BEST OF DOC-TALK: SUPPORT GROUPS

From: A Yale Doc-talker:

A group of four of us in my department (comparative literature) are forming a dissertation group. Sternberg's book suggests weekly meetings. Two of us now live hours from the other two, so we're trying to figure out ways to meet just once every 4-6 weeks or so. I'd be very interested to hear suggestions about productive ways to structure meeting times, logistical suggestions, or any other ideas folks have about getting the most out of dissertation groups.

From A CGS Doc-talker

I'm interested in support groups formed by grad students at their own campuses. Our profs claim that those who are successful in completing the program are usually in such groups. I want to learn what strategies and structures have been most effective for others.

To which Dr. Davé responds:

Dear Doc-talkers, Two years ago I wrote 12 rules for forming support groups which may be helpful, so I'll repeat them here. However, since then, I've had several new thoughts about forming support groups which I'll list below the 12 rules: Twelve Rules For Forming Support Groups

1. Get at least five students (some will drop; less than four doesn't allow enough diversity. You may want to get students with different backgrounds in your field (e.g., a computer whiz, a published writer, a methodologist, etc.).

2. Meet once a week and give all members a copy of everybody's thesis (at whatever stage) at the first session.

3. Feature two members' research per meeting, about 45 minutes each.

4. Provide each member with an abstract of what will be discussed, at least three days before meetings.

5. Keep criticism constructive (see below), with suggestions for improvement.

6. Agree that each member will spend three hours each week on support group activities (one hour to read and critique drafts, two hours to meet).

7. Have each member tape-record the session focusing on his/her thesis.

8. End each meeting with 15 minutes for other members to report progress and mention specific problems.

9. Restrict discussions to thesis matters only.

10. If you have less than four students available, postpone the meeting. Otherwise, the presenting students won't get a variety of viewpoints.

11. Get written agreement for confidentiality at the first session so everyone can speak openly, even about faculty or other students.

12. Acknowledge dissertation victories. Celebrate accomplishments such as getting the dissertation approved and passing the defense.

New Thoughts on the Subject of Support Groups

1. I think students in support groups need to be of about the same academic caliber so they all feel they're getting as much as they're giving. One of the problems I've seen with "institutionally defined" support groups--in which students are grouped on the basis of geography, or which year in the programthey are--is that some students feel they get almost nothing of value from their group peers. For this reason, I think the more successful support groups are formed by students (rather than administrators/advisors) on the basis of (a) respect for other students' capabilities, (b) compatible personalities, and (c) similar stages in the dissertation process. The jury's still out on whether students feel more support when they're all from the same discipline or program. Some students think it's more interesting (or exciting or perhaps less threatening) when students in the group come from a variety of disciplines. But it seems to me that the more your peer reviewers know about your topic, the more insightful their comments will be. [On the other hand, interdisciplinary perspectives are sometimes extremely valuable.]

2. Based on our annual surveys from students, it appears that support groups provide more moral support than concrete academic advice. How you set up your group will determine the emphasis you give to moral or academic support. Be clear about what activities you'll expect group members to carry out and how much time you expect members to devote to the group (some groups might best meet infrequently--say once a month--to accommodate members' jobs and family obligations). Will students read each others' chapter drafts and make comments? What kind of comments (conceptual, organizational, editorial, etc.) will they be expected to make? Do you want to have a mix of competencies in the group so one person is a whiz at one kind of comment and another person specializes in a different kind?

3. Nowadays I think support groups can be set up entirely online, without any loss of support. I don't know graduate students who've tried this but I suspect there must be some. I'd be curious to learn how "virtual support groups" work, their standard operating procedures, and the kinds of problems that arise.

4. It occurs to me that academic networks (where scholars exchange papers prior to publishing to get expert feedback) are highly similar to dissertation support groups. If you can form a support group that provides full moral and academic support for you and other group members, you may want to continue the group long after you all finish your degrees. Online support groups within disciplines seem especially amenable to this possibility.

