Guest faculty post

Today we have a guest faculty post from Dr. Martha Giles. 

When Dr. Stadtlander asked me to guest host the blog, I wondered what in the world I could write about that she hasn’t already covered in such marvelous detail……… For those of you following the blog, you know she has described each section of the dissertation with great care.  What could I offer you? 

Then I remembered the two overarching themes that students ask me about all the time:  How long does it take and is there an easy way to do it? My trite answers are “it takes as long as it takes” and “dissertation is hard work.”  But there really is more to these themes than just the trite answers.  So, I will share with you what I see as ways to make the process easier and shorter. 

Think back to your classes.  You ordered your books before the start and maybe even looked them over, maybe even read a chapter or two.  You downloaded, or at least skimmed the syllabus.  You looked over your instructor’s information.  You found out what papers were due and when.  And you may even have checked which weeks had two discussions and which had one. 

Now, in the process of doing your dissertation, have you read a previous, recent, dissertation?  Have you downloaded the dissertation checklist and reviewed what goes in each written section?  Have you set a timeline for yourself? Have you downloaded and read all the IRB forms?  In other words, have you done all your due diligence? 

I find that when my students are not completing things in a timely fashion, it is due to them being very prepared to write, but not knowing what to write.  They send me things that are fascinating to read but missing many of the required elements.  They want me to correct grammar and APA format, and have never gone to the writing center and used either “Grammarly” or the editing help.  Please do not get me wrong, I am more than willing to help with all of these issues… BUT.. it may take me a week to get to the draft, a couple of days to figure out what the issues are and then I send it back saying: please run through Grammarly, please use to checklist, please include the missing elements, etc.  This certainly adds days and weeks to the process. 

So, how can one write a dissertation “fast” and have it be an “easy” process?  By using the tools that you are paying for.  All the tools that the school has to offer are available for no extra cost to you; unlike hiring an editor when you have not read a dissertation.  If you use the tools, it cuts down the time that your chair has to spend reminding you to use them and ultimately it saves you time, money, and frustration.  Let’s spend a minute here on frustration…. If one keeps getting drafts sent back with suggestions about APA format, elements missing, grammar, etc.  One is bound to feel disheartened and a bit out of control.  I believe that as the primary researcher, you should be in control.  This means that you have to be prepared to use all the tools in your arsenal to make each draft as well written as it can be.  If you start by being prepared, as you were in your courses, you can make the process shorter and easier. 

Next time I will post an updated blog index. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu

 

Updating articles

Students often feel that once they have completed Chapter 2’s literature review they do not have to look at the literature again. Sorry, not true! I suggest every month or two you go to the library and update your literature. New articles are constantly being published, and you want your literature review to be up to date. Do you need to do an exhaustive search each time? No, but you may want to set up a schedule, so that over several months you have checked on all of your variables and theories.  

Then add in the new articles into your literature review. I suggest using track changes, so it is obvious to your faculty reviewers what is new info and what they have previously read. Keep track in your research journal your searches and if you find new info. It will make it much easier to remember what you have done along the way if you keep a map through your journal. Remember that you should be an expert on the literature related to your study, so keep reading! 

Next time we will have guest faculty writer. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu

A guest faculty writer

A guest post from Dr. Amy Sickel: 

                      Moderation & Mediation:  the Relationship with your Dissertation Chair 

You have likely heard the term ‘love-hate’ relationship, right?  When I was a doctoral student and then candidate, I can recall having what I would describe as a ‘like-fear’ relationship with my chair.  He was extremely helpful, very smart, and a generous mentor.  I completed my doctorate at a brick and mortar institution so was part of my mentor’s research lab and met regularly with my chair and his other students, all of us working on various aspects of his research program.  I learned a great deal from this experience and my chair remains a role model for me today.   

However, about that fear part I mentioned… We would all meet with our chair individually as well, and I would go to his office with my various drafts, chapters, literature reviews, analyses, and relative brainstorms.  By the time I began on my dissertation, I can honestly say I put all of my energy into it; it was a completely consuming process.  As a result, I had a tremendous amount invested in the dissertation process and he became the gatekeeper, the repository for my efforts and provider of feedback about how successful those efforts were.  A quantitative methodologist would readily agree that my chair mediated my dissertation process.  My successful graduation could only occur but through my chair’s approval.  As a result, submitting my documents to the chair brought with it a reasonable amount of fear.  Fear that the work was not good enough, my ideas too naïve, or that my writing was unclear.  One time, I proudly plunked down a draft for his review, which was a sizeable stack of paper (reminder:  this was before submitting documents electronically).  My chair’s reply?  He promptly told me to cut it in half!   

