3.1 The road to successfully completing doctoral studies: a tale  (Page 2/7)

When joining a cohort, individuals retain a small portion of their own identity while the majority of their thoughts and actions meld into the making of a cohesive group. Cohorts give candidates the opportunity to create a standard of continuous support, which in turn supports the interdependence among members of the group (Norris&Barnett, 1994). The bond between the individuals and each faculty member becomes apparent during this process (Haworth&Conrad, 1997). Norris and Barnett (1994) best describe the transformation that takes place with the individuals as the cohort model begins to evolve,

Cohesive groups exude a mutual respect for one another—a recognition of individual differences and an appreciation of individual strengths. An emotional safety net results from this exchange, allowing individuals to reveal themselves to one another. (p. 5)

As the group grows to its possible potential, so too, grows each individual within the group (Norris&Barnett, 1994). Part of the responsibility for ensuring this transference takes place rests with the instructors. Galvin (1991) contends that“the learning environment fosters both teachers’and students’willingness to freely exchange ideas, feelings, questions, and dispute with comfort, listen carefully to others, and apply, analyze, and evaluate with freedom”(p. 263).

Despite the type of program design found in doctoral programs, the effect on the individual candidate impacts the learning that takes place and the creation of lasting

knowledge. The cohort model clearly lends itself to providing a means to achieve the doctorate degree while establishing a meaningful and successful learning community. Through the direction of committed professors and candidates, the dream of achieving a doctorate degree in education is possible.

A Personal Journey

Sitting before a panel of professors can be nerve-wracking, especially when these representative faculty members hold the fate of aspiring doctoral candidates in their hands. The referral packet completed, the reference letter submitted, and now the final decision has to be made. In my role as a doctoral applicant, I can only remember one question from that process,“Why are you seeking this degree?”This prompt did require some reflective thinking. Why was I willing to spend almost 3 years of my life carpooling, missing family vacations, and letting my house become a model for the television show, Can This House Be Saved? Why would I voluntarily choose a day at the library researching my topic instead of spending it with a Harlequin Romance novel and ice cream bonbons? After those thoughts flew through my mind, I still found myself facing the panel that was patiently awaiting my response. I leaned forward, placed my crossed hands in front of me and with a sound declaration said,“It’s my turn. It’s my turn to think of my dreams, my goals, and my wants. With this degree, I will fulfill my quest to be a college professor. It’s my turn.”The letter of acceptance came a few weeks later, a catalyst for one of the most life-altering events I have ever experienced.