ABSTRACT
As short-term and accelerated graduate programs increase in popularity, there can be inherent challenges for faculty in forming robust and meaningful connections with graduate and professional students passing through these fast-paced programs. However, rich relationships between faculty and graduate and professional students remain integral to promoting deep learning, professional development, and overall success. This chapter describes a new relationship-centered model that can be incorporated into short-term and accelerated graduate programs. The intentionality behind this framework as well as the starting point exercises offered in this chapter provide novel possibilities for faculty to transcend their roles to become co-learners and mentors that strengthen their connections to graduate learners in short-term academic programs.
