Dissertation Boot Camps: Graduate Writing and Research Support

1. Dissertation Boot Camps: Graduate Writing and Research Support Brian Peters, MLS, MS, Research Intern Linda St. Clair, MLS, Head of Graduate Student services Alison Regan, PhD,Headof Scholarship and Education Services Donna Ziegenfuss, EdD, Asst. Head of Scholarship and Education Services

2. Why Dissertation Boot Camp? • Graduate students need support for writing • Too few students finish, or finish on time • Non-traditional students face isolation, frustration, family and work stress • The library is a neutral, helpful place • During breaks, the library is mostly empty and teaching assistants and research fellows have fewer obligation

3. What is Dissertation Boot Camp? • Co-sponsored with The Graduate School • Five day (M-F) commitment to writing • Format: • 8:30 - 9:00 am - Healthy breakfast and pep talks • 9:00 am - 1:00 pm -Writing required • Available librarian consultations for research intervention, or opportunity for research skills refresher • Facilitates peer support and interactions

5. What is Dissertation Boot Camp?(cont.) • Many universities have boot camps, but not in the library • Students learn about the library as a place: • Get access to the graduate reading room • Learn about resources and collections they did not know about such as government documents, special collections • Make connections with librarians

6. Additional Support: Workshops and Referrals • How to conduct a literature review • Endnote/Endnote Web • Habits of successful academic writers • Setting alerts in databases • Discipline-specific research • Word for scholars—advice about formatting the dissertation • NVivo for qualitative research

7. “I think if I could do it over again, doing all of this like the boot camp and writing center much earlier and just having someone to point out the writing center and mentoring would make things go much smoother, less lonely, and more productive. You can learn almost anything on your own, but it’s not the most efficient way.”  “It also helped … librarians not just providing resources but also a supportive approach with a non-judgmental attitude.”  “What surprised me is I’ve met a lot of people that are experiencing a similar journey … we’re a crew of people. Writing can be very lonely and it’s been a lot of fun meeting this group of people.” Our Participants are Our Best Advocates • Held 6 boot camps over three years • Students have formed writing groups • Repeat participants have graduated and found employment

8. Conducted Research Study • IRB approved qualitative study • Interviewed 18 students while they were at camp • Three main themes emerged: • Anxiety • Anxious about the dissertation process and getting done but better if they know they are not alone • Support • They need support for research and from their advisors • Connections • Connecting with others beyond their department

9. Lessons Learned & Future Plans • More Writing Center interaction (more graduate writing consultants employed for 2013-14 AY) • More in-put from the Counseling Center (advice about time-management, anxiety, the “imposter syndrome,” etc.) • Better coordination with graduate advisors • No “bargaining” policy (possible modest fee for participation might help)

10. Bibliography • Aitchison, C., Kamler, B., & Lee, A. (2010). Publishing pedagogies for the doctorate and beyond. New York: Routledge. • Boud, D., & Lee, A. (2009). Changing practices of doctoral education. New York: Routledge. • Golde, C. M., & Walker, G. E. (2006). Envisioning the future of doctoral education: Preparing stewards for the disciplines (Carnegie essays on the doctorate). San Francisco, CA: Jossey-Bass. • Mastroieni, A., & Cheung, D. (2012). The Few, the proud, the finished: Dissertation boot camp as a model for doctoral student support. NASPA: Excellence in Practice, pp. 4-6. • Micciche, L. R., & Carr, A. D. (2011). Toward graduate-level writing instruction. College Composition and Communication, 62(3), 477-501.