Fluent Essays

8/10 Residency 1 Final Assignment and Rubric Name____________________________________ Date __________________ Instructions The purpose of Residency 1 is to socialize beginning doctoral students into the Walden doctoral community of scholar practitioners. For the final assignment, you will write a reflection on each session, including key points that you learned, resources that you will need, and next steps for improvement to move forward with scholarly and research development. Please reflect on your experience in each residency session. Use specific examples for each section noted below. Enter your answers in the tables. Session 1: Skills and Resources for Success Key Points I learned: Click or tap here to enter text. Specific Resources I Will Need: Click or tap here to enter text. Next Steps for Improvement: Click or tap here to enter text. Session 2: Critical Thinking for Doctoral Scholarship Key Points I Learned: Click or tap here to enter text. Specific Resources I Will Need: Click or tap here to enter text. Next Steps for Improvement: Click or tap here to enter text. Session 3: Library Resources and Search Strategies Key Points I Learned: Click or tap here to enter text. Specific Resources I Will Need: Click or tap here to enter text. Next Steps for Improvement: Click or tap here to enter text. Session 4: Organizing and Analyzing Research Literature Key Points I Learned: Click or tap here to enter text. Specific Resources I Will Need: Click or tap here to enter text. Next Steps for Improvement: Click or tap here to enter text. Session 5: Scholarly Writing and Academic Integrity Key Points I Learned: Click or tap here to enter text. Specific Resources I Will Need: Click or tap here to enter text. Next Steps for Improvement: Click or tap here to enter text. Session 6: Preparing for the Dissertation Journey Key Points I Learned: Click or tap here to enter text. Specific Resources I Will Need: Click or tap here to enter text. Next Steps for Improvement: Click or tap here to enter text. Session 7: Introduction to APA and Writing Center Resources Key Points I Learned: Click or tap here to enter text. Specific Resources I Will Need: Click or tap here to enter text. Next Steps for Improvement: Click or tap here to enter text. Session 8: Application of Critical Thinking for Doctoral Scholarship Key Points I Learned: Click or tap here to enter text. Specific Resources I Will Need: Click or tap here to enter text. Next Steps for Improvement: Click or tap here to enter text. Residency 1 Final Assignment Criteria 0—Element Missing 1 to 2—Below Expectations 3—Meets minimal expectations 4 to 5--Exceeds Expectations (1) Skills and Resources for Success Session reflection is completely not present or answer of “none” is given for one or more items Minimal information provided in items in assignment (“none” is not an acceptable answer for any element) Adequate description of information presented in this session in terms of key points learned, resources needed, and next steps (“none” is not an acceptable answer for any element) Thorough description of information presented in this session in terms of key points learned, resources needed, and next steps (“none” is not an acceptable answer for any element) (2) Critical Thinking for Doctoral Scholarship Session reflection is completely not present or answer of “none” is given for one or more items Minimal information provided in items in assignment (“none” is not an acceptable answer for any element) Adequate description of information presented in this session in terms of key points learned, resources needed, and next steps (“none” is not an acceptable answer for any element) Thorough description of information presented in this session in terms of key points learned, resources needed, and next steps (“none” is not an acceptable answer for any element) (3) Library Resources and Search Strategies Session reflection is completely not present or answer of “none” is given for one or more items Minimal information provided in items in assignment (“none” is not an acceptable answer for any element) Adequate description of information presented in this session in terms of key points learned, resources needed, and next steps (“none” is not an acceptable answer for any element) Thorough description of information presented in this session in terms of key points learned, resources needed, and next steps (“none” is not an acceptable answer for any element) (4) Organizing and Analyzing Research Literature Session reflection is completely not present or answer of “none” is given for one or more items Minimal information provided in items in assignment (“none” is not an acceptable answer for any element) Adequate description of information presented in this session in terms of key points learned, resources needed, and next steps (“none” is not an acceptable answer for any element) Thorough description of information presented in this session in terms of key points learned, resources needed, and next steps (“none” is not an acceptable answer for any element) (5) Scholarly Writing and Academic Integrity Session reflection is completely not present or answer of “none” is given for one or more items Minimal information provided in items in assignment (“none” is not an acceptable answer for any element) Adequate description of information presented in this session in terms of key points learned, resources needed, and next steps (“none” is not an acceptable answer for any element) Thorough description of information presented in this session in terms of key points learned, resources needed, and next steps (“none” is not an acceptable answer for any element) (6) Preparing for the Dissertation Journey Session reflection is completely not present or answer of “none” is given for one or more items Minimal information provided in items in assignment (“none” is not an acceptable answer for any element) Adequate description of information presented in this session in terms of