3.1 The road to successfully completing doctoral studies: a tale  (Page 3/7)

As the Learning Generation (2005) attests,“The genesis of a cohort begins when the cohort team comes together…”(p. 7). That was exactly what happened when the seventh doctoral cohort at Sam Houston State University, Texas, met for the first time in April 2002. Present were teachers, curriculum directors, assistant principals, principals, and superintendents. Each would soon lose his or her well-earned titles for a membership in this cohort. It soon became clear that these 12 strangers considered themselves equals and that they brought unique and individual gifts and talents to the group. Roles were established that very night and remained in place for the duration of the learning process. From within this group arose a cheerleader, a pragmatic thinker, an interpreter, a word monger, a comic, a lady, and an Earth mother. The establishment of these individual roles, decided early, had staying power within our cohort for the next 2½years. That first meeting not only introduced the group members to each other but it produced Cohort VII’s mission statement: to meet or exceed the expectations of any cohort that had come before us and to leave a reputation for future cohorts to aspire to. With the inception of this goal, Cohort VII members began the journey, together, to acquire the doctorate degree.

On that same night while Cohort VII was finding its way, a sister cohort started on a similar path. This group mirrored our activities. In the past, a few of the cohorts had developed tendencies of competitiveness. After hearing this had occurred, the members of Cohort VII and Cohort VIII collectively decided to ensure this mentality would not continue. From that point on,“Cohort 78”was established. Lifelong friendships were formed within both cohorts, expected duties were shared between them, and mutual respect grew as the months together turned into years.

For the next 2 years, Cohort VII exemplified the cohort model of learning. As each course developed, challenging assignments and presentations proved Cohort VII was determined to achieve its goal. In accordance with Norris and Barnett (1994) who agreed that in order for an individual to develop, the group must equally develop through collaboration and group dynamics. Cohort VII proved this principle to be the case by bringing enthusiasm, excitement, and collegiality to each class and adventure. Slowly the cohort began to be transformed because of the individuals that made up the group. As we began the growth process, this same phenomenon was happening as Cohorts VII and VII were being formed into the“Great 78.”This was never more evident than when Cohort 78 took a trip to Mexico to complete our independent studies in the summer of 2003.

Haworth and Conrad (1997) have contended that as a cohort group develops so do the skills of communication and teamwork. Our trip to Mexico found us all going in different directions in terms of research but united in having fun and enjoying our time together. On one such adventure, the two cohorts became bonded in trust by a learning experience.