2027 Online Emergency Management Doctorate Programs with One-on-One Faculty Mentorship
Co-Founder and Chief Data Scientist
Choosing an online emergency management doctorate is really a choice about guidance: who will help you turn field experience into defensible research, policy analysis, or executive practice? NOAA recorded 27 separate U. S. billion-dollar weather and climate disasters in 2024, reinforcing demand for leaders who can plan across public safety, infrastructure, health, and resilience systems. This guide is for working emergency managers, public safety leaders, military professionals, and policy specialists comparing doctoral options. You'll learn how mentorship works, what to verify before enrolling, and when individualized faculty support is worth the added cost and commitment.
Key Things You Should Know
- One-on-one mentorship is most valuable when it includes a named faculty advisor, regular research feedback, dissertation or applied-project supervision, and access to faculty with expertise in hazards, homeland security, resilience, public administration, or crisis leadership.
- The U.S. Bureau of Labor Statistics reported a May 2024 median annual wage of $86,130 for emergency management directors, but doctoral value usually depends on advancement into executive, academic, consulting, research, or policy roles rather than entry-level employment.
- Federal graduate loan rates for 2024-25 were 8.08% for Direct Unsubsidized Loans and 9.08% for Grad PLUS Loans, so students should verify whether mentorship quality, completion support, and career relevance justify total doctoral borrowing.
How Does One-on-One Faculty Mentorship Work in Online Emergency Management Doctorate Programs?
In an online emergency management doctorate, one-on-one faculty mentorship means more than having someone answer registration questions. It usually refers to sustained academic and professional guidance from faculty members who help a doctoral student refine research interests, select methods, connect theory to practice, and complete a dissertation, doctoral capstone, or applied research project.
The best models distinguish between several forms of support. Academic advising focuses on degree requirements and course sequencing. Faculty mentoring focuses on intellectual development, research design, professional identity, and career direction. Dissertation supervision focuses on proposal approval, methodology, data analysis, writing quality, and final defense readiness.
Because online doctoral students are often working professionals, mentorship must be deliberate rather than incidental. Strong programs set expectations for meeting frequency, communication channels, feedback timelines, and mentor assignment. Weak programs may advertise "personalized support" without explaining whether students get recurring meetings with faculty or only access to a general advising office.
Students should expect mentorship to happen through a mix of synchronous and asynchronous formats. Common options include video meetings, dissertation committee conferences, annotated document feedback, research seminars, email, learning management system comments, and occasional residencies or intensive sessions. The key issue is not whether every meeting is live; it is whether the student receives timely, expert, individualized feedback that moves doctoral work forward.
For students coming from adjacent fields, an emergency management doctorate may overlap with public safety, criminal justice, homeland security, environmental health, and public administration. If your career goals also involve policing, corrections, courts, or public safety administration, comparing an online criminal justice degree can help you decide whether emergency management is the right doctoral focus or whether a broader public safety pathway fits better.
A useful way to understand mentorship quality is to separate what a school promises from what a student can verify. The following table summarizes the main parts of a mentorship model and why each one matters before enrollment.
| Mentorship feature | What it should mean in practice | What to verify before enrolling |
| Faculty advisor | A faculty member helps shape the student's academic plan, research interests, and professional direction. | Ask when the advisor is assigned, whether students can request a match, and how advisor changes are handled. |
| Dissertation or project chair | A qualified faculty member supervises proposal development, research design, revisions, and defense preparation. | Ask how chairs are selected and whether faculty expertise aligns with your topic. |
| Committee support | Additional faculty review the research for rigor, relevance, ethics, and disciplinary contribution. | Ask how many committee members are required and whether outside experts are allowed. |
| Regular meetings | Students receive predictable access to faculty through video calls, phone, or structured online feedback. | Ask about typical meeting frequency during coursework, proposal, data collection, and final writing. |
| Professional mentoring | Faculty help students connect research to leadership, policy, consulting, teaching, or agency practice. | Ask for examples of student conference presentations, publications, practitioner projects, or alumni outcomes. |
Which Online Emergency Management Doctorate Programs Offer the Strongest Faculty Mentorship?
No public ranking can reliably identify the single "strongest" online emergency management doctorate for faculty mentorship because advising loads, faculty availability, dissertation chair assignments, and program staffing can change. A better approach is to shortlist programs with emergency management or closely related doctoral curricula, then test how substantial their mentorship model is.
