Creating, Implementing, and Redefining a Conceptual Framework for Mentoring Pathways for Education Doctorate Students

• Rebecca D. Brown ^[1] ; Rachel Louise Geesa ^[1] ; Kat R. McConnel ^[2]
  1. [1] Ball State University

     Ball State University

     Township of Center, Estados Unidos

     
  2. [2] Marquette University

     Marquette University

     City of Milwaukee, Estados Unidos

     
• Localización: Higher learning research communications: HLRC, ISSN-e 2157-6254, Vol. 10, Nº. 2, 2020, págs. 20-37
• Idioma: inglés
• DOI: 10.18870/hlrc.v10i2.1188
• Enlaces
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• Resumen

  • Supporting the proficiencies scholar-practitioners need to be successful in Doctor of Education (EdD) programs typically differ from the needs of traditional doctoral students in other types of programs; however, EdD students may benefit from participating in a mentoring program during the progression of their academic career. Several theoretical and conceptual frameworks that influence mentoring programs exist at the doctoral level despite the lack of research conducted that is specific to EdD degrees. In this article, we review several frameworks that influenced the creation and redesign of the Mentoring Pathways Program, developed explicitly to address the needs of scholar-practitioners attending a midwestern university. Through this process, we developed a Mentoring Pathways Program Model, by exploring the domains of sustainability, networking, and expected outcomes, with each domain enhanced through the foundational disciplines of readiness, self-efficacy, and progress. The development and implementation of the MPP model guides the mentoring approach for our EdD students while allowing for the flexibility to accommodate changing needs and requests. In this article, we present a reflective and responsive practice towards EdD mentor and mentee relationships, which are assessed yearly through surveys, interviews, and focus groups.