Mentoring in graduate education: Curriculum for transformative learning

Catherine A Hansman

doi:10.4018/978-1-4666-5872-1.ch006

Mentoring in graduate education: Curriculum for transformative learning

Catherine A Hansman

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

8 Scopus citations

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.

Original language	English
Title of host publication	Andragogical and Pedagogical Methods for Curriculum and Program Development
Place of Publication	usa
Publisher	IGI Global
Pages	101-117
Number of pages	17
ISBN (Electronic)	9781466658738
ISBN (Print)	146665872X
DOIs	https://doi.org/10.4018/978-1-4666-5872-1.ch006
State	Published - Mar 31 2014

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Mentoring in graduate education: Curriculum for transformative learning

Abstract

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