The strongest candidates generally share three characteristics: a clear doctoral research or applied-practice sequence, faculty with emergency management or public safety expertise, and transparent dissertation or capstone supervision. Students should be especially cautious when a program lists emergency management only as a concentration but does not show faculty depth in that area.
The table below highlights program types and examples students commonly examine when seeking online or low-residency doctoral study related to emergency management. Because delivery formats and faculty rosters change, use this as a starting point for verification rather than as a final ranking.
| Program or program type | Typical doctoral focus | Mentorship strength to investigate | Best fit |
| Jacksonville State University Doctor of Science in Emergency Management | Emergency management theory, administration, research, and doctoral dissertation work. | Verify dissertation chair assignment, faculty research areas, and how often students meet individually with faculty after coursework. | Professionals who want a doctorate directly labeled in emergency management. |
| Oklahoma State University PhD in Fire and Emergency Management Administration | Research-oriented study in emergency management, fire administration, risk, and disaster systems. | Verify current online, hybrid, or residency expectations and whether your research topic matches active faculty expertise. | Students seeking a research-intensive doctorate and possible academic or policy research pathways. |
| Online public safety, homeland security, or criminal justice doctorates with emergency management coursework | Leadership, public safety administration, homeland security, crisis policy, and organizational decision-making. | Verify whether emergency management faculty can chair dissertations rather than only teach individual courses. | Public safety leaders whose goals cross emergency management, security, and justice systems. |
| Online public administration or policy doctorates with disaster policy options | Governance, public finance, policy implementation, interagency coordination, and resilience planning. | Verify whether mentors have disaster policy, FEMA, state emergency management, climate adaptation, or infrastructure resilience expertise. | Students interested in executive leadership, government policy, or public-sector consulting. |
| Environmental health, safety, and resilience-related doctoral or graduate pathways | Occupational safety, environmental risk, public health preparedness, hazard mitigation, and compliance leadership. | Verify whether the program supports emergency management research or is primarily compliance-focused. | Students whose disaster interests overlap with workplace safety, environmental risk, or health preparedness. |
A program deserves closer attention when it can tell you, in plain language, who might mentor you, how often you can expect contact, what happens if a mentor leaves, and how students are supported through stalled dissertation stages. Programs that cannot answer those questions may still be legitimate, but their mentorship claims should not carry much weight in your decision.
Students whose interests lean toward hazard prevention, workplace safety, environmental risk, or regulatory compliance may also want to compare the best online environmental health and safety programs, especially if their career goal is risk reduction rather than emergency operations leadership.
How Does Faculty Mentorship Support Dissertation or Applied Research in an Online Emergency Management Doctorate?
Faculty mentorship is often most important after coursework, when the student must turn a broad interest into a feasible doctoral study. In emergency management, that transition can be difficult because topics such as disaster response, hazard mitigation, evacuation behavior, interagency coordination, crisis communication, and community resilience often involve complex real-world systems.
A dissertation is usually a traditional scholarly research project that contributes to theory, policy, or practice. An applied doctoral project or capstone is typically more practice-oriented and may focus on solving an organizational, operational, or community problem. Both require faculty supervision, but the best mentor profile may differ: dissertation students need strong research-methods guidance, while applied-project students also need mentors who understand agency operations, implementation barriers, and stakeholder constraints.
Mentorship supports doctoral research at several critical points. These stages are where weak advising can create delays and strong advising can prevent costly rework.
- Topic narrowing: A mentor helps convert a broad idea, such as disaster preparedness, into a researchable question with a manageable scope.
- Literature alignment: A mentor guides the student toward relevant scholarship in emergency management, public administration, crisis leadership, risk communication, or resilience.
- Method selection: A mentor helps decide whether qualitative interviews, surveys, case studies, document analysis, mixed methods, or secondary data are appropriate.
- Ethics and access planning: A mentor helps the student think through human subjects review, agency permissions, sensitive data, and participant risk.
- Revision discipline: A mentor provides targeted feedback so the student does not rewrite aimlessly or chase topics outside the approved study.
The strongest mentors also help students avoid a common doctoral mistake: choosing a topic that is interesting but not feasible. For example, a student may want to study real-time disaster command decisions during an active emergency, but access, ethics, timing, and data reliability may make that topic difficult. A good mentor can redirect the idea toward after-action reports, structured interviews, training simulations, or policy analysis without losing the practical value of the research.
