Evolving from student to teacher: insights from the Conversation Café on doctoral student mentorship
doctoral students, mentorship, social work education, scholarship of teaching and learning, instructional skills, teaching experience
Mentorship has been proposed as a key process for preparing doctoral students as effective educators. However, few models have been described in-depth. To address this challenge, four social work doctoral graduates and one senior faculty member shared their insights drawing on their study on collaborative teaching mentorship, reflecting on their mentorship experiences and inviting feedback from the conference audience in the Conversation Café forum. The resultant discussion supported findings from our research and reinforced that more systematic and reflective efforts are needed to adequately prepare doctoral students for future teaching responsibilities. Specific strategies are summarized.
Azulai, A., Fulton, A., Walsh, C., Gulbrandsen, C., & Tong, H. (2019). Evolving from student to teacher: Insights from the Conversation Café on doctoral student mentorship. Papers on Postsecondary Learning and Teaching, 3(1), 120-126. Retrieved from https://journalhosting.ucalgary.ca/index.php/pplt/article/view/53125
Attribution-NonCommercial-NoDerivs (CC BY-NC-ND)