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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: PDF
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
FullText Text:
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  Data: 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
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  Data: 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.)
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      – SubjectFull: Experiential Learning
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      – SubjectFull: Doctoral Degrees
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      – SubjectFull: Academic Advising
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Mentors
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      – SubjectFull: Community Involvement
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      – SubjectFull: Teacher Characteristics
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      – TitleFull: Advising Graduate Students Doing Community-Engaged Dissertation Research: The Advisor-Advisee Relationship
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