ABSTRACT
This chapter focusses on reciprocity in graduate student-advisor relationships that occurs in a context of academic guidance and mentorship introduced through a reflexive, shared process. Nicola Simmons and Shauna Daley (2013), who view the creative process as the highest level of thinking, provided the impetus for an introduction of a mixed media exercise in which students created drawings and short narratives to express their impressions about their year’s work. In return, the author produced for the students a piece of response art (Fish 2008), which led to shared insights and more effective and enhanced advisor-student relationships.