I am lucky in that my chair understood the importance and the centrality of his role in my dissertation process.  While he pushed us all to do our best, he was gracious and actively worked to reinforce our individual strengths.  While the iterative nature of the dissertation process provided me with plenty of practice at taking constructive criticism, he delivered his feedback in a way that did not belittle my efforts or me.  Over time then, my fears became less and I did not dread trudging to his office to deliver drafts, brainstorm ideas, or ask for his help.  Personally, I feel that two factors served as moderators in the relationship between my academic efforts and my receiving my degree.  First, my chair’s perspective on mentoring was vital for my survival.  I may not have fared so well had my chair been less available and less student centered.  

Second, I believe those iterations, the back and forth act of submitting chapters and receiving feedback, moderated the relationship between my academic efforts and my receiving my degree.  Each iteration, while fear inducing, provided me with practice, information, and reinforcement.  When I had just a few iterations under my belt, my chances of getting that degree seemed scant.  When I had more and more behind me, the degree became within reach.  Some might say that time is the real moderator here however; I had seen some students spend many years at school and who seemed adrift, who did not end up obtaining the degree.

Eventually, I am pleased to say, that my relationship with my mentor evolved solely into ‘like’ and moved away from ‘fear’ – but this took some time.  I also realized that I was not so much afraid of my chair as much as I was afraid I could not accomplish the herculean task in front of me.  The nature of the dissertation process and my mentor’s steady guidance taught me I could succeed and it was liberating to learn this over time.  I am grateful to my chair for all of this. 

Now a mentor myself, I never forget how it felt to earn this degree and how it felt to have a chair that was clearly on my side.  I strive to be the best mediator in my students’ processes as possible both in terms of my direct actions but also through my mentoring philosophy.  I also encourage students to submit as many iterations as possible so that someday they too will they will experience the satisfaction of knowing the degree is in reach. 

 

No doubt, you have heard the metaphor that a dissertation is like a long distance race… and it truly is.  It can be exhausting, overwhelming, isolating, fear inducing, and have you questioning why you entered in the first place.  It can test and try all of the skills you thought you had when you gleefully accepted a slot in your school’s program.  So when finally it comes time to pick your chair, think about how well your personality, your skills, and your needs fit with those of a prospective chair.  You are going to put a lot of academic effort into earning this degree.  Your chair will serve as conduit between your effort and obtaining the degree, so this decision is important.  Even if you have no research plans post-degree, you want to find a chair that will help you evolve into the best academic you can while you produce your dissertation.  Speaking quantitatively again, some models fit better than others! 

Next time I will discuss updating your articles. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu

Reading results and discussion sections

The results section of articles, are often the ones that students want to skip. However, it is important to read this section and keep in mind a few things. Highlight significant results (p < .05); for each one, write in your own words what it means (e.g., females had higher self-efficacy than males). Does it make sense that they used the type of statistic or qualitative method that they did? It is a good idea to compare the author(s) original research questions to the results they provide- do they address each question? 

When you are done with the results section, compare your notes to the authors' discussion points. Do they interpret the results differently than you? How do they relate the results to the literature and the gap they were addressing? Do you agree that they have resolved the questions? Make notes to yourself as to what you agree and disagree with. 

Finally, take a look at the references for the article, are they reputable journals? Do they seem to only cite themselves? Pay attention to the how old the references are- are they recent? You may want to indicate which ones that you would like to read.

                                                                                         

You have now learned to review articles! As a Ph.D., you may be asked to be a peer reviewer for journals, and this is the method you will use to do so. Take notes, so you do not have to reread the article several times. 

Next time we will have a guest faculty writer. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu 

Reading method sections*

Last time we took a look at reading an article's literature review, this time let's examine reading an article's methods section. 

Determine what overall methods were used to answer the research question/s (e.g. quantitative, mixed methods, interviews; observations). Look at whether any qualitative data were quantified to answer the research questions (i.e., they analyzed it quantitatively). Then determine what specific design/type of quantitative method was used (e.g. experimental, quasi-experimental, survey, etc…) or what qualitative method was used (e.g., narrative; case study; phenomenology; grounded theory; straight qualitative)? 

Next, examine who is the population? Be specific (e.g., adults between 65-85 years, who live in the Midwest, and attend senior centers). Who is in the sample and how were they recruited? Is the sample appropriate to the identified population, or did the recruiting methods, reduce the study's population? For example, did the individuals have to use a computer? Then the study is limited to those who are willing/ able to use one. What is the sample size? How was the sample size determined? 

What measures are used and are they valid? If interviews were conducted, are the questions appropriate to answer the research questions? 

