Abstract
The apprentice relationship graduate students share with faculty mentors is founded on dialogue and collaboration. Under this faculty tutelage, graduate students learn to perform teaching, research, and service inform a faculty career. The Socratic portfolio, introduced and described in this essay, provides a tool and a method to facilitate and document the faculty-graduate student apprenticeship. The Socratic portfolio process encourages graduate students and faculty to engage in a conversation about faculty roles and responsibilities, while addressing and developing graduate students' goals and objectives. The resulting inquiry-based portfolio is, at its heart, a response to the Socratic adage, “Know thyself.”
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