Reclaiming Emotions: Re-Unlearning and Re-Learning Discourses of Healing in a Tribally Placed Doctoral Cohort

This article is a “talk story” among three Indigenous women who are connected in various ways but most recently through the heartwork of a tribal–university partnership for a tribally based doctoral cohort program. The first tribally based cohort includes representation of tribal nations from Washington State, Utah and New Mexico and all women. The contributors of this talk story include voices of a Muckleshoot partner who is an Indigenous education advocate and two Indigenous faculty members. We share our talk story in identifying the powerful connection of reclaiming emotions through the ability of centering Indigenous narratives, honoring culture and community, and the powerful role of place and space in honoring tribal sovereignty through its existence.

Indigenizing the Doctoral Experience to Build Indigenous Community Leaders in Educational Leadership

In this case, readers will learn how the University of New Mexico educational leadership program intentionally created a doctoral cohort that is Indigenous based and focused that included Indigenous and tribal community narrative and feedback in its development. The NALE doctoral cohort program included these same communities as sites for reciprocation and centering community in many of the courses offered. Instead of community being an afterthought, there was intentional inclusion in all aspects of honoring and including Indigenous community as the center to build Indigenous educational leaders who are also community leaders and advocates.

In Good Company: A Collaborative Autoethnography Describing the Evolution of a Successful Doctoral Cohort

Aim/Purpose: The purpose of this paper is to examine the creation and organization of an organic collaborative doctoral cohort, in order to better understand what makes doctoral cohorts successful. The participant-researchers explore their experience as creators and members of this unique group. Background: Although adults often prefer to work on their own, cohorts provide opportunities for collaboration as well as academic and professional support. The authors explore the purposeful, knowledgeable, and relational collective learning environment created by these adult students. Methodology: Through the use of a collaborative autoethnography, the authors are able to examine the individual and collective purpose of this student-led group. This methodology allowed each participant-researcher the opportunity to reflect on their rationale for participating in an organic cohort. Contribution: While traditional cohorts match students with similar areas of focus, this study found value in the cohort’s diversity. The differing subjects and individual areas of expertise of each cohort member continuously provided a great benefit for each member of the cohort. Findings: This study found that doctoral cohorts may be more successful if students are allowed to form them on their own. When cohorts are organically created by the members involved, the group can solidify when the timing is right for each member and for the group as a whole. Recommendations for Practitioners: Directors of doctoral programs should encourage the formation of naturally emerging cohorts by supporting and encouraging relationships among their emerging leader-scholars. Recommendation for Researchers: This study examined the creation of one organic collaborative cohort; consequently, more research is needed to understand when and how other cohorts form and what the members of other cohorts view as advantageous. Impact on Society: While this cohort was created during a doctoral program, the practicality of organically created cohorts can be applied to training, group building, or educational programs across varying environments. Future Research: Because cohorts vary throughout universities and programs, more research is needed on why driven and dedicated individuals choose to create and dedicate themselves to cohorts, rather than working on their own.

Working Together more than Alone: Students' Evolving Perceptions of Self and Community within a Four-Year Educational Administration Doctoral Cohort

School administrators rarely have the opportunity to confer and share their challenges with colleagues. To address this problem in 2005 the Educational Administration Department (EAD) at Central University (a Midwestern PhD granting institution located in a thriving city of about 100,00 people) created a virtual/local doctoral cohort for 14 school leaders living and working in two states. Three years into the course of study we conducted a year long inquiry that asked, "How did students' self-perceptions evolve within a cohort context, and how did these changes advance or retard professional learning community (PLC) growth?" Our interviews had a phenomenological focus but we used symbolic interactionism to analyze them and dramaturgy to present our findings. Themes of faculty and student relationships, work and/or personal problems and dealing with technology indicated that despite some significant hurdles students' identity evolutions moved the group toward becoming a PLC, a collaborative culture of thinkers.

Pressing On: Persistence Through A Doctoral Cohort Program In Education

The focus of this research was to investigate the characteristics that led to persistence in a doctoral cohort program of study. The significance of this study is to provide insights into the specific aspects of the individuals that made them successful in an intensive program. A phenomenological case study approach, utilizing a comprehensive interview format, was used to gain a profound understanding of the phenomenon. The case for this study was the three-year Instructional Management and Leadership (IML) research doctoral cohort program at Robert Morris University. Nine graduates from Cohort I, II, and III served as participants. The four characteristics that were revealed in this study were Commitment/Discipline, Putting the Doctorate First, Prefer to Work Independently and Research Alone, and Full-time Employment.

Cohort Learning For Graduate Students At The Dissertation Stage

Doctoral students discuss the power of collaborative cohort learning in transforming the dissertation phase of doctoral study. Innovative components of doctoral cohort learning and dissertation preparation are detailed.