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,Head of Scholarship and Education Services

Donna Ziegenfuss, EdD, Asst. Head of Scholarship and Education Services

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

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

• 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

What is Dissertation Boot Camp?(cont.)

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

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

“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.”

“It also helped … librarians not just providing resources but also a supportive approach with a non-judgmental attitude.” 

“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.” 

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

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)

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.