Formatting & Content

Neither the Graduate College nor the College of Education has firm formatting rules for an article-based dissertation, which allows the advisor and committee some discretion as to what they would like to see.

In the EdD/EDTECH program, the expectation has generally been that students produce three manuscripts that are ready to be submitted for publication if they have not already been. The articles are structured within a five-chapter document:

• Ch. 1: Introduction
• Ch. 2: Study One
• Ch. 3: Study Two
• Ch. 4: Study Three
• Ch. 5: Conclusion

The journal manuscripts for Studies 1, 3, & 3 should be related in focus and content. Additional chapters might be required, depending on the study being done. In most cases, one of the studies is a substantive, systematic literature review, followed by two empirical studies.

Submission-ready, Submitted, or Published?

The strongest evidence that the manuscripts are of “publishable quality” is having one or more accepted or published before the defense. However, the publication process is full of too many nuances, vagaries, and delays. If a student had to wait for actual publication, it could delay graduation by many months.The manuscripts that get included in the dissertation should be “publication ready” for a particular journal or type of journal.
Prior students have had only one published by the time they defend, and some didn’t publish their final article until two or more years after graduating. Most focus on journal publications, but at least one student published the literature review as a book chapter.

IMPORTANT! If a manuscript has been published as a journal article or book chapter, the student will need a copyright release to include the document in the dissertation. The Graduate College requires a statement on the page preceding the published article’s text.

Timing of Publications

Some students interested in an article-based dissertation might have already published work prior to committing to the article-based format and/or before they have a full supervisory committee. The Graduate College policy states, “”Substantive work done prior to the appointment of the supervisory committee or work represented by credit other than 689 Dissertation Proposal or 693 Dissertation (such as 596 Independent Study and 696 Directed Research) is not acceptable for the dissertation under any conditions” (p. 49, 2025/26 Graduate Handbook). This means that the only work acceptable for an article-based dissertation is that which is done while under the supervision of the advisor and two other faculty on the research committee.

IMPORTANT! Students interested in the article-based dissertation should have a full committee as soon as possible to ensure their work can be used as part of their dissertation work.

Sole or Shared Authorship

Authorship rules follow guidelines published by the American Psychological Association. In the case of articles for a dissertation, which is supposed to be organized and led by the doctoral candidate, they should be first author on each one, but ideally all committee members should be listed as co-authors (the order depends on their contributions). A student can publish something as a sole author, but that work must have been supervised by the committee (this is a Graduate College policy).

Dr. Patrick Lowenthal, Professor of Educational Technology in the Department of Educational Leadership, Research and Technology, has supervised a number of article-based dissertations. Here is his insight about advising doctoral students who choose this path, “My general goal as an advisor has been to play a more active role in the first study, step back a bit for the second, and take an even smaller role in the third—gradually building the student’s independence as a researcher.”

Resources

Article Dissertation Pre-Proposal Template
[PDF Version] [GoogleDoc Version]

Example from EdD alumnus, Eric Belt

Article Dissertation Proposal Template
[PDF Version] [GoogleDoc Version]

Selected Article-based Dissertations at Boise State University

Storytelling in Undergraduate Engineering Courses as Inclusive Curriculum: Improving Students’ Sense of Belonging, Identity, and Persistence
Doctor of Philosophy in Engineering
B. Heller. 2025. K. Pakala & P. Lowenthal, Chair & Co-chair
ScholarWorks Link

Impact of Course Design on Online Learners’ Perceptions of Learning
Doctor of Education in Educational Technology
H. Young. 2025. K. Rice, Chair
ScholarWorks Link

Understanding the Present and Preparing for the Future in Collegiate Esports
Doctor of Education in Educational Technology
M. DeArmond. 2024. B. Shelton, Chair
ScholarWorks Link

Redefining Missing in the Third Space of Sovereignty: Collaborative Governance on Idaho’s Missing and Murdered Indigenous Persons Policy
Doctor of Philosophy in Public Policy and Administration
M. Fillmore. 2024. B. Wampler, Chair
ScholarWorks Link

An Examination of Online Learning in Higher Education
Doctor of Education in Educational Technology
K. Krier. 2024. Y-h Ching, Chair
ScholarWorks Link

Witnessing Bullying and Defending Behavior Among Elementary and Middle School Students
Doctor of Philosophy in Counselor Education and Supervision
M. Peck. 2024. A. Midgett & D. Doumas, Chair & Co-chair
ScholarWorks Link

Differentiating for Teacher Learners: An Examination of Research in Professional Development Studies
Doctor of Education in Curriculum and Instruction
P. Uriarte. 2023. K. Landau Wright, Chair
ScholarWorks Link

Literacy Instructional Coaching in the Realm of Writing: An Examination of Writing Coaching Practices in Grades K-6
Doctor of Education in Curriculum and Instruction
J. Abbott. 2022. K. Landau Wright & S. Dismuke, Chair & Co-chair
ScholarWorks Link

Accessible and Inclusive Online Course Design in Higher Education
Doctor of Education in Educational Technology
A. Lomellini. 2022. P. Lowenthal, Chair
ScholarWorks Link

Video Communication: Explorations of Community and Connectedness, and Closeness in Online Courses
Doctor of Education in Educational Technology
E. Belt. 2021. P. Lowenthal, Chair
ScholarWorks Link

Developing Reading Instruction Observation Protocols for Special Education Teachers
Doctor of Education in Curriculum and Instruction
L. Moylan. 2021. E. Johnson, Chair
ScholarWorks Link

Teachers’ Interventions to In-Person Bullying and Cyberbullying Situations
Ed.D. in Curriculum & Instruction
A. Lojo Novo. 2020. Advisor: B. Shelton, Chair
ScholarWorks Link

Development and Evaluation of a Brief, Bystander Bullying Intervention for Low-Income, Ethnically-Blended Middle Schools
Doctor of Philosophy in Counselor Education and Supervision
M. Moran. 2020. A. Midgett, Chair
ScholarWorks Link

Communication in Healthcare Settings: Access and Barriers to Care Experienced by Deaf Patients
Doctor of Education in Curriculum and Instruction
E. Schniedewind. 2020. J. Wenner, Chair
ScholarWorks Link

Investigating Visual Communication Design in Online Courses: An Article-Based Dissertation
Doctor of Education in Educational Technology
J. Bader. 2019. P. Lowenthal, Chair
ScholarWorks Link

Substance Use and Bullying Intervention Among High School Students
Doctor of Education in Curriculum and Instruction
A.D. Watts. 2019. D. Doumas & A. Midgett, Chair & Co-chair
ScholarWorks Link

Increasing Retention Among First-Year Master’s in Counseling Students: Evaluation of a Social Integration Program
Doctor of Education in Curriculum and Instruction
J. Jensen. 2017. A. Midgett & D. Doumas, Chair & Co-chair
ScholarWorks Link

Preventing Underage Drinking Through Individual and Parent-Based Interventions
Doctor of Education in Curriculum and Instruction
R. Hausheer. 2015. D. Doumas & R. Stewart, Chair & Co-Chair
ScholarWorks Link