Examining Educative Mentoring Practices of Self-Study Dissertation Writing

• In Event: Writing to Learn and Writing to Know: Self-Study and the Self as Text

Abstract

This paper illustrates self-study as a cognitive process where writing is used as a tool for working through concepts and ideas in development. The two authors, serving as faculty members in a professional doctorate program in educational technology, analyze their mentoring practices as they evolved during two years of working with a doctoral student to develop a self-study dissertation about integrating technology in the teaching and learning of theatre in higher education. Inspired by theatre education, we “lift the curtain” and narrate key scenes in the mentoring process, including the evolution of the dissertation proposal (Act 1), the collection and analysis of multiple data sources (Act 2), and the development of findings for a specific audience and purpose (Act 3).

Authors

• Sandra Quinones, Duquesne University

• Jason K. Ritter, Duquesne University

• Ramona Broomer, Lock Haven University