Leveraging PhD Students to Support EdD Dissertation Writing

Authors

  • Sarah Capello Judson University

DOI:

https://doi.org/10.5195/ie.2020.110

Keywords:

dissertation, dissertation writing, peer review

Abstract

Doctoral faculty have long advocated for writing support for doctoral candidates during the dissertation stage. However, schools of education often fail to provide organizational supports to assist struggling dissertators. EdD students in CPED institutions may need additional supports due to shorter time-to-degree programs and full-time work commitments. This paper reports how one PhD student in a CPED institution acted as a dissertation consultant for 35 EdD dissertators and successfully guided them through their dissertations. The author examines how her background in composition, experiences in education research, and willingness to address socio-emotional needs contributed to this success and argues that PhD students with similar backgrounds can take up dissertation consulting work in schools of education as an organizational support for EdD dissertators. The mutual benefits of engaging in this work are discussed as is the potential for school-university partnerships stemming from PhD-EdD student collaboration during doctoral study.

Author Biography

Sarah Capello, Judson University

Assistant Professor

Division of Education

 

References

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Published

2020-10-06

How to Cite

Capello, S. (2020). Leveraging PhD Students to Support EdD Dissertation Writing. Impacting Education: Journal on Transforming Professional Practice, 5(3), 8–13. https://doi.org/10.5195/ie.2020.110

Issue

Vol. 5 No. 3 (2020)

Section

Essays

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