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The doctoral mentoring creed I have created with student input will hopefully offer a template for use by faculty committed to mentoring graduate students. I recognize that it can literally take years for professors to develop the know-how that moves their students forward with respect to their university’s graduate systems and protocols; they must also learn how they themselves work best vis-à-vis students, develop those vitally important relationships with gatekeepers, and understand how one part of the system relates to and affects another. While my mentoring creed focuses on individual student and group-based behavior, other possibilities come to mind, such as action-based belief statements that specify expectations for supervisory behavior and performance.

Clearly, the mentoring creed, an idea of my own, could serve to stimulate the foundational work of graduate supervisors so inclined. It can function as an example of“assisted learning”or even as a“fundamental best practice”of doctoral programs in educational leadership and administration and other education disciplines (Mullen, 2006, p. 105). In order for cohort mentoring groups to form and thrive, expectations must be recorded, ideally collaboratively, and updated over time. Committed doctoral supervisors know first-hand that mentoring is a complex and demanding activity necessitating a long-term commitment to individual students for which“contracts”serve as anchors.

A mentoring creed can offer vision and protection, but it is only a guide, largely because“social interactions are extremely complicated”(Winston, 2006, p. 123). On an abstract level, practical leadership anchored in contractual understanding and nurtured through positive interdependence facilitates the learning capacity of individuals and groups. On a human level, interactions and relationships are works in progress—these are often times messy, unpredictable, and at times unresolved. Nonetheless, critical reflection on doctoral mentoring enables personal troubles and sensitive issues to be articulated. Importantly, this activity allows public discourse to be framed and possibly heard.

References

Bleakley, A. (2000). Writing with invisible ink: Narrative, confessionalism and reflective practice. Reflective Practice, 1(1), 11-24.

Bullough, R. V., Jr.&Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13-21.

Dewey, J. (1929/2006). My pedagogic creed. In D. J. Flinders&S. J. Thornton (Eds.), The curriculum studies reader (2nd ed.) (pp. 17-23). New York: Routledge.

Fullan, M. (2006). Turnaround leadership. San Francisco: John Wiley&Sons.

Johnson, D. W.,&Johnson, R. T. (1998). Cooperative learning and social interdependence practice. American Psychologist, 58(11), 934-945.

Johnson, D. W. (2003). Social interdependence: Interrelationships among theory, research, and theory. Social psychological applications to social issues. Retrieved October 29, 2006, from http://www.co-operation.org/pages/SIT.html.

Johnson, W. B. (2007). On being a mentor: A guide for higher education faculty .Mahwah, NJ: Lawrence Erlbaum Associates.

Michaelsen, L. K., Knight, A. B.,&Fink, L. D. (Eds.). (2002). Team-based learning: A transformative use of small groups. Westport, CT: Praeger Publishers.

Mills, C. W. (1959). The sociological imagination. New York: Oxford University Press.

Mullen, C. A. (2005). Fire and ice: Igniting and channeling passion in new qualitative researchers. New York: Peter Lang.

Mullen, C. A. (2006). Hope replenished: Exceptional scholarship strides in educational administration. In F. L. Dembowski&L. K. Lemasters (Eds), Unbridled spirit: Best practices in educational administration: The 2006 yearbook of the National Council of Professors of Educational Administration (pp. 97-108). Lancaster, PA: DEStech Publications/Pro>Active Publications. Also, republished/refereed again (2006, July). NCPEA Connexions. Connexions article/module (m13697), available at www.cnx.org (search term“Mullen”).

Mullen, C. A.,&Kealy, W. A. (1999). Breaking the circle of one: Developing professional cohorts to address challenges of mentoring for teacher educators. Teacher Educators Journal, 9(1), 35-50.

Mullen, c. a. (in press). mentoring as a doctoral cohort initiative: a 7-year programmatic

Retrospective. in c. a. mullen (ed.), the handbook of successful mentoring programs: from the undergraduate level through tenure track. norwood, ma: christopher-gordon publishers.

Nafisi, A. (2004). Reading Lolita in Tehran: A memoir in books. New York: Random House.

Piantanida, M.,&Garman, N. B. (1999). The qualitative dissertation: A guide for students and faculty. Thousand Oaks, CA: Corwin.

Shaw, J. D.,&&Duffy, M. K. (2000). Independence and preference for group work: Main and congruence effects on the satisfaction and performance of group members. Journal of Management, 26(2), 259-279.

Winston, S. (2006). Informal networks within organizations: The unseen enemy or the unaccessed friend? The John Ben Shepperd Journal of Practical Leadership, 1(1), 121-129.

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Source:  OpenStax, The handbook of doctoral programs: issues and challenges. OpenStax CNX. Dec 10, 2007 Download for free at http://cnx.org/content/col10427/1.3
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