Mentoring in Graduate Education: Curriculum for Transformative Learning

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Author(s): Catherine A. Hansman (Cleveland State University, USA)
Copyright: 2014
Pages: 17
Source title: Andragogical and Pedagogical Methods for Curriculum and Program Development
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)and Valerie C. Bryan (Florida Atlantic University, USA)
DOI: 10.4018/978-1-4666-5872-1.ch006

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

The purpose of this chapter is to examine and analyze the concepts of power, critical reflection, and potential for transformative learning in graduate mentoring models and programs, exploring research and models that reflect these concepts in their program design and “curriculum” for mentoring. The chapter concludes with an analysis of two mentoring models/programs and suggestions for future research and practice in mentoring in higher educational institutions that may lead to transformative learning among mentors and participants in these programs.

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Mentoring in Graduate Education: Curriculum for Transformative Learning

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