, Academic Advising, Doctoral Dissertations, Teacher Student Relationship, College Faculty, Mentors, Community Involvement, Teacher Characteristics |
| ISSN: | 1534-6102 |
| Abstract: | A critical dimension in the development of emerging community-engaged scholars is the advisor-advisee relationship during the student's doctoral degree program. A qualitative study of four doctoral students interested in doing community-engaged dissertation research, and their advisors, identified five characteristics of such relationships: (1) background and experience matter; (2) faculty advisors and advisees are co-learners; (3) the advisor-advisee relationship can approach a synergistic state; (4) faculty advisors often serve as interpreters and interveners; and (5) community-engaged dissertation studies often lack "structural" support. The findings suggest two practical steps for faculty advisors to take when mentoring doctoral students who are doing community-engaged dissertation studies: (1) be sensitive to, and learn from, the community experience of one's advisees, and (2) intentionally model mutuality and reciprocity. (Contains 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2012 |
| Accession Number: | EJ957105 |
| Database: | ERIC |
| Abstract: | A critical dimension in the development of emerging community-engaged scholars is the advisor-advisee relationship during the student's doctoral degree program. A qualitative study of four doctoral students interested in doing community-engaged dissertation research, and their advisors, identified five characteristics of such relationships: (1) background and experience matter; (2) faculty advisors and advisees are co-learners; (3) the advisor-advisee relationship can approach a synergistic state; (4) faculty advisors often serve as interpreters and interveners; and (5) community-engaged dissertation studies often lack "structural" support. The findings suggest two practical steps for faculty advisors to take when mentoring doctoral students who are doing community-engaged dissertation studies: (1) be sensitive to, and learn from, the community experience of one's advisees, and (2) intentionally model mutuality and reciprocity. (Contains 1 figure.) |
|---|---|
| ISSN: | 1534-6102 |
