https://clutejournals.com/index.php/TLC <p><strong>Published since 2004</strong><br>ISSN 1544-0389 (print), ISSN 2157-894X (online) <br>The Journal of College Teaching & Learning (TLC) welcomes articles in all areas of K-12 and college level teaching, learning, and administration.</p> en-US Journals@CluteInstitute.com (Stephanie Clute) Contact@CluteInstitute.com (Clute Institute) Mon, 01 Jun 2020 00:00:00 +0000 OJS 3.3.0.14 http://blogs.law.harvard.edu/tech/rss 60 https://clutejournals.com/index.php/TLC/article/view/10362 <p>This paper presents the results of participatory action research survey responses from doctoral students regarding strategic onboarding activities. Twelve first-year doctoral students in an inaugural doctoral program cohort responded to Likert Scale and open-ended questions during the first week of a two-week on-campus residency. Resulting student perspectives highlight the importance of faculty mentorship and cohort engagement during residency to clarify roles and responsibilities, build academic support and collaboration networks, and alleviate anxieties about doctoral program expectations. Specific recommendations for academic residency include providing increased opportunities for one-on-one conversations with faculty and administrators, and cohort socialization activities to identify peer strengths and alliances.</p> Dennis (Wes) Westbrooks, Nichelle Guillaume, Samantha M. Jones, Kara De La Fosse Copyright (c) 2021 https://clutejournals.com/index.php/TLC/article/view/10362 Mon, 01 Jun 2020 00:00:00 +0000