Eileen McGowan is interested in understanding and designing environments that nurture adult development in urban educational settings. In her research and practice, she focuses on formal mentoring and reflective practice and how their integration can produce transformational change in teaching and leadership. McGowan is a core faculty member in the Ed.L.D. program, teaching the second year core course and facilitating the mentoring seminar for the residency experience. Prior to her current appointment at Harvard, McGowan was a principal of Mentoring Strategies, a consulting firm specializing in the creation of more effective mentoring programs in urban school systems, higher-education programs, and nonprofit and for-profit organizations. She has served as Director of Evaluation at the national nonprofit Higher Education Resource Services (HERS). McGowan began her career was a teacher of children with emotional challenges in public education for 14 years and taught courses at Simmons College School of Management and Lesley University.
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ONeil, R., Blake-Beard, S., and McGowan, E. (2007). Blind dates? The importance of matching in successful formal mentoring relationships. In B.R.Ragins and K.E. Kram (Eds.) Handbook of Mentoring. Thousand Oaks, CA; Sage Publications.,(2009)
McGowan, E., Stone, E., Kegan, R. (2007) A constructive-developmental theoretical approach to mentoring relationships. In B.R.Ragins and K.E. Kram (Eds.) Handbook of Mentoring. Thousand Oaks, CA; Sage Publications.,(2009)