key points learned, resources needed, and next steps (“none” is not an acceptable answer for any element) Thorough description of information presented in this session in terms of key points learned, resources needed, and next steps (“none” is not an acceptable answer for any element) (7) Introduction to APA and Writing Center Resources Session reflection is completely not present or answer of “none” is given for one or more items Minimal information provided in items in assignment (“none” is not an acceptable answer for any element) Adequate description of information presented in this session in terms of key points learned, resources needed, and next steps (“none” is not an acceptable answer for any element) Thorough description of information presented in this session in terms of key points learned, resources needed, and next steps (“none” is not an acceptable answer for any element) (8) Application of Critical Thinking for Doctoral Scholarship Session reflection is completely not present or answer of “none” is given for one or more items Minimal information provided in items in assignment (“none” is not an acceptable answer for any element) Adequate description of information presented in this session in terms of key points learned, resources needed, and next steps (“none” is not an acceptable answer for any element) Thorough description of information presented in this session in terms of key points learned, resources needed, and next steps (“none” is not an acceptable answer for any element) (9) Writing Reader is not able to make sense of the materials provided. Inconsistent use of standard English obstructs presentation’s clarity and the reader’s understanding of ideas and/or inconsistent use of grammar and mechanics are evident throughout presentation. Consistent use of standard English and/or few inaccuracies in grammar and mechanics. Use of standard English, grammar, and mechanics are at a scholarly level. Grading: Total points available=45 pts (9x5) Satisfactory (S) = All items at a score of 3 or above (Meets minimal expectations) Unsatisfactory (U) = One or more items at a score of 2 or lower (Does not meet minimal expectations) Page 1 of 4 Walden University Academic Residencies: Skills and Resources for Success PhD Residency 1 1 Welcome to Residency 1! The purpose of Residency 1 is to socialize beginning doctoral students into the Walden doctoral community of scholar practitioners. Topics include: Skills and Resources for Success Critical Thinking for Doctoral Scholarship Library Search Strategies Tools for Organizing and Analyzing Literature Scholarly Writing and APA Style Preparing for the Dissertation Journey 2 Welcome to Residency 1! For the final assignment, you will write a reflection on each session, including key takeaways, resources, and next steps to move forward with scholarly and research development. 3 Introductions Faculty Introductions Student Introductions Introduce yourself to others at your table. Share: Your program/specialization Your city Your job One hobby or interest 4 Session Learning Objectives Understand the skills needed for success as a Walden doctoral student.  Explore resources for success offered at Walden and beyond. Relate skills and resources for success to your individual experience as a doctoral student at Walden. Evaluate your personal skills set and any needs for future development. 5 Session Agenda What’s Your Why/Positive Social Change Time Management Technology Management Support Systems Ground Self in Literature Moving Toward the Dissertation Career Planning 6 “What’s Your Why?” Watch “Follow Your Why” video Video: Follow Your Why 7 Walden’s Definition of Positive Social Change Positive social change is a deliberate process of creating and applying ideas, strategies, and actions to promote the worth, dignity, and development of individuals, communities, organizations, institutions, cultures, and societies. Positive social change results in the improvement of human and social conditions. 8 Discussion about “What’s Your Why?” In groups of two or three, discuss: Why are you here at Walden? What is your vision for creating social change? What specifically do you hope to learn at Walden to achieve that vision? 9 Resources for What’s Your Why? Get inspired by watching Walden’s Scholars of Change videos 10 Key doctoral Resource hub Doctoral Degree Coach Website | Access the Doctoral Degree Coach --Navigate to the Doctoral Degree Coach website: https://academicguides.waldenu.edu/research-center/doctoral-coach --View the video Doctoral Degree Coach video together. Video link: https://youtu.be/R9_uGreZhlQ 11 Doctoral degree coach Complete List of Resources for Every Step of Your Doctoral Journey Easily track your doctoral journey and see what’s next. Find what you need, when you need it, including: Steps Guidance Resources Support Additional help 12 Time Management Time management is crucial for student success. Both coursework and dissertation Time is a limited resource. By starting a doctoral program, you are adding significant new demands on your time. Priorities need to be reconsidered. 13 Discussion on Time Management In table groups of three or four, discuss: How do you currently manage your time? Does it work for you? Why or why not? 14 Time Management Use blocks of undisturbed time. Set “office hours.” Create a dedicated workspace. 15 Resources for Time Management Academic Skills Center Resources for Managing Time/Stress Procrastination and Productivity Time Management Stress Management Want more? Find additional resources under these tasks in the Doctoral Degree Coach: Determine Potential Anxieties that May Need to be Addressed Manage Your Work/School/Life Balance Demonstrate Time/Task Management Skills 16 Technology Management Technology is a key component to success; learn to use the tools in your tech toolbox. Back up your work regularly to the cloud or flash drive, etc. Do not rely just on Word or other programs to put your work into APA style. Use and learn the APA manual. Use Walden course paper templates; they are your guides for all your work. 17 Technology Management Share your ideas. What other forms of technology do you currently use that are helpful? 