Crossing Boundaries in Doctoral Education: Relational Learning, Cohort Communities, and Dissertation Committees

Autor/inn/en	Holloway, Elizabeth L.; Alexandre, Laurien
Titel	Crossing Boundaries in Doctoral Education: Relational Learning, Cohort Communities, and Dissertation Committees
Quelle	In: New Directions for Teaching and Learning, (2012) 131, S.85-97 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0633
DOI	10.1002/tl.20029
Schlagwörter	Doctoral Programs; Interdisciplinary Approach; Graduate Students; Student Attitudes; Program Design; Educational Change; Blended Learning; Academic Persistence; Committees; College Faculty; Teacher Student Relationship; Ohio; United States + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Programme design; Programmaufbau; Programmplanung; Bildungsreform; Committee; Ausschuss; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; USA
Abstract	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. (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10