期刊名称：Journal of Higher Education Outreach and Engagement
印刷版ISSN：1534-6102
出版年度：2011
卷号：15
期号：4
页码：5-26
语种：English
出版社：University of Georgia
摘要：A critical dimension in the development of emerging community-engaged scholars is the advisor-advisee relationship duringthe student’s doctoral degree program. A qualitative study offour doctoral students interested in doing community-engageddissertation research, and their advisors, identified five characteristicsof such relationships: (1) background and experiencematter; (2) faculty advisors and advisees are co-learners; (3) theadvisor-advisee relationship can approach a synergistic state; (4)faculty advisors often serve as interpreters and interveners; and(5) community-engaged dissertation studies often lack “structural”support. The findings suggest two practical steps for facultyadvisors to take when mentoring doctoral students who aredoing community-engaged dissertation studies: (1) be sensitiveto, and learn from, the community experience of one’s advisees,and (2) intentionally model mutuality and reciprocity.
