3.2 Confessions of a doctoral supervisor: valuing interdependence  (Page 4/12)

• Students attend scheduled meetings whenever possible. At these sessions they both accept and provide the assistance attending members need to grow and develop as scholars. This exchange occurs through reciprocal learning, constructive criticism, and a respectful attitude. Mutual growth takes root as a function of genuine interdependence and contribution as opposed to solely attending sessions where one’s work is the primary focus.
• Members practice sharing by extending their most cherished ideas and insights and circulating vital materials (e.g., completed programs of studies, approved dissertation proposals, instruments for data collection) when requested. Through such means as meetings and electronic mail, students exchange information, advice, and documents to support one another’s goals.
• Members check the listserv regularly for announcements and messages concerning their program, department/college/university events, and meetings. Student files (e.g., proposals) are posted in advance of meetings: Members print them, read them, and make notations. They come prepared to each session. They also regularly check their email account for messages from their major professor.
• Where applicable, students provide the student manager with material (e.g., dissertation proposal, draft chapters, conference proposal, data for interrater reliability analysis) 1 week in advance to be placed on the monthly agenda.
• Members participate in yearly assessments of the group. The anonymous survey has been developed by their major professor and validated by the cohort (the student manager serves as point person); the results identify areas of strength and weakness at the group level and ultimately pinpoint areas possibly needing improvement and follow-up.

I believe that students should respect other adults, tolerate different points of view, and make considerable efforts to intellectually and socially motivate one another while contributing to the fostering of a safe learning environment.

• Students respect all members and exhibit kindness, tolerance, and understanding but also strive for rigor in their feedback on scholarly writing and research. Importantly, they also participate in fostering a safe learning environment for all group members.
• Members accept constructive criticism graciously, monitor personal defenses, and internalize the wisdom and advice of their peers. Respecting others does not mean blind conformity or silence—if they have a point of view different from others, they express it without being confrontational.
• Members actively teach and learn from their peers and motivate one another to stay the course, read vigorously, produce quality work, and prepare for all exams, meetings, and defenses.
• Students share concerns with their major professor that pertain to their work and development or that could impede their academic progress. They are honest and transparent.
• Students avoid gossip and slander and think before speaking about others, and they also steer clear of closed cliques.