The type of doctoral project also shapes how mentorship should work. The table below compares common doctoral research formats in emergency management and the mentoring support each requires.
| Doctoral requirement | Typical purpose | Mentorship needed | Main risk if mentoring is weak |
| Traditional dissertation | Produce original research that contributes to scholarship or evidence-based practice. | Research design, theory alignment, methodology, data analysis, and scholarly writing. | The topic becomes too broad, the method is poorly matched, or revisions become repetitive. |
| Applied dissertation | Investigate a real practice problem using doctoral-level research standards. | Problem framing, stakeholder context, data access, applied recommendations, and academic rigor. | The project becomes an internal report rather than doctoral-level analysis. |
| Capstone or professional project | Develop or evaluate a solution, framework, policy, plan, or organizational improvement. | Implementation logic, evidence review, evaluation criteria, and professional relevance. | The final product lacks research grounding or is too narrow for doctoral credit. |
| Publication-oriented dissertation | Prepare research that may lead to journal submissions, conference papers, or policy briefs. | Manuscript structure, peer-review expectations, literature positioning, and writing discipline. | The student completes the degree but misses opportunities to build professional visibility. |
One-on-one mentorship can support progress, but it does not automatically make an online doctorate faster or easier. Doctoral completion depends on topic feasibility, writing discipline, research access, life responsibilities, program structure, committee responsiveness, and the student's ability to act on feedback.
Mentorship affects completion most by reducing ambiguity. Online doctoral students can lose momentum when they are unsure whether a topic is acceptable, how much revision is enough, or which requirement comes next. A faculty mentor who provides clear next steps can help students keep moving, especially during the proposal and dissertation phases.
However, students should avoid the common mistake of assuming that a mentor will manage the entire process for them. Doctoral faculty guide, critique, and approve work; they do not usually create the research question, collect the data, or write the chapters. The student still needs consistent weekly writing time and the professional maturity to handle revision.
When evaluating progress support, ask schools to explain the actual workflow. The following checklist can help you separate structured mentorship from vague promises.
- Ask whether students receive a mentor during the first term, after core courses, or only after reaching the dissertation phase.
- Ask how many doctoral students each faculty member typically chairs or advises at one time.
- Ask whether the program has formal milestones for concept paper, prospectus, proposal, ethics review, data collection, analysis, and defense.
- Ask how long faculty normally take to return dissertation drafts or major project feedback.
- Ask what support exists if a student changes topics, loses access to a research site, or needs a new committee chair.
- Ask whether students can pause enrollment without losing mentor access or having to restart key approvals.
A highly structured cohort model can sometimes outperform individualized mentoring for students who need deadlines, peer accountability, and a predictable course sequence. By contrast, one-on-one mentorship can be better for students with specialized research topics, variable work schedules, or advanced professional experience that does not fit neatly into a standard cohort project.
The practical takeaway is to choose the support model that matches your risk. If your biggest risk is isolation, prioritize frequent faculty contact and peer community. If your biggest risk is dissertation complexity, prioritize mentor expertise and committee depth. If your biggest risk is time management, look for required milestones, writing seminars, and structured progress reviews.
Online emergency management doctorates use several mentorship models. Some emphasize individualized faculty guidance from the beginning. Others rely on cohort courses first and move into one-on-one supervision during the dissertation or capstone. Neither model is automatically superior; the better choice depends on your research goals, schedule, and need for structure.
The table below compares common mentorship models so you can evaluate programs beyond marketing language. Pay close attention to when one-on-one contact begins, because many programs provide personalized dissertation supervision but limited individual faculty mentoring during coursework.
| Mentorship model | How it works | Advantages | Potential drawbacks | Best fit |
| Advisor-led individual model | A faculty advisor works with the student early and continues through research planning or dissertation preparation. | Strong fit for specialized topics and experienced professionals with defined goals. | Quality depends heavily on advisor availability and expertise. | Students with a clear research agenda or unusual professional niche. |
| Cohort-first model | Students move through courses together, then receive individual supervision for the dissertation or project. | Peer support, predictable pacing, and shared academic expectations. | Less individualized early guidance; topic development may happen later. | Students who want structure, deadlines, and professional networking. |
| Dissertation-chair model | One-on-one mentoring becomes intensive after coursework when a chair is assigned. | Efficient for students who want flexibility during coursework and focused research support later. | Students may reach the dissertation phase without a well-developed topic. | Students who are self-directed during courses but need expert research supervision. |
| Committee-intensive model | Several faculty members provide feedback at defined research milestones. | Broader expertise and stronger methodological review. | Feedback can conflict unless the chair coordinates expectations clearly. | Students doing complex interdisciplinary research. |
| Practitioner-scholar model | Faculty and practitioner mentors emphasize applied leadership, policy, and organizational problem-solving. | Strong career relevance for agency, consulting, or executive roles. | May be less suitable for students pursuing tenure-track academic careers. | Working emergency managers, military leaders, and public safety executives. |
A red flag is a program that uses "mentor," "advisor," "coach," and "chair" interchangeably without defining responsibilities. Those roles may all be helpful, but they are not the same. A student success coach may help with registration and motivation, while a dissertation chair must be qualified to supervise doctoral research.
