The Dissertation Clinic: Supporting Doctoral Students’ Research Methods Training in an Online EdD Program

Authors

  • Carey Borkoski Johns Hopkins University
  • Camille Bryant Johns Hopkins University
  • Christine Eith Johns Hopkins University

DOI:

https://doi.org/10.5195/ie.2021.106

Keywords:

research methods, student anxiety, student attrition, dissertation clinic

Abstract

“The professional doctorate in education prepares educators for the application of appropriate and specific practices, the generation of new knowledge, and for the stewardship of the profession” (CPED, 2009). The Johns Hopkins University EdD attracts diverse learners with varying experiences with statistics and research methods. These experiences coupled with becoming doctoral students often contributes to high levels of reported anxiety and low confidence related to these topics. Evidence also suggests that this anxiety may contribute to higher rates of attrition in online doctoral programs. Understanding the importance and value of acknowledging our students’ needs, differences, and worries around methods and statistics and recognizing that intentionally working with students in these areas can mitigate this anxiety, the methods faculty in this EdD program set out to create a forum for students, faculty, and advisors to call on for matters related to methods, statistics, and data analysis. This essay offers a description of the Dissertation Clinic, implementation of the clinic and the services offered, as well as next steps and future considerations.

References

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Published

2021-10-19

How to Cite

Borkoski, C., Bryant, C., & Eith, C. (2021). The Dissertation Clinic: Supporting Doctoral Students’ Research Methods Training in an Online EdD Program. Impacting Education: Journal on Transforming Professional Practice, 6(4), 48–52. https://doi.org/10.5195/ie.2021.106

Issue

Vol. 6 No. 4 (2021)

Section

Essays

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