5. A key to your support group's success is for everyone to know how to make supportive criticisms. This is a skill that's seldom taught (or modeled) in graduate school and might be a good one to focus on during an initial group session. It's like laying down the ground rules for expressing disagreement. You can keep group members from becoming defensive to criticism just by using phrases such as, "This doesn't seem right to me..." or "I wonder if so and so might be better..." or "Is there a reason you did it this way instead of..." or "Can you think of a way it might be done better?" People need to remember to use good communication skills in general (listening attentively-indicated by body language, pausing before answering, note-taking, etc.), paraphrasing (restating the essence of a message in capsule form using the speaker's words plus some of your own to show you understood), perception checking (tentatively checking underlying feelings and beliefs with statements such as "It sounds to me like you are..." or "I get the impression that you are..."), and adjusting specificity (going from the concrete to the abstract according to the listener's level of understanding).

Thanks, and good luck Doc-talkers! Do any list members have suggestions? And do any of you have experience or ideas on forming and operating a "virtual" online support group?

...and along the same line, a University of Minnesota Doc-talker writes: I'm a brand new list member who is quite favorably impressed so far. Congrats! I'm in my late 40s with five kids and a mortgage and thousands in student loans (sigh!). I've been employed by the state legislature for the past 5 years. It's (sadly) far removed from Second Languages and Cultural Education, the field to which I want to return. I've decided to finish my "moss-covered" dissertation, and have even gotten a year's extension from the University of Minnesota Graduate School. Fortunately, my data are long-since gathered; Chapter 1 is in draft form; and the rest is in a very rough outline. Unfortunately, I'm more than a little intimidated by (a) all the new research published in the past 5 years; (b) all I've forgotten of the older research I used to know so well; (c) the lack of collegial contact (I'm completely out of touch with other lang-ed types); (d) the lack of support, since all my old grad school pals (younger and mostly childless) are now in tenure-track positions scattered across the inhabited universe; and (e) a daily dearth of time and energy. How to begin? How does one emotionally, intellectually, and practically get back in gear? I can't be the only wizened wanderer in such straits, can I? Thanks in advance.

From: A Florida State University Doc-talker

I am a doctoral candidate in Counseling Psychology at Florida State. I have just begun the dissertation stage, and am beginning to write my prospectus. I would be very interested in talking with others who would be interested in forming an online support group. My question is how to accomplish this. I use AOL (America On-Line)as my access to internet, but that does not allow for "chatting" on internet. I checked with FSU and they say they are not set up for students to "chat" online on internet either. So it would appear, unless I don't understand something, that I would be limited to chatting with only those who subscribe to AOL. I would appreciate hearing from others re the above.

From: A Canadian Doc-talker

If it hadn't met at ten in the morning, I might have joined a dissertation support group at my last university. Now I've had to move way off campus--back to my home country in fact--to earn some money. I'm terrified that those 6+ years of graduate school education will disappear in a haze. I'm working full time and have no energy whatsoever. I'd love to get in on a local diss. support group or get one going, perhaps with others who have had to leave their campuses. At this point I don't even have library privileges at a university (except at my school back in Canada), so I'm feeling pretty removed from academia, and I don't like it at all. I'm mid-way through the writing of my dissertation, which is on living English playwright Peter Barnes. A group working in Shakespeare and his contemporaries or early modern England generally (including political studies) would also be good. I live in Manhattan. Please e-mail me if interested, or if you have thoughts on how to keep going once you've left campus!

From: A Harvard Doc-talker

The given suggestions for dissertation support groups are very concrete, though it is possible for groups to succeed under other situations.

1. Group size. I participate in a group with only three members. We are all in the same department and about at the same stage of researching & writing. Though our topics and specific methodologies vary widely, we are able to provide stimulating and discriminating feedback for each other. Our size determines the group's structure and format.

2. Frequency of Meetings Once a month, sometimes twice.

3. Presentations Each person presents at *every* meeting, which is possible because we are a small group. The style of presentation ranges from conversational to formal (prepared text, with handouts). The length of presentation also varies. I've often presented in this forum prior to sharing my work with my advisor. Because we are a very small group, we can take time to discuss common frustrations ("How do I turn my notes into elegant prose?"), departmental issues ("Did anyone go to dinner with the candidates for the job search?), professional concerns, etc. [And occasionally, personal concerns too.]

