Mentoring Through the Structured Seminars: Student Progression in a Selected Ed.D. Program

• In Event: 21.061 - MTCC Roundtable Session Five
  In Roundtable Session: 21.061-9 - Mentoring in Teacher Education: Preservice

Abstract

Retention and graduation continue to be important topics of discussion for doctoral programs within the academia. The goal of this study is to determine whether mentoring through the structured-seminars affect the progression of doctoral students, especially in post coursework phase. This longitudinal extant data study investigates the differences in progression rates between doctoral students who receive mentoring through the structured-seminars, and those who do not. The independent variables are the structured- and unstructured doctoral seminars while the dependent variables are progression rates and completion time. The extant data from 116 students in the post-coursework phase formed the sample of the study. The results indicate students in the structured doctoral mentoring program have progressed faster in their post coursework phase.

Authors

• Guofang Wan, University of West Florida

• Francis Ebenezer Godwyll, University of West Florida

• Wisdom Mensah, University of West Florida

• Mark Malisa, University of West Florida

• Rashmi Sharma, University of West Florida