Another red flag is a program that will not explain faculty response expectations. Online doctoral study can tolerate asynchronous communication, but it cannot work well if students wait indefinitely for substantive feedback. Ask whether the school has service standards for faculty replies and draft reviews, even if the exact timing varies by project stage.
Faculty mentorship can strengthen career opportunities when it helps students translate doctoral work into visible professional value. In emergency management, career advancement often depends on leadership credibility, interagency experience, policy judgment, communication skill, and evidence-based decision-making. A doctorate may support those goals, but the mentoring relationship helps shape how the degree becomes useful.
The BLS reported a May 2024 median annual wage of $86,130 for emergency management directors. That figure is useful context, but it should not be treated as a doctoral salary estimate. Many emergency management director roles do not require a doctorate, while some doctoral graduates pursue senior government leadership, higher education teaching, consulting, research, nonprofit resilience work, or private-sector continuity planning.
Good mentors can help students position their doctoral work for specific outcomes. For example, a student studying evacuation planning may turn the research into a conference presentation for emergency management professionals. A student studying hospital surge coordination may develop a policy brief for health preparedness leaders. A student studying wildfire mitigation may connect with resilience planning networks.
Mentorship can support career development in several concrete ways. These opportunities are most valuable when they are built into faculty practice rather than left entirely to the student.
- Identifying conferences, journals, practitioner associations, or policy forums where the student's research may be relevant.
- Helping the student convert dissertation findings into presentations, executive briefs, training materials, or publishable manuscripts.
- Introducing students to professional networks when appropriate and when faculty have relevant contacts.
- Helping students describe doctoral research in language that employers, agencies, or consulting clients can understand.
- Advising students on whether academic teaching, applied research, executive leadership, or consulting is the most realistic next step.
Students considering broader public safety leadership should also compare doctorate-level options with master's and bachelor's pathways in related fields. For example, an emergency management professional whose target role is justice administration or public safety operations may want to understand how program focus, tuition, and career outcomes differ from a criminal justice pathway before committing to doctoral study.
Mentorship is not the same as job placement. A faculty mentor may provide guidance, references, or research visibility, but students should verify whether the university has career services for doctoral students, alumni networks in emergency management, and relationships with agencies or professional associations. If a school implies career access without providing examples, ask for specifics.
An effective online emergency management doctorate mentor should bring both doctoral-level scholarly competence and field-relevant insight. Because emergency management is interdisciplinary, the "best" mentor may come from public administration, homeland security, fire and emergency services, public health, criminal justice, environmental safety, urban planning, communication, engineering policy, or organizational leadership.
Students should evaluate mentors based on fit, not prestige alone. A widely published professor may be a poor fit if they have no interest in your topic or cannot take new doctoral students. A practitioner-scholar with agency leadership experience may be highly valuable for an applied project, even if their publication record is narrower.
Strong mentors usually show several qualifications. Use this list to review faculty biographies, publication records, dissertation committees, and program materials.
- Earned doctorate in a relevant field, such as emergency management, public administration, public policy, criminal justice, homeland security, fire and emergency services, public health, safety science, or organizational leadership.
- Research or professional expertise related to the student's intended topic, such as hazard mitigation, disaster recovery, crisis communication, continuity planning, resilience, emergency operations, public health preparedness, or homeland security.
- Experience supervising doctoral dissertations, applied dissertations, capstones, or publishable graduate research.
- Familiarity with research methods appropriate to emergency management, including qualitative interviewing, case study design, survey research, program evaluation, mixed methods, or policy analysis.
- Current engagement with the field through publications, agency work, consulting, professional associations, grants, conference activity, or applied research.