4. Meeting location We live within a few blocks of each other and rotate the role of host. IMHO, regardless of the size and structure, dissertation support groups are extremely valuable. Graduate school and the process of researching and writing a dissertation can be lonely and isolating. No one else can do the work for you, but it is important to surround yourself with a supportive community.

From: A University of Wisconsin-Milwaukee Doc-talker

Just a short thought on support groups. Our cohort(second year, Sociology, at University of Wisconsin-Milwaukee) organized a group to talk about papers, issues, thesis proposals, and of course to socialize. There are 5 of us who attend regularly, and we have started to attract some of the first year cohort to our meetings. Initially we had trouble finding a time which was convenient for everyone, but we have managed to meet regularly(largely because everyone decided this was very necessary and important). If you have any questions, I can try and help.

From: A CGS Doc-talker

I am interested in any information anyone wants to share regarding support for students who are at the advanced stages of their studies. The way our program is structured, once we finish coursework, our department leaves us largely to our own devices in terms of academic and social support networks. Yet, faculty have observed that those students who belong to some sort of support group are more likely to finish the program! I am not at all confident that the groups we have unofficially created are optimally organized or run, so I am interested in learning what has and has not worked for others. Further, we (the students) are recommending to the faculty that a formal mechanism be built into our curriculum in the future, and we want to be able to make specific informed suggestions as to implementation. We have so far considered the following factors: - Are support groups or research seminars that serve this function formally built into the curriculum? Do students receive credit or pay tuition for participation? - Do people find academic or social support more useful, or a combination of both? - How are groups organized? By year of entering the program? By sub-discipline? By advisor? By topic area? By career goals? By geography or some other convenience factor? - What makes support groups effective or not effective? What is the optimal size? Duration? What rules (if any) are used for maintaining membership? If there are any other relevant observations anyone wants to share, I would certainly appreciate it!

From: A Michigan State University Doc-talker

In response to the Doc-talker's questions about support groups, I have participated in both formal (department-sponsored) and informal (female acquaintances starting our own group) support groups as an educational administration PhD student at Michigan State. The more successful was the one sponsored by the department. Two faculty members meet with us on a monthly basis. Anyone in the department who is beginning to work on a proposal may participate. We do not receive credit nor pay for participation. I do not know whether the faculty members receive any compensation or recognition for this, although one of the faculty members is on the committee of many of the participants. Generally we go around the table with everyone presenting an update on what he or she has done since the last meeting. Written pieces may be distributed for later feedback, although short pieces (one or two pages) are addressed during the meeting. We keep a mailing list, which currently includes 17 students, although there are about 6 "regulars". I will say that about a year ago a few of us grew concerned that we were not moving quickly enough, so we started to have a second meeting per month without the faculty. These take place at a local restaurant, usually on a Saturday morning. This gives group members another chance to bounce things off each other and get motivated if they haven't done anything since the last meeting. All but one person in the group is employed full-time, usually away from MSU. While the meetings with the faculty tend to be more academically-focused, a more social support has developed because of the breakfast meetings. This has also made the meetings with the faculty more social and less tense than they were previously.

From: A Union Institute Doc-talker

In reference to the question on support groups, I can attest to the importance of having some sort of support system in place, especially since my doctoral program is low-residency to begin with. The Union Institute, my school, tries to encourage networking and communications among students. It has an e-mail system specific to the institution to which students are encouraged to belong (I don't anymore but found it very helpful in the beginning of my program), and soon will be on the Internet. In addition, our one-day seminars, which are generally geared for students only, are supposed to encourage networking as well as satisfy residency requirements. I've made a couple of good friends through these seminars, called "peer days," and that has helped a great deal. In addition, a student directory is regularly published and available for the same purpose--networking, as well as setting up peer days. Finally, the doctoral committee is supposed to serve as a support system, and when setting it up, the students are encouraged to choose advisors who they know can be supportive and helpful, beyond academic specialties and interests. In addition, two key members of the committee are peers--fellow students who either have expertise in your area of study or who are intended to serve as supporters. I have served as both on three doctoral committees, including two I'm on currently. My two peers are supporters and experts--I'm often on the phone with my buddy Eva (peer #1, who was my roommate when I entered the program) and often communicate via e-mail with Larry, peer #2. I have a standing weekly lunch date with a local woman for whom I'm a peer and who is close to finishing her degree. I also am in touch with grad students here at Brown, where I work. Not only do I support her, but she supports me, and we get to eat some pretty good lunches too! Hope this description of how I've managed helps. Keep in mind that because Union is long-distance education, support systems are even more vital than in programs where students are resident at their institution. Otherwise, as has happened far too often at Union, students feel isolated and it's easy to drop out when you don't feel as if anyone cares.

From: A Canadian Doc-talker,

In response to the topic of support groups, I agree that there is a definite need for these networks. I am taking the final 3 classes in my program (Higher Ed Admin.) this summer, and have found it helpful to connect with other classmates at similar points in their program, regardless of discipline. We all share many common concerns and issues as we begin the final phases of coursework and move toward major/minor exams and the dissertation process. I think it would be helpful if faculty (major) advisors would suggest and support the formulation of groups, based on their advisees and their areas of interest, but I'm not sure of the feasibility from the advisors' perspective. I have found that the interest in support networks is sought by more of my classmates after relationships have been established through participation in a number of classes, but the "magic formula" as to how to make this group-support continue after the class is over eludes me. I am at a commuter campus, and some of my classmates commute an hour or more (one way) in addition to the other professional and family responsibilities, so it's difficult to plan a convenient time for many of us. I think "Doc-talk" serves as one useful vehicle, but sometimes you just want to see another human and laugh or cry with someone who knows what you're going through. I'm interested in any suggestions that anyone has, also.

From: A University of Michigan Doc-talker

I find my support group invaluable...it is my life line. Without peer support I think I would not continue to be writing and vested in the process. We are four individuals in different programs who meet once a week at a coffee shop to share problems, successes, and tears and laughs. We are loosely structured, we have a check-in period of a few minutes and then each individual updates the group on progress for about 20 minutes. Sometimes we will ask the group to read a chapter or comment on a problem with a committee member, sometimes the discussion is about family problems or stress reduction. Two of us in the group also had a required course for 3 credits dealing with preparing for the defense proposal. I think both the course and the informal peer group have merit and are important for someone who needs encouragement and weekly goals. I encourage you to limit the size of the group, to limit the time commitment (we usually are done within 2 hrs). I also think guest speakers and sharing stories of other graduates is invaluable to get over the isolation humps when paralysis sets in.

From: A Canadian Doc-talker

I would like to share a bit about the support network that I have been involved with. In what was essentially the "first course" in my program, the professor stated that he did not want to be the first person to read our essays and suggested we get together and read each other's papers. We, of course, didn't know one another. I approached a colleague and she and I met and commented on one another's essays. When the next set of essays were due, she suggested another person she'd been working with in another class join us. The three of us worked together, providing feedback on our essays that first semester. Once the relationship was built, we were able to continue it throughout our course work. We went through prelims and stats classes together. For a variety of reasons, one finished the thesis a year before the other 2. We two brought each other through the trials of proper formatting and the anxiety about the quality of our work. Today, we same two are doing some of the preparation for our area exams together. And, the other two have also developed a project (about which I know a bit less, and so can't speak to what it is). The triad is also two dyads, and it works. In addition to our work together, we have developed personal relationships, both as a triad and as two dyads. I once suggested to another student in the program that she get involved in a study group, and she asked, "...what if what you want to discuss is not what the group wants to discuss?" I countered that the business of the group had ought to be the coursework at hand, otherwise, it's not a study group, it's a bull session. I am not sure how bringing together people who can work together, can respect and not feel threatened by the strengths of the others in the group, can acknowledge and deal with the reality of competition in graduate school, and who have similar enough interests can be _structured_ per se. I do know that through fear of writing something utterly stupid and therefore taking the professor's advice seriously, I sought out others with whom to work. We three think it's pretty remarkable that the relationships have worked out the way they have. About 2 years ago, I contacted a special category of student in our program: those who have completed their PhD course work but who had not completed their theses. There were 4 of us and we met regularly, once with the program's director. Of those four, 2 of us, the two who were in the longer-term study group discussed above, finished our master's theses this past May. Of the four, one will likely never finish the thesis and the other states the desire to, but has been at it a long time and it seems improbable that he will finish. Can support groups be structured through programs? I'm not sure. Unless the direct benefit of participating is obvious, people may be likely to prioritize it below many other activities. If it's mandatory and professors supervise it, the peer quality is lost and the possibility that the relationships cannot be sustained beyond the requirement comes to play. It's all very complex. I know this is a bit rambling, but I've summarized about 6 years of experience here.

