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This preliminary study examines dissertation mentoring practices reported by 80 Walden faculty. Comments related to orienting students to instructor expectations and the dissertation process, motivating students, and expectations of frequency of student drafts are reported. Findings indicate that there are currently few consistencies in the pedagogical practices of mentors.
National Harbor, MD
Curriculum and Social Inquiry | Education | Educational Methods | Online and Distance Education | Social and Philosophical Foundations of Education