- Evidence of responsiveness, clear expectations, ethical research guidance, and ability to support working adult students.
Students should also consider whether a mentor's background matches the intended career outcome. A student seeking a faculty role may need a mentor with publication and research-methods depth. A student seeking senior agency leadership may need a mentor who understands public-sector governance, budgets, interagency coordination, and crisis decision-making. A student seeking consulting work may benefit from a mentor who can help translate research into client-ready analysis.
One common mistake is choosing a program before identifying potential mentors. Instead, review faculty profiles before applying and ask admissions whether those faculty are currently supervising doctoral students. If the program will not discuss mentor availability until after enrollment, treat that as a risk factor and ask how students are protected if their preferred expertise is unavailable.
One-on-one faculty mentorship can improve the value of an online emergency management doctorate, but it can also affect cost indirectly. Programs with intensive dissertation supervision, small seminars, residencies, or specialized faculty may charge higher tuition or require more continuous enrollment. The question is not whether mentorship is "worth paying for" in the abstract; it is whether the mentorship reduces academic risk and supports the career outcome you actually want.
Federal borrowing costs make this evaluation more important. For loans first disbursed in the 2024-25 award year, federal graduate loan rates were:
- Direct Unsubsidized Loans for graduate students: 8.08% fixed interest
- Direct PLUS Loans for graduate or professional students: 9.08% fixed interest
Those rates mean delays can be expensive, especially if a student remains enrolled in dissertation continuation courses while waiting for feedback, changing topics, or rebuilding a committee. Strong mentorship may provide value by helping students avoid unnecessary rework, but it should not be used to justify unlimited borrowing.
When comparing cost, look beyond tuition per credit. Doctoral students should estimate the full cost of attendance and the cost of delayed completion. Important cost categories include:
- Per-credit tuition and the number of credits required beyond the master's degree.
- Doctoral program fees, technology fees, graduation fees, and dissertation continuation fees.
- Residency, intensive, or campus visit costs, including travel, lodging, meals, and time away from work.
- Books, research software, transcription, survey tools, statistical support, or editing services if allowed by policy.
- Lost income or reduced overtime if coursework and dissertation writing affect work capacity.
- Loan interest during enrollment and repayment, especially for students using Grad PLUS Loans.
Students comparing public safety alternatives can use a criminal justice degree price guide as a benchmark for how tuition, fees, and online learning costs vary across related programs, even though doctoral emergency management pricing will depend on the specific institution and degree structure.
A higher-cost doctorate may be defensible when the program offers close faculty access, strong research fit, transparent dissertation support, and career relevance. A lower-cost program may be the better choice when the student is highly self-directed, has a feasible project, and can access experienced faculty without paying for unnecessary extras. The weakest value is usually a high-cost program with vague mentoring, unclear faculty availability, and limited evidence of doctoral student support.
Students who benefit most from one-on-one mentorship are usually those whose goals require specialized research guidance or professional positioning. This includes experienced emergency managers moving into executive leadership, public safety professionals pursuing policy influence, military or homeland security professionals translating operational experience into civilian research, and practitioners planning to teach or consult.
Individualized mentorship is especially useful when the student's proposed topic crosses disciplines. For example, research on disaster recovery finance may require public administration and policy expertise. Research on school emergency preparedness may involve education policy, risk communication, and community partnerships. Research on climate adaptation may involve planning, infrastructure, environmental risk, and social vulnerability.
The students most likely to benefit share several traits. If several of these describe you, mentorship quality should be a major selection factor.
- You already have substantial field experience and want help turning it into a rigorous doctoral research agenda.
- You plan to complete a dissertation or applied project connected to a specific agency, community, hazard type, or policy problem.
- You need flexible online study but do not want to be academically isolated.
- You are considering teaching, research, consulting, executive leadership, or policy work after the doctorate.
- You want faculty feedback on professional writing, presentations, publication possibilities, or applied research products.
- You are returning to school after years in the workforce and need guidance on doctoral research expectations.
Some students should not choose a doctorate primarily because it advertises one-on-one mentorship. If your main goal is an entry-level emergency management role, a master's degree, graduate certificate, professional certification, or targeted experience may be more practical. If you need a fast credential for promotion, a dissertation-based doctorate may take longer than your timeline allows. If you dislike independent writing and research, even strong mentorship will not remove the core demands of doctoral work.