From: A Stanford University Doc-talker

TIPS FOR SUCCESSFUL WRITING GROUPS

Writing groups are powerful tools for peer mentoring, particularly for students in the later stages of their doctoral work. In general, groups meet weekly. One or two group members present their work for discussion at each meeting. In many cases group members are presenting and discussing written work, and the person who is *on* gives a copy of the text to group members 2-3 days in advance. By structuring the group thoughtfully, it can be a useful educational experience. These tips emerge from participation in and discussion with several such groups. NOT ANOTHER MEETING! A clear sense of the goals and mission of the group can focus it and make its value immediately apparent.

* Groups are best organized along different lines and themes: Higher Education Research, Feminist Scholars, The Cohort of 1994, etc. Having a shared bond is an important basis for building intellectual trust.

* Select people with a similar commitment to the group. It is very frustrating to be in a session in which half the group is missing.

* A long-term commitment to the group is important. A semester is minimum, a year is better.

* Limit the number of participants. The size of the group should be geared to frequency of presentation. If the group meets weekly, and one person presents their work, and everyone wants to be "on" monthly, a group of 4-7 is best. More people mean less frequent presentation, but less personal pressure. A smaller group can meet every other week.

* A group convener helps: someone to reserve a space, remind people who is "on" and convene the group at the start of quarters or after the summer.

THE BENEFITS

The benefits of a group usually far outweigh the cost of time and energy. However, at the initiation phase of every group there is a waiting period, as each person determines the usefulness of the group for him or her self.

* By meeting as students, without faculty involvement, students develop skills in developing an intellectual community, in giving feedback, and developing original research.

* Peer mentors are often harder critics than faculty. Practicing a proposal defense or conference presentation in a group can help iron out all of the kinks. A group of students familiar with your work ask harder questions than most faculty! It is confidence-building to satisfy your peers.

* A group is a source of moral support. Because you are all going through the same process, you can understand, vent, bolster, encourage, sympathize and crack the whip. Fellow students are excellent procrastination detectors.

* A group can be a community in what may seem to be an uncaring and anonymous university.

* A group can open up possibilities for research collaboration.

* If a group does not meet the needs of a participant, either through content or style, it is okay for that person to leave the group.

NUTS AND BOLTS

By clearly setting the logistical ground rules in advance, the group will be more productive.

* Set specific goals as a group, and discuss these goals and expectations early on. Each member should set specific goals for themselves, as well.

* Select a meeting space conducive to working. A seminar table, a white board and a quiet location are helpful.

* Set a clear schedule 2-3 months in advance. Who will present on which week? What day will the work be available in advance? On occasion of vacations, conferences, finals, it may be better to skip a week or two.

* Determine a convenient location to pick up papers being distributed for feedback.

* Be honest about your ability to commit time at various points in the year.

* Set up an e-mail list to facilitate sending out reminders, requests, updates etc

. THE IMPORTANCE OF HAVING A WATCH

Time is a precious resource for graduate students, so it is important that the meeting be an efficient and constructive use of everyone's time.

* Be on time.

* Write regularly. Writing bi-weekly, or monthly can be a good prod to making progress.

* Produce work when it is your turn. Hand it out in a timely manner, for most thoughtful feedback.

* Be strict about time keeping within the group. If you only have an hour, agree how the time will be spent, and be firm about moving on to the next topic.

GREAT EXPECTATIONS: BUILDING TRUST

A good group has a high level of trust among members. This has to grow and develop; it is earned. It is like a long-term relationship. There is a difference between a group of colleagues, and a good writing group. You can trust it and count on it. This allows room for other kinds of development.

* Laugh together.

* Read each others' work in advance. Set aside time to do this thoroughly and thoughtfully, and review it before the meeting.

* Be honest and thoughtful in your feedback.

* Hold each other accountable for the commitments you make. Don't accept excuses for not reading work, or for skipping meetings.

* Don't apologize for your work. Don't be embarrassed by it.

* A group is a safe place to try out new ideas and present work very much "in progress." Use it to take intellectual risks.

* Set time to update each other on milestones, triumphs, frustrations, personal lives, etc.

* Celebrate together.

SPECIFIC TECHNIQUES

* Employ the strategies that most effectively motivate you and your group. In one of my groups we now mandate that the last person to arrive must bring cookies the following week. This has cut tardiness dramatically. We once wrote a timeline for one person's proposal writing, and we all signed it! Another time, we set personal goals for the summer, and all had a group "treat" when everyone made their goals.

* Ask for and give focused feedback. I often attach a cover note to the draft I am handing out explaining what is new, what I am trying to do, and what I would like in the way of specific feedback. I might say: "Please focus on the explanation of and integration of the conceptual framework", or "I really need some positive feedback, so tell me what you particularly like", or "Please be picky about grammar and wording this time." The more clearly you know what you want, and can articulate it to others, the more likely you are to get the help you need.

* On some occasions, we have had the "on" person listen and take notes, without responding to the feedback and discussion. This may continue for 30-45 minutes. While it is awkward and frustrating at first to listen to people discuss you as if you weren't there, it can be illuminating to hear the group try to understand and explain your work to each other (rather like discussing a reading in class). This can lead to a nuanced understanding of how you are expressing your ideas which might never emerge if you had been able to respond and explain immediately.

* Have someone else take notes, or tape record the session. This frees the "on" person from having to record the discussion in detail, and allows them to focus on the discussion and their participation.

* Use the group for tasks beyond writing proposals, dissertation chapters and papers. In my groups we have: discussed interview protocol or survey drafts, discussed approaches (which fellowships to apply for), talked about career possibilities, analyzed transcripts, developed timelines, rearranged an outline, practiced presentations for conferences, shared drafts of CVs, discussed how to approach particular faculty members, talked about negotiating the terms of a job offer, etc.

* Alternate bringing snacks to the meeting. This makes the meeting more enjoyable.

* One group took a weekend retreat together. This was a time for team building, and longer discussions of work in progress.

* Maintain a sense of humor. Share funny things when they occur, or when you stumble across them. I frequently spread the odd things that come across my e-mail.

WARNING SIGNS: POSSIBLE PITFALLS

There can be negative aspects to group work. Obviously conflicts of personality or expectations arise, and must be addressed. Some other pitfalls to be alert for include these.

* The higher education system has its competitive aspects. For example, we compete for the attention of faculty, for fellowships, for plum TA/RA opportunities, for conference presentation slots, and ultimately for jobs. The conundrums of competing with those students with whom we work most closely and cooperatively deserve attention. Clear communication about expectations (do you tell each other about newly discovered opportunities? Do you practice job talks in front of each other or the rest of the group? Do you tell each other about the campus visit?) and anxieties (acknowledging the presence of competition) is crucial for maintaining trust.

* Intellectual property rights are increasingly debated on college campuses. If you are studying topics similar to that of other students in your group, it is important to air these issues. How do you acknowledge and cite each other? Who retains the *rights* to ideas developed within the group?

* Conflict may arise, for example, one member may demand more than they give back. Conflict resolution techniques may need to be employed.

* The time of renewal for a group, when considering adding new members, can be a difficult period. Discussions of who to include must be conducted with candor and confidentiality. The integration of new members requires patience.

From: A Virginia University Doc-talker

Who are these people who have to have biweekly meetings to get anything accomplished, and why are tax dollars going to those who lack the motivation, interest, and devotion to get something done on their own accord?

Return to ASGS home page.