18 Resources for Technology Management Writing Center Provides course paper templates Academic Skills Center Provides help with Word, PowerPoint, Excel, SPSS https://academicguides.waldenu.edu/ASCcourses Student Support Team Provides administrative and technical support E-mail: [email protected] Phone: 1-800-925-3368; 1-612-925-3368 (international) 19 Technology management Additional Resources Want more? Find additional resources under these tasks in the Doctoral Degree Coach: Assess and Strengthen Your Technology Skills for the Online Environment Explore the Resources to Support Each Step of the Doctoral Journey Explore the Tools to Keep You Organized and on Track Explore the Supports Available for Using Research Tools Prepare to Use the Capstone/Project-Stage Technology Support Systems Social support will enhance your success and decreases your stress. What are kinds of social support? Financial Emotional Academic Technology Childcare Household management Etc. 21 Support Systems: Family and Others Discuss Have you discussed your program commitments with your family and other important people in your life? What are your family’s or friends’ reactions or concerns? How do you manage those concerns? What specific kinds of support might these individuals provide during your academic endeavors? 22 Support Systems: Work Discuss Have you discussed your program commitments with your supervisor and/or co-workers? What were the reactions or concerns? How do you manage those concerns? What specific kinds of support could your supervisor or co-workers provide during your academic endeavors? 23 Ground Yourself in the Literature Enjoy the process of finding your “scholarly voice.” Start a reference list. Read scholarly journals in your field. Why is it important to read scholarly articles in your field? 24 Ground Yourself in the Literature Read and take notes on one scholarly article each week in your area of interest. In a later session, you will learn about the “Literature Review Matrix” tool to record your reading. Be sure to check out these related tasks in the Doctoral Degree Coach: Explore Capstone/Project Topics for Your Goals Understand the Expectations of Academic Literature Research and Scholarly Sources Identify Research Interests and the Relation to Your Long-Term Goals 25 Final Assignment for Residency 1 Reflect on your experience in each session. For each session, you will write answers for: Key Takeaways Resources That I Will Need Next Steps for Improvement Final Assignment is required to receive residency credit Final Assignment is due on Day 3 at 6:00 p.m. 26 Final Assignment Take 2 minutes right now to reflect on what you learned from this session. Write down notes for your reflection assignment. Key Takeaways Resources That I Will Need Next Steps for Improvement 27 Feedback Survey Please take 2 minutes right now. Complete feedback for this session in: ​ Residency App for Face-to-Face events​ Blackboard for Virtual events 28 Walden University Academic Residencies: Critical Thinking for Doctoral Scholarship PhD Residency 1 1 Session Learning Objectives Create and evaluate definitions of critical thinking Understand attributes of critical thinkers Examine two models for critical thinking Consider how these concepts may apply to your coursework and dissertation process 2 Session Agenda Develop definitions of critical thinking Individual Small Group Whole Group Present models for critical thinking Discuss how critical thinking applies to coursework and dissertation 3 Activity: Definition of Critical Thinking How do you define critical thinking? Write out a brief definition Individual Activity Activity: Definition of Critical Thinking Compare your critical thinking definition with others at your table Arrive at a common definition Small Group Activity Presentations of Critical Thinking Definitions Present the critical thinking definition from your small group to the whole group Whole group activity Consider: What are the commonalities? Consider: What are the differences? Consider: Which ideas within the definitions are most important? Characteristics of Critical Thinkers Interested in seeking the truth Has integrity Inquisitive Curious Rejects incorrect information Open-minded Reflective Willing to examine own beliefs and assumptions Truth-seeking Relies on reason, not emotions Objective Critical Thinking Definition The intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. Scriven & Paul, 1987 How is this definition different from/the same as your definitions? A statement by Michael Scriven & Richard Paul, presented at the 8th Annual International Conference on Critical Thinking and Education Reform, Summer 1987. Downloaded from: http://www.criticalthinking.org/pages/defining-critical-thinking/766 8 One Model to Guide Thinking Downloaded from: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ 9 A Second Model to Guide Thinking Refer to Handout “Intellectual Standards Used to Assess Thinking” From the Foundation and Center for Critical Thinking http://www.criticalthinking.org// How are these models different from/the same as your definitions? 