From Student to Professor

Carol A. Mullen, PhD, is professor and chair of educational leadership and cultural foundations at the University of North Carolina, Greensboro. She has won awards for excellence in teaching and research, and is an internationally known scholar in mentoring and graduate education. Mullen is the co-author of Educational Leadership at 2050: Conjectures, Challenges, and Promises and author of Climbing the Himalayas of School Leadership: The Socialization of Early Career Administrators.

• List of Figures Foreword by Dale L. BrubakerAcknowledgments Preface: Knocking on the Academy’s DoorIntroduction: Inside the Academy’s DoorsPart I: Getting Started: Strategies and Options1Creating Mentoring Maps of the Academy2Seeking Help from Program Faculty and Peers3Finding Out about Resources and OpportunitiesPart II: Becoming Immersed: Relating and Learning4Making Every Minute and Day Count 5Joining Mentoring Networks and Programs 6Practicing Mutuality and Reciprocity Part III: Emerging Prepared: Networks and Markets7Gaining Disseminating and Publishing Skills 8Overcoming Job Marketing Obstacles9Executing Resilient Mentoring Agendas 10Digital Networking as an Academic EntrepreneurPostscript: Closing the Academy’s DoorAppendixesAppendix A: Program Do’s for Thesis/Dissertation WritersAppendix B: Reflecting Student Input in a Faculty Supporting Letter Appendix C: Initiating Communications with Graduate Program CommitteeAppendix D: Documenting Changes on a Graduate Defense FormAppendix E: Listing Amendments on a Dissertation/Thesis Review FormAppendix F: Cover Letter Accompanying Manuscript Submission Appendix G: Summary of Changes Accompanying Reworked Paper Appendix H: Brief Review of a Paper Submitted to a JournalAppendix I: Cover Letter for an Assistant Professor Position References and Resources (print and nonprint)IndexAbout the Author

Carol Mullen has done it again! From Student to Professor will no doubt become an essential reference book in every graduate student's personal library. Brilliantly written, this volume speaks clearly about the many decisions required of doctoral students in navigating the often-stormy waters of mentor/mentee relationships inherent in graduate research environments. Through her history of commitment to graduate student success, Carol is now providing a far-reaching audience with her insights into the dynamic and transformational nature of mentoring relationships within the academy. I highly recommend this book to all graduate students and to all faculty members dedicated to bringing out the best in their collaborative inquiries.