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We are committed to building and sustaining a Culture of Mentoring, one that provides for teaching and learning collaborations that attend to the interests, styles, and experiences of adult learners. We hope to build a community of mentors from within and outside of the Antioch system. It is our goal to provide students with creative space, intellectually challenging relationships, and respectful guidance that can encourage their development as reflective and engaged scholar-practitioners.
As you have by now read, the program has a Core Curriculum, which focuses on leadership and change, and inquiry and research skills. In the students’ third or fourth year (their final pre-Candidacy year), students design their own individualized areas of study, and work with Mentor Faculty who have particular expertise in those areas. Students with whom Mentor Faculty work will be high-performing, self-directed adult learners who have entered a highly selective and innovative doctoral program that is competency based. About one-third of our students hold leadership positions in education, both K-12 and higher education; about one-third hold leadership positions in the for-profit world, ranging from entrepreneurs and small business owners to senior managers in large corporations; and
approximately one-third are leading change in the non-profit sector. Close to half of our students are in their 50s or older. And, our students live in every region of the country.
By the time students arrive at the moment in their doctoral journey where they are developing their individualized learning plan, they have already successfully completed two-three years of study in which they have integrated theory, practice and reflection. They have produced at least six major learning assignments, including a substantial literature review, a case study, the design and implementation of an organizational change project, and a research redesign project.
These are empowered, self-directed learners with years of experience and lots of tacit knowledge, and they need Mentors who respect that empowerment and would look forward to the challenge of guiding them through their individualized areas, in consultation with the student’s Core Faculty Advisor.
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