Forward Momentum: Providing Supportive Space for EdD Students’ Dissertation Progression through Weekly Online Writing Sessions

Keywords: online writing sessions, education doctorate, writing, community building

Abstract

This essay describes an online writing group introduced to a CPED EdD program at a research-intensive, land-grant university during the summer of 2020 when the existing face-to-face program shifted to fully online delivery. The purpose of the writing sessions was to support EdD student practitioners with dissertation writing productivity by offering multiple weekly opportunities for synchronous writing sessions via Zoom online video conferencing. Although this new program is still in development, initial student feedback suggests that the writing sessions not only supported students’ dissertation progression, but it also established a sense of community and social support in an online environment. Lessons learned are shared, and we argue that this could be an ideal time to offer online writing sessions, especially since the pandemic will continue into the coming months. 

Author Biographies

Laura G. Maldonado, North Carolina State University

Senior Research Associate

Belk Center for Community College Leadership and Research

J. Jordan Dolfi, North Carolina State University
Coordinator, Postsecondary CTE Research Fellows Program, Belk Center for Community College Leadership and Research
James E. Bartlett, II, North Carolina State University

Associate Professor

Director Charlotte Chort - EdD in Community College Leadership

Belk Center for Community College Leadership and Research

Michelle E. Bartlett, North Carolina State University

Assistant Teaching Professor

Director Raleigh Cohort - EdD in Community College Leadership

Belk Center for Community College Leadership and Research

References

Aitchison, C. (2009). Writing groups for doctoral education. Studies in Higher Education, 34(8), 905-916. https://doi.org/10.1080/03075070902785580

Aitchison, C. (2010). Learning together to publish: Writing group pedagogies for doctoral publishing. In C. Aitchison, B. Kamler, & A. Lee (Eds.). Publishing pedagogies for the doctorate and beyond (pp. 83-100). https://is.muni.cz/el/sci/jaro2011/ZD500/um/39424704/Publishing_Pedagogies_for_the_Doctorate_and_Beyond.pdf

Aitchison, C., & Lee, A. (2006). Research writing: Problems and pedagogies. Teaching in Higher Education, 11(3), 265-278. https://doi.org/10.1080/13562510600680574

Bartlett, J. E., Jr., Bartlett, M. E., Dolfi, J. J., Jaeger, A. J., & Chapman, D. D. (2018). Redesigning the education doctorate for community college leaders: Generation, transformation, and use of professional knowledge and practice. Impacting Education: Journal on Transforming Professional Practice, 3(2), 59-67. https://doi.org/10.5195/ie.2018.80

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

Carnegie Project on the Education Doctorate [CPED]. (n.d.) The CPED framework. Retrieved January 15, 2021, from https://www.cpedinitiative.org/the-framework

Cirillo, F. (2018). The Pomodoro Technique. Currency.

Colwill, D. A. (2012). Educating the scholar practitioner in organization development. Information Age Publishing.

D’Andrea, L. M. (2002). Obstacles to completion of the doctoral degree in colleges of education: The professors’ perspective. Educational Research Quarterly, 25(3), 42-58.

Ferguson, T. (2009). The ‘write’ skills and more: A thesis writing group for doctoral students. Journal of Geography in Higher Education, 33(2), 285-297. https://doi.org/10.1080/03098260902734968

Inouye, K., & McAlpine, L. (2019). Developing academic identity: A review of the literature on doctoral writing and feedback. International Journal of Doctoral Studies, 14(2019), 1-31. https://doi.org/10.28945/4168

Lassig, C. J., Dillon, L. H., & Diezmann, C. M. (2013). Student or scholar? Transforming identities through a research writing group. Studies in Continuing Education, 35(3), 299-314. https://doi.org/10.1080/0158037x.2012.746226

Lee, A., & Boud, D. (2003). Writing groups, change, and academic identity: Research development as local practice. Studies in Higher Education, 28(2), 187-200. https://doi.org/10.1080/0307507032000058109

