Sean Corp, Communications Lead

Transitioning from coursework to dissertation writing presents unique challenges for graduate students, including isolation, time management issues, and the daunting task of drafting a 200-plus page text backed by meticulously documented research. 

While universities offer support systems and resources, including writing centers, to help graduate students, there is often a stigma attached to seeking assistance, and it is difficult to scale support. 

To address these challenges, the University of Michigan’s Sweetland Center for Writing worked with the Center for Academic Innovation to develop Dissertation ECoach, a digital tool providing automated, personalized support to graduate students starting the transition from coursework to dissertation writing.

Data collected by Sweetland between 2012 and 2016 indicated that graduate students faced four key challenges: structuring an argument, developing productive writing habits, work-life balance, and finding time to write. 

ECoach was originally developed to support undergraduate students in large STEM courses with personalized support and feedback. Dissertation ECoach uses the same core functionality to provide scalable, personalized support that meets the specific needs of graduate students in dissertation writing. Data collected in the six semesters since the launch of Dissertation ECoach in Fall 2020 indicate that graduate students find the tool helpful throughout the dissertation writing process.  

Using Data to Enhance Support

A new paper published in Computers and Composition: An International Journal, details the history of Dissertation ECoach and analyzes some outcomes since its launch. Each semester, about 100 students have enrolled in the Dissertation ECoach of which about 70 are actively engaged. 

The paper was written by Simone Sessolo, director of the Sweetland Center for Writing, Marisol Fila, graduate student in the College of Literature, Science, and the Arts, and Erin Murray, Mark Mills, Becky Matz, Holly Derry, and Cait Hayward, all of the Center for Academic Innovation.

Surveys and feedback data reveal several key insights about the original version of Dissertation ECoach:

• Enrollment Trends: Enrollment is higher in fall semesters, likely due to students initiating their dissertation work after preliminary exams. A decrease in winter enrollment may reflect lower student capacity for additional commitments after a short break.
• Message Engagement: While email open rates remain stable, the readership of detailed messages on the platform declines as the semester progresses. This pattern suggests students value reminders but may lack time to engage deeply with each message.
• Survey Completion Rates: Most students complete initial surveys, but fewer complete midpoint and exit surveys. This trend suggests increasing academic commitments as the semester progresses, with students possibly overwhelmed by additional tasks.

Despite challenges, the data shows a high satisfaction rate among users. About 93% of regular users found the tips provided by Dissertation ECoach helpful. Many students have opted to re-enroll for multiple semesters, indicating the perceived value of sustained guidance.

One student shared, “The personalized messages and weekly reminders helped me stay on track and feel less isolated in the dissertation process.” This sentiment echoes across numerous feedback points, highlighting the sense of community and accountability fostered by the tool.

Dissertation ECoach 2.0

In response to user feedback, the team launched Dissertation ECoach 2.0 in Fall 2023, implementing several key updates:

• Flexible Message Access: All weekly messages are now available from day one, allowing students to explore topics relevant to their needs at any time.
• Optimal Timing for Interactive Messages: Interactive messages are delivered to align with peak engagement times.
• Simplified Resources Access: Resources are now linked within the platform, eliminating the need for separate access permissions, and streamlining the user experience.
• Community Building: A dedicated Discord channel enables students to interact, share experiences, and schedule collaborative writing sessions, enhancing peer support.

Developing Effective Writing Habits

Tailored specifically to Ph.D. students and delivering automated, personalized support at scale, Dissertation ECoach produced data that shows that the tool succeeds in helping students develop effective writing habits and a sense of community during what can be a difficult and isolating time. 

Exit surveys of students who engaged with Dissertation ECoach expressed what they found most useful about the tool, including regular email messages, links to resources, and to-do lists. With 93% of users finding the tool helpful, more than 25% of users returning to the tool over multiple semesters, and recent updates to increase ease of access and optimize message timing, the authors believe the tool will continue helping graduate students during the dissertation writing process. They also highlight the potential for other institutions to adopt Dissertation Coach, extending tailored support to graduate students across various disciplines and institutional contexts.