Advising graduate students doing community-engaged dissertation research: The advisor-advisee relationship
This qualitative study examines the relationship between doctoral students doing community-engaged dissertation research and faculty advisors, providing literary background and a descriptive outline of the study’s participants, methods, data collection/analysis, and limitations. The findings reveal 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 “struc¬tural” support. The authors conclude with two practical steps for faculty to serve as effective mentors: (1) be sensitive to, and learn from, the community experience of one’s advisees, and (2) intentionally model mutuality and reciprocity.
Jaeger, A.J., Sandmann, L.R., & Kim, J. (2011). Advising graduate students doing community-engaged dissertation research: The advisor-advisee relationship. Journal of Higher Education Outreach and Engagement, 15(4), 5-25. Full Text.
Assessing and Documenting Engagement
2014 Annual Membership Survey
Building Engaged Departments
Faculty Reward Structures and Engaged Sc
Community Colleges for Democracy: Aligni
Community-Engaged Learning and Teaching
Electoral Engagement in Community Colleg