Students still building a foundation in public safety may need earlier credentials before doctoral study. For example, those at the beginning of a criminal justice or emergency services pathway can compare the best online associate degree programs in criminal justice before deciding whether a long-term route toward graduate or doctoral education makes sense.
One-on-one mentorship is most valuable when you can use it. Students who rarely attend meetings, delay drafts for months, or resist revision may not benefit enough to justify a higher-cost program. Before enrolling, be honest about whether you can protect weekly time for reading, writing, research planning, and mentor communication.
How Should Students Evaluate Faculty Mentorship Before Choosing an Online Emergency Management Doctorate?
Students should evaluate faculty mentorship before choosing an online emergency management doctorate with the same seriousness they use to evaluate tuition and accreditation. Mentorship can affect dissertation feasibility, completion time, research quality, and career value, but only if it is real, accessible, and relevant to the student's goals.
Start with accreditation. Institutional accreditation recognized by the U.S. Department of Education is essential for federal financial aid eligibility and broad academic legitimacy. Emergency management doctorates generally do not have a single universal programmatic accreditor comparable to licensure-focused fields, so students should focus on institutional accreditation, faculty qualifications, curriculum fit, research support, and employer expectations.
Then investigate the mentorship model directly. The following steps can help you verify substance rather than relying on promotional language.
- Identify three potential faculty mentors before applying and compare their research, professional background, publications, and dissertation supervision experience.
- Ask admissions or the program director when mentors are assigned and whether students can request a specific advisor or dissertation chair.
- Request details on typical faculty-student meeting frequency during coursework, proposal development, data collection, and dissertation writing.
- Ask how many doctoral students each faculty member usually advises or chairs and whether advising loads are capped.
- Ask whether mentoring is synchronous, asynchronous, or both, and what response times students can reasonably expect.
- Ask how the program supports students if a faculty mentor leaves, becomes unavailable, or lacks expertise in a revised topic.
- Speak with current students or alumni about the actual feedback process, not just the friendliness of faculty.
- Review dissertation titles or applied project examples to see whether students are completing work related to your interests.
- Compare total cost, expected timeline, residency requirements, and dissertation continuation policies before deciding that mentorship justifies the price.
Pay attention to red flags. Be cautious if a program cannot name faculty who work in your area of interest, refuses to discuss mentor availability before enrollment, relies heavily on non-faculty coaches for doctoral guidance, has unclear dissertation milestones, or provides no way to talk with current students or alumni.
If you cannot maximize mentorship, flexibility, and low cost at the same time, prioritize based on your biggest risk. Choose mentorship if your topic is specialized or dissertation risk is high. Choose flexibility if your work schedule is unpredictable but you are self-directed. Choose lower cost if you already have strong research skills, a feasible topic, and access to professional networks outside the university.
The final decision should answer one practical question: will this program give you access to qualified faculty who can help you complete a rigorous doctoral project that supports your next professional step? If the answer is uncertain after direct questioning, keep comparing programs.
Other Things You Should Know About Emergency Management
Emergency management is generally not licensed in the same way as nursing, teaching, or engineering. Requirements vary by employer, and many roles value experience, training, incident command knowledge, certifications, and leadership ability more than a specific license.
Yes, FEMA Independent Study courses can help students build vocabulary in incident command, mitigation, continuity, and response systems. They are not a substitute for graduate research preparation, but they can strengthen practical context for students without formal emergency management coursework.
Some are fully online, while others require residencies, intensives, orientations, or dissertation defenses. Always verify travel requirements before enrolling because even short residencies can affect cost, work scheduling, and family responsibilities.
Sometimes. Schools may accept eligible doctoral or graduate credits, but limits vary by institution, age of credits, grade earned, course fit, and residency rules. Dissertation credits and research milestones are often less transferable than standard coursework.
- June 2023 – The Contrarian Emergency Manager https://timothyriecker.com/2023/06/
- Faculty-Student Mentoring in Online Higher Education https://www.facultyfocus.com/articles/online-education/online-assessment-grading-and-feedback/faculty-student-mentoring-in-online-higher-education/
- 2025 Most Affordable Online Emergency Management Degrees https://www.onlineu.com/most-affordable-colleges/emergency-management-degrees
- The Role of Mentorship in Online Education: Guiding Students to Success https://www.unicaf.org/the-role-of-mentorship-in-online-education-guiding-students-to-success/
- Mentoring in Higher Education: Empowering Students & Enhancing Success https://www.qooper.io/blog/mentoring-in-higher-education