Next time I will talk about reading articles' results and discussion sections. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu 

*My thanks to Dr. Tom Diebold for providing this list.

 

Reading literature reviews*

What should you look for in articles' literature reviews? I will give you a few general guidelines, I suggest highlighting or marking each of these areas in your article. The areas may not be specifically labeled- so it often takes some detective work. For each area, consider how it relates to your study. Are you examining a similar social problem or gap in the literature? Is this a theory that would be applicable for your study? 

First, find the social problem being addressed in the study. In other words, what is the big picture reason that they are doing the study? 

Determine what gap in the literature the study is filling. This is looking at the specifics of what has been previously done and how the study fits into the history of the topic area. What theory/theories are the authors utilizing to address this issue? How do they integrate the theory into the study?  

What are the study's Research Questions? What are they planning to examine and how does that relate to the literature gap? 

What are the study's hypotheses? They may use language such as predictions or expectations. Also, examine the variables of interest within the hypotheses. Are they using survey measures? What type of scores or sub scores will result from the measures? Have you ever heard of the measures they are using? 

Next time I will talk about reading articles' methods sections. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu 

*My thanks to Dr. Tom Diebold for providing this list. 

Reading articles

How do you read research articles? I think everyone develops their own system, but here are a few suggestions.  

Decide what you want to know from the article before you start reading. Are you trying to get general information? Are you concerned with methodology? You may not need to read the entire article, but only pieces to get the info you need. Be very careful about simply taking their discussion comments as the results of the study- writers often over-interpret their results, so check them yourself. 

Develop a shorthand or marking system. Whether you read the article's pdf or a paper version, you should be developing a method to keep track of important info. I tend to read pdfs, so I highlight in yellow the key points that I want to be able to find again. I also write myself notes in the article, using "add sticky note" in Adobe Acrobat about why I think the highlighted text is important (e.g., "interesting qual method," "confirms my idea on self-efficacy in this population"). If you are reading the paper version, you can add sticky notes marking important issues (consider color coded ones, e.g., pink = method issue). Have a master list of what your codes/ colors mean so you remain consistent. 

You may want to keep an Excel file of articles with key points for each article you read. An alternative is do use a bibliographic software such as Endnotes, and make comments in the entries. 

The trick to all of these is to be consistent in using and maintaining them. Decide on how you want to read articles- in pdfs or in paper version and set up a filing system to work with your method. 

Next time I will talk about reading articles' literature reviews. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu 

Isolation

Do you feel like you all on your own out there, working on your dissertation? Feelings of isolation are very common with everyone working on a dissertation (both online and in person). Here are some things you can do reduce the feelings of isolation: 

• Have a dissertation buddy. This is typically someone else working on his or her dissertation who agrees to be a support person with you (as you will be for him or her). Set up regular times to make contact, and make a commitment for a specific length of time that you will work together (maybe a quarter to start). 

• Have a dissertation mentor/coach. This is often someone who already has his or her PhD (although does not have be) and agrees to be your support through your dissertation process. Keep in mind that their experience may be different from yours, so watch for advice that may be not be applicable- you want them for support and for you to feel accountable to them. 

• Have a dissertation support group. This is a group of students who are working on their dissertation at the same time. It may be an in person group or virtual (e.g., a texting group). Have the group set up some specific guidelines- for examples, that you will all email/ text each other at least 3 times per week. Share both your dissertation experience and personal issues that arise for the most benefit. 

• Have monthly meetings with your dissertation class. If your chair can't (or won’t) set this up- do one in google hangouts. Talk about where each of you are in the process and problems you are encountering. Problem solve and find solutions! 

To get the most out of these support systems, tell them what you are working on this week and what you want to accomplish for next week – set realistic short-term goals. Be accountable to them and expect accountability from others. Live up to your promises for contact, they need you as much as you need them. 

Next time I will begin a series about getting the most out of reading articles. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu

Integrating research as you write

Students frequently ask me, what is the best way to integrate research as I write? This is one of those issues that everyone has their own way of doing. I will share mine- I tend to read sections of articles then go to my document and summarize what I read and add a citation. Here is an example, an original article: 

Professionals involved in the training of psychology graduate students, both in educational and clinical settings (e.g., practicum and internship), need to understand the role of stress among students to provide guidance on effective stress management and self-care (Myers, Sweeney, Popick, Wesley, Bordfeld, & Fingerhut, 2012, p. 55). 

I would paraphrase it as: It is important that psychology faculty involved in graduate student training understand and be able to offer student assistance in stress related self-care (Myers et al., 2012). 

