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The students did not receive a grade for the course. After reviewing data, students in the course were classified by their productivity that semester and engagement in the course. Students who were highly engaged but not highly productive were the most prevalent group. In this article, the authors also provide follow-up, including changes made the next semester and data on student completion.<\/p>","DOI":"10.4018\/javet.2011100102","type":"journal-article","created":{"date-parts":[[2011,10,19]],"date-time":"2011-10-19T12:01:02Z","timestamp":1319025662000},"page":"17-27","source":"Crossref","is-referenced-by-count":2,"title":["A Case Study of an Intervention to Support Ed.D. 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Best writing practices for graduate students: Reducing the discomfort of the blank screen. Retrieved from http:\/\/cnx.org\/content\/m14054\/1.2\/","DOI":"10.1080\/00228958.2006.10516456"},{"key":"javet.2011100102-14","doi-asserted-by":"crossref","unstructured":"Nerad, M., & Miller, D. S. (1997). The institution cares: Berkley\u2019s efforts to support dissertation writing in the humanities and social sciences. New Directions for Higher Education, 99, 75-90.","DOI":"10.1002\/he.9907"},{"key":"javet.2011100102-15","doi-asserted-by":"crossref","DOI":"10.56021\/9780801882326","author":"M. T.Nettles","year":"2006","journal-title":"Three magic letters: Getting to Ph.D"},{"key":"javet.2011100102-16","doi-asserted-by":"publisher","DOI":"10.3102\/0013189X030002027"},{"key":"javet.2011100102-17","unstructured":"Spillett, M. A., & Moisiewicz, K. A. (2004). Cheerleader, coach, counselor, critic: Support and challenge roles of the dissertation adviser. 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