10 Application of Critical Thinking to Coursework and Dissertation In light of these definitions, why is critical thinking important when working on your coursework and your dissertation? What are specific examples of how you can apply critical thinking during your coursework and your dissertation process? Final Assignment Take 2 minutes right now to reflect on what you learned from this session Write down notes for your reflection assignment Key Takeaways  Resources I Will Need  Next Steps for Improvement 12 Feedback Survey Please take 2 minutes right now Complete feedback for this session in: Residency App for Face-to-Face events​ Blackboard for Virtual events 13 https://www.nytimes.com/2016/02/18/technology/apple-timothy-cook-fbi-san-bernardino.html Eric LichtblauBy Katie Bennerand Feb. 17, 2016 WASHINGTON — Last month, some of President Obama’s top intelligence advisers met in Silicon Valley with Apple’s chief, Timothy D. Cook, and other technology leaders in what seemed to be a public rapprochement in their long-running dispute over the encryption safeguards built into their devices. But behind the scenes, relations were tense, as lawyers for the Obama administration and Apple held closely guarded discussions for over two months about one particularly urgent case: The F.B.I. wanted Apple to help “unlock” an iPhone used by one of the two attackers who killed 14 people in San Bernardino, Calif., in December, but Apple was resisting. When the talks collapsed, a federal magistrate judge, at the Justice Department’s request, ordered Apple to bypass security functions on the phone. The order set off a furious public battle on Wednesday between the Obama administration and one of the world’s most valuable companies in a dispute with far-reaching legal implications. “This Apple case really goes right to the heart of the encryption issue,” said Ira Rubinstein, a senior fellow at the New York University Information Law Institute, “and in some ways, this was a fight that was inevitable.” This is not the first time a technology company has been ordered to effectively decrypt its own product. But industry experts say it is the most significant because of Apple’s global profile, the invasive steps it says are being demanded and the brutality of the San Bernardino attacks. Law enforcement officials who support the F.B.I.’s position said that the impasse with Apple provided an ideal test case to move from an abstract debate over the balance between national security and privacy to a concrete one. The F.B.I. has been unable to get into the phone used by Syed Rizwan Farook, who was killed by the police along with his wife after they attacked Mr. Farook’s co-workers at a holiday gathering. Reynaldo Tariche, an F.B.I. agent on Long Island, said, “The worst-case scenario has come true.” Mr. Tariche, who is president of the agents’ association, added, “As more of these devices come to market, this touches all aspects of the cases that we’re working on.” Magistrate Judge Sheri Pym of the Federal District Court for the District of Central California issued her order Tuesday afternoon, after the F.B.I. said it had been unable to get access to the data on its own and needed Apple’s technical assistance. Apple Fights Order to Unlock San Bernardino Gunmanʼs iPhone Page 1 of 4Apple Fights Order to Unlock San Bernardino Gunman’s iPhone - The New York Times 8/3/2021https://www.nytimes.com/2016/02/18/technology/apple-timothy-cook-fbi-san-bernardino.ht... Mr. Cook, the chief executive at Apple, responded Wednesday morning with a blistering, 1,100-word letter to Apple customers, warning of the “chilling” breach of privacy posed by the government’s demands. He maintained that the order would effectively require it to create a “backdoor” to get around its own safeguards, and Apple vowed to appeal the ruling by next week. “The same engineers who built strong encryption into the iPhone to protect our users would, ironically, be ordered to weaken those protections and make our users less safe,” Mr. Cook said. Apple argues that the software the F.B.I. wants it to create does not exist. But technologists say the company can do it. Mr. Cook’s angry tone reflected the tense discussions, conducted mostly on the telephone, between his company and the government’s lawyers over the San Bernardino case. Apple executives had hoped to resolve the impasse without having to rewrite their own encryption software. They were frustrated that the Justice Department had aired its demand in public, according to an industry executive with knowledge of the case, who spoke on the condition of anonymity about internal discussions. The Justice Department and the F.B.I. have the White House’s “full support,” the spokesman, Josh Earnest, said on Wednesday. Let Us Help You Protect Your Digital Life With Appleʼs latest mobile software update, we can decide whether apps monitor and share our activities with others. Hereʼs what to know. A little maintenance on your devices and accounts can go a long way in maintaining your security against outside partiesʼ unwanted attempts to access your data. Hereʼs a guide to the few simple changes you can make to protect yourself and your information online. Ever considered a password manager? You should. There are also many ways to brush away the tracks you leave on the internet. His vote of confidence was significant because James Comey, the F.B.I. director, has at times been at odds with the White House over his aggressive advocacy of tougher decryption requirements on technology companies. While Mr. Obama’s national security team was sympathetic to Mr. Comey’s position, others at the White House viewed legislation as potentially perilous. Late last year, Mr. Obama refused to back any legislation requiring decryption, leaving a court fight likely. The Justice Department showed no sign of backing down Wednesday. “It is unfortunate,” the department said in a statement, “that Apple continues to refuse to assist the department in obtaining access to the phone of one of the terrorists involved in a major terror attack on U.S. soil.” The dispute could initiate legislation in Congress, with Republicans and Democrats alike criticizing Apple’s stance on Wednesday and calling for tougher decryption requirements. Donald J. Trump, the Republican presidential contender, also attacked Apple on Fox News, asking, “Who do they think they are?” But Apple had many defenders of its own among privacy and consumer advocates, who praised Mr. Cook for standing up to what they saw as government overreach. Page 2 of 4Apple Fights Order to Unlock San Bernardino Gunman’s iPhone - The New York