3.1 The road to successfully completing doctoral studies: a tale  (Page 4/7)

For a long time, Mexico City has been known for its cultural endeavors. One free afternoon, we took a trip to a museum and zoo. We were asked to stay together as much as possible and then to meet back at a certain time and place. This rule was established for our safety and welfare. At some point during our trip, one of our cohort members became separated from the group and had not returned to the meeting place. With all the members of the cohorts being decision-makers within their respective schools, plans of action were immediately set in place. Some returned to the hotel to await the return of the missing member. Others created a search party with the intent of combing the zoo area in hopes of finding him. After most of the group had returned back to the hotel, the lost individual was seen strolling toward the hotel, shocked that anyone had worried about him. So began the Hines Rule of Separation.

Simply stated, the Hines Rule of Separation stipulated that in the event that any cohort member found him or herself to be apart from the group, two things needed to be understood. First, such persons would be responsible for their own safety and subsequently, the return to the group. Second, the other members of the group would trust that person to take care of him or herself. In this way, the cohort members would be able to fulfill their tasks and responsibilities without the entire group being affected. From the conception of the rule, we developed a deeper appreciation and respect for the leadership skills undertaken as a result of an unexpected event. Haworth and Conrad (1997) would have been proud to see their beliefs in action, as teamwork actually led both cohorts to develop a means of communication that lasted throughout our stay in Mexico.

Another defining moment for Cohort VII did not originate from a trip or an assignment, but developed as a reflection of the relationship between the cohort and the professors in the program. As our group began to be defined as dependable and trustworthy, the role of the professors started changing. At the onset of our coursework and classes, many of the professors took on the traditional role of an instructor who uses direct teaching, guided lessons, and tried and true assignments. After several months, the professors recognized that this cohort was different. The faculty actually began to see their roles more as facilitators setting in motion the learning that would take place (The Learning Generation, 2005). In other words, they had become an embedded part of our learning process. This transformation of thought and pedagogy allowed us to establish mutual feelings of respect and trust.

Haworth and Conrad (1997) have noticed that an instructional faculty involved with successful cohort programs actually become co-learners in the process. Each of the professors was experts in his and her respective fields, a matter that was clearly reflected in everyone’s instructional methods. Through their willingness to allow the cohort to be responsible for part of their learning, these professors placed aside their role as a lead teacher and chose to become immersed as a participant in the learning process so the leadership endeavor was shared.