E-MENTORING THE ONLINE DOCTORAL

STUDENT

I N T E R N A T I O N A L A C A D E M I C C O N F E R E N C EW A S H I N G T O N , D CA P R I L 2 , 2 0 1 6

Dr. Ron BlackContributing FacultyCollege of Management & TechnologyWalden Universityronald.black@waldenu.edu401-209-8974

WHO IS RON BLACKA seasoned leader in higher education with an earned

doctorate from a regionally accredited university with more than thirty years of senior administrative and academic leadership experience for small and large colleges and universities. Transitioned to online doctoral teaching and dissertation mentoring in 2006.  Currently serving as an E-Mentor and doctoral instructor at two doctoral universities and professor and team lead at two masters universities. Ron has a demonstrated track record of excellent teaching, faculty supervision, dissertation mentoring, and faculty/student collaboration.  A dynamic speaker with published articles in peer-reviewed journals and an innovative developer of strategic educational programs.

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A DISSERTATION LEARNER’S REFLECTION: "The dissertation process was grueling; it was mind-

blowing, back-breaking, and anxiety driven. The dissertation process takes student dedication and a fair amount of intelligence to complete the dissertation, but most importantly what is needed is a focused, understanding, and dedicated mentor to pull you up the dissertation mountain. My dissertation mentor was the main dissertation student contact during my entire academic career and one who understands the dissertation process and aware that completing the dissertation is like climbing a mountain. My mentor was my dissertation mountain climbing guide, and when I stumbled or had aches and pains my mentor dragged me to get to the top."

Dr. Janon S. Berry, Doctor of Management in Organizational Leadership, University of Phoenix Online

From: Muirhead, B., & Blum, K. D. (2006). Advising Online Dissertation Students. Educational Technology & Society, 9 (1), 1-8 1. 3

THE DISSERTATION E-MENTORFaculty who mentor online doctoral

students face many of the same challenges and opportunities as those mentoring doctoral students in traditional, face-to-face modalities. The main difference is that E-Mentoring is based on interacting in the online space rather than interacting face-to-face, which may present challenges for both the student and the mentor …

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THE DISSERTATION E-MENTORThe entire dissertation process for

many doctoral students appear similar to a mountain looming in the distance, inescapable, magnificent, but impossible to scale (Blum & Muirhead, 2005). Online doctoral students face additional challenges to overcome the barriers of distance education (Blum, 1999).

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THE DISSERTATION E-MENTORThe role of the E-Mentor Is centered on a

commitment to advancing the doctoral student’s journey through personal engagement that facilitates sharing guidance, experience, and expertise. Like any relationship, the relationship between the E-Mentor and the doctoral student evolves throughout the dissertation process, with its share of changes and adjustments.

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THE DISSERTATION E-MENTORToday’s doctoral students come from

diverse backgrounds and cultures, adding layers of complexity to the relationship. Although backgrounds and cultures may confound the relationship, a strong E-mentor/doctoral student online relationship will overcome any diversity, as long as the student’s goals, needs, and learning style is the main agenda

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SELECTING THE DISSERTATION E-MENTOR

Selecting an E-Mentor is one of the most important decisions that a doctoral student will make during their doctoral journey. Like dating and marriage, the keys to the doctoral student selection of an E-Mentor is based on trust and communication. Of course, like a marriage, disagreements and changes may come up and can be worked out as long as both the doctoral student and E-Mentor understand the most important person on the dissertation team is the doctoral student.

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E-MENTOR/DOCTORAL STUDENTEarly in the relationship a strong bond is formed between the E-Mentor and doctoral student. This bond may be thought as a marriage, where trust and communication become the main goal. Together the E-Mentor and doctoral student climbs dissertation mountain from the base-point to the top and on to graduation...

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THE DISSERTATION E-MENTORIn the online world, the E-Mentor communicates

with the doctoral student asynchronously and sometimes synchronously building a road map to successfully structure the dissertation journey, create realistic milestones, increase accountability and effectively overcome the myriad barriers that the doctoral student will experience throughout the dissertation process.

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• It is up to the E-Mentor and the doctoral student to form a roadmap to complete all dissertation milestones. This roadmap sets the stage to travel through the dissertation process with a focus on the finish line - graduation.

DISSERTATION PLANNING

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THE THREE C’SIt is key that throughout the dissertation

process that the E-Mentor and doctoral student follow these three C’s throughout the process.

1. Communication, 2. Collaboration3. Cooperation.

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LEAVING THE COMFORT ZONE

•Writing the dissertation is the hardest part of any doctoral journey because it forces the student to leave his/her comfort zone and embark on a voyage of self-discovery. The E-Mentor’s focus is to help the doctoral student become comfortable with writing the dissertation and conducting an original and substantial doctoral study to transition the theory of the study into action using extensive mentoring and coaching.