Times 8/3/2021https://www.nytimes.com/2016/02/18/technology/apple-timothy-cook-fbi-san-bernardino.ht... Many of the company’s defenders argued that the types of government surveillance operations exposed in 2013 by Edward J. Snowden, the former National Security Agency contractor, have prompted technology companies to build tougher encryption safeguards in their products because of the privacy demands of their customers. “Apple deserves praise for standing up for its right to offer secure devices to all of its customers,” said Alex Abdo, staff lawyer for the American Civil Liberty Union’s privacy and technology section. Privacy advocates and others said they worried that if the F.B.I. succeeded in getting access to the software overriding Apple’s encryption, it would create easy access for the government in many future investigations. “This is not the last step in the journey,” said Robert Cattanach, a former Justice Department lawyer who works on privacy and tech security issues at the law firm Dorsey & Whitney. “The next thing you know, they’ll be in the back door of these systems.” The Apple order is a flash point in a dispute that has been building for more than a decade. The F.B.I. began sounding alarms years ago about technology that allowed people to exchange private messages protected by encryption so strong that government agents could not break it. In fall 2010, at the behest of Robert S. Mueller III, the F.B.I. director, the Obama administration began work on a law that required technology companies to provide unencrypted data to the government. Lawyers at the F.B.I., Justice Department and Commerce Department drafted bills around the idea that technology companies in the Internet age should be bound by the same rules as phone companies, which were forced during the Clinton administration to build digital networks that government agents could tap. The draft legislation would have covered app developers like WhatsApp and large companies like Google and Apple, according to current and former officials involved in the process. There is no debate that, when armed with a court order, the government can get text messages and other data stored in plain text. Far less certain was whether the government could use a court order to force a company to write software or redesign its system to decode encrypted data. A federal law would make that authority clear, they said. But the disclosures of government surveillance by Mr. Snowden changed the privacy debate, and the Obama administration decided not to move on the proposed legislation. It has not been revived. The legal issues raised by the judge’s order are complicated. They involve statutory interpretation, rather than Apple and other technology companies say that creating an opening in their products for government investigators would also create a vulnerability that Chinese, Iranian, Russian or North Korean hackers could exploit. Andrew Burton/Getty Images Page 3 of 4Apple Fights Order to Unlock San Bernardino Gunman’s iPhone - The New York Times 8/3/2021https://www.nytimes.com/2016/02/18/technology/apple-timothy-cook-fbi-san-bernardino.ht... constitutional rights, and they could end up before the Supreme Court. As Apple noted, the F.B.I., instead of asking Congress to pass legislation resolving the encryption fight, has proposed what appears to be a novel reading of the All Writs Act of 1789. The law lets judges “issue all writs necessary or appropriate in aid of their respective jurisdictions and agreeable to the usages and principles of law.” The government says the law gives broad latitude to judges to require “third parties” to execute court orders. It has cited a 1977 ruling requiring phone companies to help set up a pen register, a device that records all numbers called from a particular phone line. Apple argues that the scope of the act has strict limits. In 2005, a federal magistrate judge rejected the argument that the law could be used to compel a telecommunications provider to allow real-time tracking of a cellphone without a search warrant. Page 4 of 4Apple Fights Order to Unlock San Bernardino Gunman’s iPhone - The New York Times 8/3/2021https://www.nytimes.com/2016/02/18/technology/apple-timothy-cook-fbi-san-bernardino.ht... Application of Critical Thinking for Doctoral Scholarship Case Study Worksheet Use the newspaper article to answer the questions. Complete the worksheet by yourself first and then compare with others at your table. 1. State the problem simply and clearly. 2. What is your initial opinion of this issue? 3. What information would you need to be more informed about this issue? What sources would you select? Why? 4. Describe the legal and social issues. What are the different perspectives about this problem (note at least two)? What is the law? Should it be changed? What do you base this view on? What are the implications for this on society? 5. After you have considered this issue from different points of view, what is your belief? Why? How did you arrive at this decision? Has your opinion changed? If so, what is this based on? 6. How would you ensure that your opinion did not interfere with facts you found that might be contrary? 