ABSTRACT
While there is an extensive body of evidence about the importance of engagement with faculty for undergraduate students, there is a dearth of scholarly attention to the experiences of graduate and professional students. This edited book examines current and future changes to U.S. college and university environments and the ways in which these shifts affect student-faculty interactions and engagement with graduate students. This volume highlights the distinct ways in which graduate students interact with faculty through research opportunities, advising, collaborations, teaching, mentoring, and socialization. This book also offers practical implications and recommendations for higher education faculty, student and academic affairs staff, faculty development professionals, and leaders for fostering effectual student-faculty experiences in graduate education.
TABLE OF CONTENTS
chapter 1|18 pages
Introduction
part I|66 pages
Curriculum and teaching
chapter 2|20 pages
Becoming co-learners and mentors
chapter 4|23 pages
Increasing equity through project-based learning in graduate and professional schools
part II|66 pages
Identity and experiences
chapter 5|22 pages
Uplifting epistemic resources
part III|58 pages
Graduate student mentoring