Revolutionary Agency: Applying Mentorship & Internship to Empower Doctoral Students as Leaders in Their Programs

Abstract

Creating agency within the classroom is critical; creating agency beyond the classroom can be revolutionary. “Empowering students can transform them from passive learners to 'active creators of knowledge'” (Kerrigan, Gelman, & Spring, 2003). Approaching Students as Partners in doctoral programs directly empowers them to contribute to the program and may strengthen their sense of belonging in the scholarly community. This study employs qualitative co-constructed inquiry through partnership of three former doctoral students, and their dissertation chair and professor to explore their experiences in course development as both educative and agentic. Mentorship and internship are examined for their alignment as high-impact practices for doctoral students.

Save as a Favourite

Author Information
Jaclyn Rivard, National Louis University, United States
Jamie Pang, Elgin Community College, United States
Marki Alexander, University of Tulsa, United States
Veronica Wilson, National Louis University, United States

• Category: Learning Experiences, Student Learning & Learner Diversity

Posted by James Alexander Gordon

All Posts