7. Construct a three sentence summary about this issue that demonstrates critical thinking skills. W A L D E N U N I V E R S I T Y A C A D E M I C R E S I D E N C I E S : Applying Critical Thinking for Doctoral Scholarship PhD Residency 1 S E S S I O N L E A R N I N G O B J E C T I V E S Apply critical thinking concepts to evaluate a real- world problem S E S S I O N A G E N D A • Case Study Exercise • Individual Work • Small Group Discussion • Large Group Discussion • Summary and Wrap-Up C A S E S T U D Y E X E R C I S E O V E R V I E W • Read the case study: “Apple Fights Order to Unlock San Bernardino Gunman’s iPhone” • Step 1: Complete the Case Study worksheet - Individually • Step 2: Discuss your worksheet responses - In a small group • Step 3: Debrief worksheet responses - In the large group C A S E S T U D Y E X E R C I S E S T E P 1 • Read the case study: “Apple Fights Order to Unlock San Bernardino Gunman’s iPhone” • Complete the Case Study worksheet - Individual Work (20 minutes) http://www.nytimes.com/2016/02/18/technology/apple-timothy-cook-fbi-san-bernardino.html C A S E S T U D Y E X E R C I S E S T E P 2 • Discuss your worksheet responses - In a small group (30 minutes) • Refer to Handout “Intellectual Standards Used to Assess Thinking” - Discussed in previous session on critical thinking • Use the questions on the handout to guide your discussion C A S E S T U D Y E X E R C I S E S T E P 3 Debrief worksheet responses • In the whole group (30 minutes) S U M M A R Y • Instructor will summarize points from discussion • Questions? F I N A L A S S I G N M E N T • Take 2 minutes right now to reflect on what you learned from this session • Write down notes for your reflection assignment - Key Takeaways - Resources That I Will Need - Next Steps for Improvement F E E D B A C K S U R V E Y • Please take 2 minutes right now • Complete feedback for this session in: - Residency App for Face-to-Face events​ - Blackboard for Virtual events I N T R O D U C T I O N T O A P A A N D W R I T I N G C E N T E R R E S O U R C E S Walden University Writing Center C U R R E N T W R I T I N G C E N T E R S L I D E D E C K S Current slide decks for Writing Center-led sessions can be found on the Writing Center’s website Writing Center’s Residencies Webpage Let’s find them together! https://academicguides.waldenu.edu/writingcenter/residencies Introduction to the Writing Center APA Overview Reference List Entries Citations Academic Integrity and Avoiding Plagiarism A G E N D A Writing Center Overview W H O I S T H E W R I T I N G C E N T E R ? Our mission: “The Walden University Writing Center supports learners in understanding and developing scholarly writing skills needed for academic, civic, and global engagement.” Writing, APA, and grammar experts here to help you succeed at Walden https://academicguides.waldenu.edu/writingcenter/about W R I T I N G C E N T E R W E B S I T E O V E R V I E W Writing Support Asynchronous paper reviews with a writing instructor Live and recorded webinars Interactive modules writingsupport @waldenu.edu Other writing resources: Use the search bar or Quick Answers search https://academicguides.waldenu.edu/writingcenter https://academicguides.waldenu.edu/writingcenter/paperreviews https://academicguides.waldenu.edu/writingcenter/webinars https://academicguides.waldenu.edu/writingcenter/modules mailto:[email protected] A C T I V I T Y APA Poll W H Y A P A ? ( P A R T 1 ) Why do you think we use APA style at Walden and as academic writers? W H Y A P A ? ( P A R T 2 ) Using traditional language of social sciences Entering a community of scholars Creating credibility for you as the author “Uniform style helps us scan articles quickly for key points and findings. Rules of style in scientific writing encourage full disclosure of essential information and allow us to dispense with minor distractions” (American Psychological Association, 2012, para. 1). W H Y C I T E A N D R E F E R E N C E ? References and citations are ultimately for your reader. Cite and reference any source that you summarize, paraphrase, or quote in your paper. …(Cook, 2015). According to Cook (2015)… Cook, A. F. (2015). Online writing instruction in the past 10 years. Routledge. R E F E R E N C E S A N D C I T A T I O N S O V E R V I E W References Citations https://academicguides.waldenu.edu/writingcenter/apa/references https://academicguides.waldenu.edu/writingcenter/apa/citations/narrativeandparenthetical R E F E R E N C E L I S T : B A S I C F O R M A T T I N G APA 7 • Double spaced • Hanging indents • Font variations • Alphabetized • No bold • No ALL CAPS R E F E R E N C E L I S T E X A M P L E References Anderson, M. (2018). Getting consistent with consequences. Educational Leadership, 76(1), 26-33. Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States. Psychology of Popular Media Culture, 8(3), 207–217. https://doi.org/10.1037/ppm0000185 Rabinowitz, F. E. (2019). Deepening group psychotherapy with men: Stories and insights for the journey. American Psychological Association. https://doi.org/10.1037/0000132-000 Sapolsky, R. M. (2017). Behave: The biology of humans at our best and worst. Penguin Books. https://doi.org/10.1037/0000132-000 I N T R O D U C T I O N T O A P A R E F E R E N C E E N T R I E S • Books • Webpages • Journal articles Most common reference entries Walden students use: https://academicguides.waldenu.edu/writingcenter/apa/references/examples#s-lg-box-2774392 https://academicguides.waldenu.edu/writingcenter/apa/references/examples#s-lg-box-2774396 https://academicguides.waldenu.edu/writingcenter/apa/references/examples#s-lg-box-2774390 R E F E R E N C E E N T R I E S : B O O K S Author, A., Author, B., & Author, C. (Year). Title of the book is italicized in sentence case. Publisher. Truss, L. (2006). Eats, shoots & leaves: The zero tolerance approach to punctuation. Gotham Books. R E F E R E N C E E N T R I E S : B O O K E X A M P L E R E F E R E N C E E N T R I E S : W E B P A G E S Author of the Webpage or Organization that Published the Website Goes Here. (Year, Month Day). Title of the work here in italics and sentence case. Website Name. www.URLofthewebpagehere.com http://www.urlofthewebpagehere.com/ Webpage References Activity: Craft an APA 7th Edition reference entry for this webpage https://www.nea.org/stu dent-success/engaged- families- communities/family- support Author of the Webpage or Organization that Published the Website Goes Here. (Year, Month Day). Title of the work here in italics. Website Name. www.URLofthewebpagehere.com https://www.nea.org/student-success/engaged-families-communities/family-support http://www.urlofthewebpagehere.com/ National Education Association. (n.d.). Family support: Parents and caregivers are crucial to the education and growth of children. https://www.nea.org/student-success/engaged- families-communities/family-support W E B P A G E R E F E R E N C E S A C T I V I T Y : C O R R E C T A P A 7 T H E D I T I O N F O R M A T https://www.nea.org/student-success/engaged-families-communities/family-support R E F E R E N C E E N T R I E S : J O U R N A L A R T I C L E S Author, A., & Author, B. (Year). Title of the article goes here: Capitalize following sentence case guidelines. Title of the Journal is Italicized and Follows Title Case Guidelines, Volume(Issue), page-page. https://doi.org/... [OR] Nothing https://doi.org/ H O W T O F I N D T H E D O I O F A J O U R N A L A R T I C L E 1. Look at the first few pages of the article and try to locate the DOI there. 