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DEMYSTIFYING THE DISSERTATION Students pursuing the

doctorate degree face the same challenges as the marathon runner. In many ways, conducting doctoral research and writing the dissertation is like running a marathon, enduring hills and valleys, mountains, rivers and frantic road blocks along the way. It is a long and weary race but in the successful end will lead to the final race in the doctoral journey; defending and publishing the dissertation.

Black, R. (2012). The Dissertation Marathon. Contemporary Issues in Education Research, Volume 5-2, 97-104 2 1. 1

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Ph.D. student – Summer Hanley

DEMYSTIFYING THE DISSERTATION Conducting research and writing

a dissertation is not easy, that is why a strong E-Mentoring/doctoral student relationship is key. Through the guidance, motivation, and specific feedback, the doctoral student will be successful. E-Mentors stress to the student - always have a positive mental attitude and keep an eye on your goal; to became a Dr.

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THE DISSERTATION PROSPECTUSThe early stages of the

E-Mentor/doctoral student’s journey together focuses on writing and completing the doctoral dissertation prospectus. The prospectus, or the concept document, as some universities refer to it, begins the process of definition and clarification of a research project. When complete, the doctoral student becomes the doctoral candidate.

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PROBLEM STATEMENTPURPOSE STATEMENTRESEARCH QUESTIONS AND HYPOTHESES

E-MENTORING THROUGH THE DISSERTATION PROCESS

Now that the dissertation prospectus has been approved the doctoral candidate and E-Mentor begin to discuss and interact on the elements of the dissertation chapters. The E-Mentor will guide the candidate through chapters 1-3, conducting the study, and writing chapter 4 and 5, providing advice and feedback every step of the way.

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FINALIZING THE DOCTORAL DISSERTATION• Final Steps :•Now it is the E-Mentor’s job to complete a final review of the entire dissertation, providing feedback the candidate to update and improve if needed. Once approved the dissertation will then be sent to the committee for final review. When the committee approves the dissertation the dissertation oral defense will be scheduled and conducted.

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APPROACHING THE FINISH LINE•Approaching the finish line the doctoral candidate meets the doctoral study defense. Most universities require a formal defense of the doctoral study before the E-Mentor and committee sign a candidate’s doctoral study. Working with the doctoral candidate the E-Mentor advises the candidate on how to defend the dissertation successfully. The oral defense is conducted very differently at many institutions. A successful defense will end with a signed doctoral study and moving to graduation.

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SETTING THE STAGE FOR TRANSFORMATION

• The work of the E-Mentor is not finished when the doctoral candidate completes the dissertation. It is now time to help the candidate transform the dissertation process to action, beginning with:• Leaving a legacy •What do you want to be known for?•What do you want to build as a legacy?

• Evaluate career development possibilities• Community involvement• Professional associations • Service and stewardship• Connecting the dissertation to community service

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SETTING THE STAGE FOR TRANSFORMATION

• As we near the finish line the E-Mentor will work with the candidate to plan to communicate their dissertation theory and results. The E-Mentor will advise and support the student on how to publish their dissertation, write articles and present their dissertation theory, presents their study results at conferences and participating in focus groups to extend the new knowledge found in the study.

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CROSSING THE FINISH LINEAs the E-Mentor and doctoral candidate reach the

top of the mountain, both may now take a sigh of relief. The doctoral candidate can now remove the title “candidate” indicating that the final title is now Dr. As the new Dr. crosses the finish line, smiles indicate success.

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CROSSING THE FINISH LINEThis is a time for celebration, virtual hugs, and

exchanging pictures.. With faculty and staff sitting and cheering in the audience at commencement the President of the university confers the doctorate degree. As the new Dr. crosses the stage, the E-Mentor will be there to “hood” the new graduate with a colorful doctoral hood representing completion of the doctorate.

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TIME TO SAY SO LONG!!!As the new Dr. descends from the

mountain peak, it is time to say “so long” but not “good-bye”. The doctoral journey is now over and the E-Mentor and new Dr. may now bask in their accomplishments and move on…

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REFERENCES• Blum, K.D. , & Muirhead, B. (2005). Conquering the mountain:

Framework for successful chair advising of online dissertation students, retrieved from http://www.itdl.org/DISSERTATION%20PROCESS%20Kim+Don%2010-17- 05.pdf.

• Kram, K. E. (1983). Phases of the mentor relationship. Academy of Management Journal, 26(4), 608-635.

• Muirhead, B., & Blum, K. D. (2006). Advising Online Dissertation Students. Educational Technology & Society, 9 (1), 1-8.

• Muirhead, B., & Blum, K. D. (2006). Advising Online Dissertation Students. Educational Technology & Society, 9 (1), 1-8.

• Peterson, R. W. (1989, August). Mentor teacher handbook. Retrieved from http://www.gse.uci.edu/doehome/edresource/publications/mentorteacher/contents.html.

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THANK YOU