Some things to notice, I did not say something like "Myers et al. (2012) stated that…." These types of phrasings read very choppy and come across as unprofessional (I always think of it as undergrad-like). You want your writing to flow and tell a story- it is not a simple listing of study after study. If you find yourself writing lists of studies, it is time to stop and rethink what you want to say. What point are you trying to make about the studies? Think about it on a higher level than the individual studies, what is linking those studies together? Then write about the higher-level issues bringing in the individual studies as examples. 

Avoid quotes as much as possible; only bring them in if they add something unique to your argument. Check out peer reviewed articles; you will find that quotes are very rarely used. 

Next time I will talk about isolation. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu 

Myers, S.B., Sweeney, A. C., Popick, V., Wesley, K., Bordfeld, A., & Fingerhut, R. (2012). Self-care practices and perceived stress levels among psychology graduate students. Training and Education in Professional Psychology, 6(1), 55-66.

Starting to write - proposal

Two weeks ago, I talked about starting your prospectus, but how do you start your actual proposal? First, I want you to read a few things to make you feel more comfortable. Begin reading the dissertation guide, available in the research center. This walks you through all of the many rules that go with the dissertation. Next, go to the library, find Walden's dissertation database, and go through a few recent (2014) dissertations. See if there are any related to your topic, but also look for a similar methodology. You might also want to take a look at one for which your chair was the chair. You don’t need to carefully read them, but get a feel for how they are laid out, look at how they write the literature review. Save them all on your computer, you will want to look at them when you are stuck on a section.

Now download the dissertation template and the checklist that fits your methodology (all are in the research center). Look through the first three chapters of these – this will be your proposal. Hopefully, you are beginning to feel a little more confident! Now let's start with a new word document; copy in everything from the dissertation template's chapter 2. Then go through c. 2 of the checklist and add in the info for chapter 2. You should now have a good idea of the direction you are needing to go. I then suggest that you open your prospectus and copy in the background section as a starting place. This is your working draft of chapter 2, which I recommend you start in. Go ahead and name the file and add the date in the file name. 

I always recommend that you lay out an outline of the topics that you want to cover in your literature review. Start with broadest topic then work down to the most narrow one. Make sure all of your variables are included in your outline. What topic do you feel you already know the most about? Start there- there is no reason for your to start at the beginning of the chapter. You will eventually have to fill in all of those sections of your outline, but first let's build up your confidence a little. 

Once you have a draft of the first section, ask your chair to take a look at it for you. Pay attention to the feedback that you get; does your chair mention APA issues? Look them up in the APA manual; try to not make that error again. You might want to start your own checklist of common problems that you have, so you can always remember to check them. Does your chair say you need more evidence? This is a common issue. Think of as you are building a case for your argument; support each step. Do not assume that your reader knows anything about the topic: educate them!

Next time I will talk about integrating research as you write. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu

 

A dissertation calculator

Below is my version of a dissertation calculator. A few things to know, this is a "best case scenario," there are many unknowns that can't be predicted (you run into IRB trouble, have difficulty getting subjects, etc.). I have been conservative with faculty response times (allowing 2 weeks for each, I have built chair response times into the time for each chapter). If you have writing issues, personal issues, you have many revisions, etc. it will take you longer. My calculator will get you done in 2 years.

	Target Date	Completed Date
Complete a premise or draft prospectus (allow 2 week; this is for chair recruitment)
Find your chair (allow a month)
Complete prospectus (allow a quarter); at the same time, find your committee member (allow a month)
Prospectus approved by chair, committee member, and program director (allow 2-4 weeks)
Complete Chapter 2 (allow 2 quarters)
Chapter 2 Approved by chair
Complete Chapter 1 (allow 6 weeks)
Chapter 1 approved by chair
Complete Chapter 3 (allow 6 weeks)
Chapter 3 approved by chair
Proof full proposal, references, complete appendixes, CV, table of contents (allow a month)
Proposal approved by chair, committee member (allow a month)
Proposal approved by University Research Reviewer (URR; allow 2-4 weeks)
Oral Defense of Proposal
IRB Approval (allow a month)
Conduct study (allow 1 quarter)
Complete data analysis and Chapter 4 (allow a quarter)
Chapter 4 approved by chair
Complete Chapter 5 (allow a month)
Chapter 5 approved by chair
Proof full dissertation, references, appendixes, CV, table of contents (allow 2-4 weeks)
Dissertation approved by chair, committee member (allow a month)
Dissertation approved by URR (allow 2-4 weeks)
Form and Style review (allow 2 weeks)
Oral Defense of Dissertation
Final URR approval (allow 2 weeks)
Chief Academic Officer (CAO) approval of abstract (2 weeks)
DONE!

Next time I will talk about starting your proposal. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu