DSRT 839 University of Cumberlands Dissertation Course Progression Research form
Completion of the dissertation primarily rests upon you, the doctoral student. However, research indicates that self-regulated learning strategies predict the elapsed time along the dissertation journey (Dunn & Rakes, 2015; Kelley & Salisbury-Glennon, 2016). One such strategy is the creation of a timeline. This cyclical process has the learner plan out a task, monitor their performance along major milestones, reflect on their progress, and then use the reflection to adjust the timeline. However, to be effective, this strategy needs to be personalized for each learners purpose (Zimmerman, 2002).
Using the attached template as a guide, you are to create such a timeline a roadmap, if you will, along your dissertation journey. Incorporated within the timeline are major milestones. Build into the timeline goals for each milestone with specific dates. You may also want to include specific contact information as well as possible obstacles that may arise. This will be a tool you will bring to each consultation with your professor/chair. Most importantly, it is to be a useable point of reference along your dissertation journey.
Dunn, K., & Rakes, G. (2015). Exploring online graduate students responses to online self-regulation training. Journal of Interactive Online Learning, 13(4), 121.
Kelley, M., & Salisbury-Glennon, J. (2016). The Role of Self-regulation in Doctoral Students Status of All But Dissertation (ABD). Innovative Higher Education, 41(1), 87100.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
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