Collaborative Advising

• Published in: Impacting education 2024-10, Vol.9 (4), p.25
• Main Authors: Smith, Jess, Werse, Nicholas R, Shelton, Ryann N, Jones Davis, Brenda K, Kaul, Corina R, Howell, Leanne
• Format: Article
• Language: English
• Subjects: Collaboration; Committees; dissertation advising; dissertation writing; Dissertations & theses; Doctoral Degrees; Doctoral Dissertations; doctoral education; graduate student success; problem of practice dissertation; Writing; Writing Skills
• ISSN: 2472-5889
• DOI: 10.5195/ie.2024.428

This article describes a novel approach of integrating writing center professionals into online EdD dissertation committees to enhance student success and writing proficiency. Departing from the traditional “master-apprentice” model of doctoral studies, the study explores the rationale behind restructuring dissertation committees to better align with evolving programmatic outcomes and the diverse career trajectories of doctoral students. Drawing on existing scholarship and theoretical foundations, it clarifies the ambiguity surrounding the roles of committee members beyond the dissertation advisor and advocates for a coalition of experts approach to dissertation committees. We describe the establishment and functions of a Research and Writing Development Center (RWDC), highlighting its role in supporting students throughout the dissertation process. Emphasizing close collaboration between faculty advisors and RWDC professionals, the article shares the successful relationship forged to provide comprehensive feedback and guidance to scholarly practitioners writing dissertations of practice. Programmatic overviews and outcomes underscore the efficacy of this collaborative advising model in enhancing student completion rates and addressing the evolving landscape of EdD programs. This study offers valuable insight into reimagining dissertation committees to foster the holistic development of scholarly practitioners in EdD programs.