Lim, J., Covrig, D., Freed, S., De Oliveira, B., Ongo, M., & Newman, I. (2019). Strategies to assist distance doctoral students in completing their dissertations. The International Review of Research in Open and Distributed Learning, 20(5), 192-210. https://doi.org/10.19173/irrodl.v20i5.4532

Maher, D., Fallucca, A., & Mulhern Halasz, H. (2013). Write on! Through to the Ph.D.: Using writing groups to facilitate doctoral degree progress. Studies in Continuing Education, 35(2), 193-208. https://doi.org/10.1080/0158037X.2012.736381

McAlpine, L., & Asghar, A. (2010). Enhancing academic climate: Doctoral students as their own developers. International Journal for Academic Development, 15(2), 167-178. https://doi.org/10.1080/13601441003738392

McPherson, C., Punch, S. & Graham, E. (2018). Postgraduate transitions from masters to doctoral study: Managing independence, emotion, and support. Stirling International Journal of Postgraduate Research SPARK, 4(2018), 1-24. https://spark.stir.ac.uk/

Muirhead, B., & Blum, K. D. (2006). Advising online dissertation students. Journal of Educational Technology & Society, 9(1), 1-8. https://pdfs.semanticscholar.org/3a12/6b8596c4841cf2b54bfbcb21580323a9c36e.pdf

Murphy, S., McGlynn-Stewart, M., & Ghafouri, F. (2014). Constructing our identities through a writing support group: Bridging from doctoral students to teacher education researchers. Studying Teacher Education, 10(3), 239-254. https://doi.org/10.1080/17425964.2014.949656

Okahana, H., & Zhou, E. (2019, October). Graduate enrollment and degrees: 2008 to 2018. Council of Graduate Schools. https://cgsnet.org/ckfinder/userfiles/files/CGS_GED18_Report_web.pdf

Page, C. (2020). Influences on doctor of education students who have completed all program requirements but dissertation (Publication No. 2458039647) [Doctoral dissertation, University of the Pacific]. ProQuest Dissertations and Theses Global.

Perry, J. A., & Abruzzo, E. (2020). Preparing the scholarly practitioner: The importance of socialization in CPED-influenced EdD programs. In J. C. Weidman, & L. DeAngelo (Eds.) Socialization in higher education and the early career (pp. 129-146). https://doi.org/10.1007/978-3-030-33350-8_8

Rockinson-Szapkiw, A. J., Spaulding, L. S., & Spaulding, M. T. (2016). Identifying significant integration and institutional factors that predict online doctoral persistence. The Internet & Higher Education, 31, 101-112. https://doi.org/10.1016/j.iheduc.2016.07.003

Russell-Pinson, L., & Harris, M. L. (2017). Anguish and anxiety, stress and strain: Attending to writers’ stress in the dissertation process. Journal of Second Language Writing, 43, 63-71. https://doi.org/10.1016/j.jslw.2017.11.005

Wegener, C., Meier, N., & Ingerslev, K. (2016). Borrowing brainpower—sharing insecurities. Lessons learned from a doctoral peer writing group. Studies in Higher Education, 41(6), 1092-1105. https://doi.org/10.1080/03075079.2014.966671

Weidman, J. C., Twale, D. J., & Stein, E. L. (2001). Socialization of graduate and professional students in higher education: A perilous passage? (ASHE-ERIC Higher Education Report, Vol. 28, No. 3). https://files.eric.ed.gov/fulltext/ED457710.pdf

Published
2021-07-30
How to Cite
Maldonado, L. G., Dolfi, J. J., Bartlett, II, J. E., & Bartlett, M. E. (2021). Forward Momentum: Providing Supportive Space for EdD Students’ Dissertation Progression through Weekly Online Writing Sessions. Impacting Education: Journal on Transforming Professional Practice, 6(3), 13–20. https://doi.org/10.5195/ie.2021.186
Section
Themed - Online EdD