Abstract

Based on a research study that focuses on the effectiveness of a doctoral support center the purpose of this presentation is to discuss innovative means to support students to complete their doc- torate at a selective research university. Because it is important to assess doctoral education through the eyes of doctoral students, we have done so with the intent to better our practices as action researchers and participant practitioners. Doctoral Support Center (DSC) writing advisors are required to have an earned doctoral degree. The expert knowledge acquired through our past experience as doctoral candidates along with conducting research on our target student population and reflecting on the current literature on supporting doctoral students is put into action to serve students, thus we refer to ourselves as “participant practitioners”. The DSC drew from survey and focus group data to identify and create academic (curricular) and socio-emotional (co-curricular) support services for students pursuing a Doctorate in Education (Ed.D.), most of who are female and are from different minority groups within the United States (Hispanic/Latino, African American, Asian, and Hawaiian). Findings related to the ef- fectiveness of these interventions are discussed.