2. Go to https://www.crossref.org/guestquery and fill out the boxes with the article information. 3. If you find the DOI, add that to your reference list. 4. If the journal article does not have a DOI and is from an academic research database, end the reference after the page range. The reference, in this case, is the same as for a print journal article. https://www.crossref.org/guestquery J O U R N A L R E F E R E N C E S A C T I V I T Y : C R E A T E A N A P A 7 T H E D I T I O N R E F E R E N C E E N T R Y F O R T H I S J O U R N A L A R T I C L E “The Reasons Students Choose to Undertake a Nursing Degree” Author, A., & Author, B. (Year). Title of the article goes here: Capitalize following sentence case guidelines. Title of the Journal is Italicized and Follows Title Case Guidelines, Volume(Issue), page-page. https://doi.org/... [OR] Nothing https://www.sciencedirect.com/science/article/pii/S1322769614000043 https://doi.org/ Wilkes, L., Cowin, L., & Johnson, M. (2015). The reasons students choose to undertake a nursing degree. Collegian, 22(3), 259-265. https://doi.org/10.1016/j.colegn.2014.01.003 J O U R N A L R E F E R E N C E S A C T I V I T Y : C O R R E C T A P A 7 T H E D I T I O N F O R M A T https://doi.org/10.1016/j.colegn.2014.01.003 R E F E R E N C E L I S T R E S O U R C E S • Search the Writing Center website and use Quick Answers • Common Reference List Entries page • Academic Skills Center Skills and Success Strategies webpage, including MS Word help • APA Course Paper Template https://academicguides.waldenu.edu/writingcenter/home https://academicguides.waldenu.edu/writingcenter/apa/references/examples https://academicguides.waldenu.edu/academic-skills-center/skills https://academicguides.waldenu.edu/writingcenter/templates/general https://academicguides.waldenu.edu/writingcenter/home https://academicguides.waldenu.edu/writingcenter/home https://waldenwritingcenter.blogspot.com/ U P N E X T : C I T A T I O N S ! (Author, year) Author (year) C R A F T I N G C I T A T I O N S F R O M A R E F E R E N C E E N T R Y Reference List Entry: Rabinowitz, F. E. (2019). Deepening group psychotherapy with men: Stories and insights for the journey. American Psychological Association. https://doi.org/10.1037/0000132-000 Citations: Narrative: Rabinowitz (2019)… Parenthetical: (Rabinowitz, 2019) https://doi.org/10.1037/0000132-000 C I T A T I O N S : O V E R V I E W How do you create citations? • Adapt from reference entries • Narrative: Author (Year) • Parenthetical: (Author, Year) What do you cite? • Quotes • Paraphrases • Summaries W H Y C I T E ? To give credit To allow others to replicate or explore your research To improve your credibility as an author and give validity to your arguments To avoid academic integrity violations or unintentional plagiarism Narrative Citations Parenthetical Citations The author is part of the grammatical construction of the sentence. Authors names are listed in the sentence. The author is not part of the grammatical construction of the sentence. All citation elements are in parentheses. Johnson and Marx (2017) found… …(Johnson & Marx, 2017). Johnson and Marx (2017) found “quote” (p. xx). …(Johnson & Marx, 2017, p. xx). C I T A T I O N S E X A M P L E S P A R T 1 Narrative Citations Parenthetical Citations Martin and Bretag (2017) found that students have high anxiety about learning APA. Students have high anxiety about learning APA (Martin & Bretag, 2017). Martin and Bretag (2017) suggested that “students frequently used avoidance strategies to avoid using APA in their writing” (p. 57). Similarly, “students frequently used avoidance strategies to avoid using APA in their writing” (Martin & Bretag, 2017, p. 57). C I T A T I O N E X A M P L E S P A R T 2 C I T A T I O N S Q U I Z : W H I C H O N E O F T H E S E C I T A T I O N S I S F O R M A T T E D C O R R E C T L Y ? • Shiell noted that APA can take time to learn (Shiell, 2017).A • Shiell noted that APA can take time to learn (2017).B • Shiell (2017) noted that APA can take time to learn.C C I T A T I O N S Q U I Z : W H I C H O N E O F T H E S E C I T A T I O N S I S F O R M A T T E D C O R R E C T L Y ? C I S F O R M A T T E D C O R R E C T L Y ! • Shiell noted that APA can take time to learn (Shiell, 2017).A • Shiell noted that APA can take time to learn (2017).B • Shiell (2017) noted that APA can take time to learn.C C I T A T I O N N U A N C E S : A N D V S . & Use the & symbol in parenthetical citations and in reference list entries • Citation: (Walker & Shiell, 2018) • Reference entry: Walker, B. & Shiell, A. (2018). Spell out and in narrative citations • According to Walker and Shiell (2018), … C I T A T I O N N U A N C E S : E T A L . Never use et al. when there are only one or two authors Always use et al. for sources with three or more authors Students can learn APA quickly by looking up APA rules and keeping a journal of APA errors (Everling et al., 2017). According to Galloway and Furness (2020), graduate students found newer APA rules to be more clear, concise, and easy to remember. C I T A T I O N N U A N C E S : C I T I N G D I R E C T L Y Q U O T E D M A T E R I A L Use a page number, paragraph number, or heading or section name with your citations when you use a direct quotation. want to direct a reader to a specific page or area of a work. Examples: … (Samson, 2015, p. 201). Smith and Carlson (2017) stated… (para. 4). …(Anderson, 2019, Teaching Writing section). Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States. Psychology of Popular Media Culture, 8(3), 207–217. https://doi.org/10.1037/ppm0000185 C I T A T I O N A C T I V I T Y : I N S T R U C T I O N S C R E A T E A N A P A 7 T H E D I T I O N P A R E N T H E T I C A L O R N A R R A T I V E C I T A T I O N F O R A P A R A P H R A S E O F T H I S S O U R C E C I T A T I O N A C T I V I T Y : A N S W E R S C R E A T E A P A R E N T H E T I C A L O R N A R R A T I V E C I T A T I O N F O R A P A R A P H R A S E O F T H I S S O U R C E . C O R R E C T A P A 7 T H E D I T I O N F O R M A T : Narrative Parenthetical Grady et al. (2019) … (Grady et al., 2019). C I T A T I O N R E S O U R C E S Narrative and Parenthetical Citations page Using et al. page Citation Variations page APA citations and references modules APA Part 1 and Part 2 webinars https://academicguides.waldenu.edu/writingcenter/apa/citations/narrativeandparenthetical https://academicguides.waldenu.edu/writingcenter/apa/citations/etal https://academicguides.waldenu.edu/writingcenter/apa/citations/variations https://academicguides.waldenu.edu/writingcenter/modules/apa https://academicguides.waldenu.edu/writingcenter/webinars/apa E N S U R I N G A C A D E M I C I N T E G R I T Y Responsibility Knowledge Honesty P L A G I A R I S M D E F I N E D A T W A L D E N What is Plagiarism? • As stated in the Walden University (2020) Code of Conduct, “plagiarism is defined as use of intellectual material produced by another person without acknowledging its source,” and it includes: • “Wholesale copying of passages from works of others into an assignment, paper, discussion board posting, or thesis or dissertation without acknowledgment; • Using the views, opinions, or insights of another without acknowledgment; and/or • Paraphrasing another person’s characteristic or original phraseology, metaphor, or other literary device without acknowledgment” (para. 12). P E R C E P T I O N S O F P L A G I A R I S M A C R O S S C U L T U R E S Walden and APA adhere to the Western understanding of academic integrity, which places emphasis on giving credit to the original author of an idea. Depending on your academic background, you may have learned concepts of idea attribution that differ from these. Review the policy and the resources here to ensure you are following the citing conventions of APA and Walden. C O M M O N A C C I D E N T A L P L A G I A R I S M P R O B L E M S Citations • Not enough citations • Improper/misleading citation formatting • Missing citations Paraphrases • Original material is quoted and cited, but there are no quotation marks and nothing was changed • A few words were changed here and there but sentence structure same • Original text is paraphrased but does not have a citation T W O O P T I O N S F O R U S I N G S O U R C E I N F O R M A T I O N Quote the original material: • Use quotation marks and copy/paste the quote exactly • Cite the source and include a page or paragraph number • Provide a reference entry for the source Paraphrase the original material: • Use your own words and own sentence structure when providing an explanation and interpretation of the source material • Cite the source • Provide a reference entry for the source A C A D E M I C I N T E G R I T Y R E S O U R C E S Using Evidence page Paraphrase page Quotation page Citing Sources Properly page Paraphrasing Source Information webinar Plagiarism Prevention modules https://academicguides.waldenu.edu/writingcenter/evidence https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase https://academicguides.waldenu.edu/writingcenter/evidence/quotation https://academicguides.waldenu.edu/writingcenter/evidence/citations https://academicguides.waldenu.edu/writingcenter/webinars/practicalskills https://academicguides.waldenu.edu/writingcenter/modules/plagiarism R E F L E C T O N Y O U R U N D E R S T A N D I N G O F A P A W I T H Y O U R P E E R S What was the most important thing you learned about APA today? Which APA rules do you plan to utilize in your writing practice right away? C O U R S E S T O H E L P Y O U W I T H A P A S K I L L S CAEX 6200/6201: Basic APA Style Citations References Paper formatting • The Center for Academic Excellence offers course-based support to students in APA • 4 weeks • $195 tuition per course • CAEX Website • Email: [email protected] https://academicguides.waldenu.edu/academic-skills-center/caex/writing/apa https://academicguides.waldenu.edu/academic-skills-center/caex/workshops mailto:[email protected]l.waldenu.edu W R I T I N G H E L P B E Y O N D R E S I D E N C I E S • Visit the Writing Center’s Website • Email us at [email protected] Questions? https://academicguides.waldenu.edu/writingcenter mailto:[email protected] W A L D E N U N I V E R S I T Y A C A D E M I C R E S I D E N C I E S : Preparing for the Dissertation Journey PhD Residency 1 S E S S I O N L E A R N I N G O B J E C T I V E S • Consider a wider range of faculty experiences and perspectives on the dissertation journey. • Become aware of individual opportunities and challenges within the dissertation journey. P R E P A R I N G F O R T H E D I S S E R T A T I O N J O U R N E Y • A panel of selected faculty members from different disciplines will share their personal and professional experiences and perspectives about the dissertation journey. • Topics may include: selecting a dissertation topic, working with a faculty committee, overcoming obstacles during the dissertation process, maintaining a life/work balance, and promoting positive social change. F I N A L A S S I G N M E N T • Take 2 minutes right now to reflect on what you learned from this session. • Write down notes for your reflection assignment. - Key Takeaways - Resources That I Will Need - Next Steps for Improvement F E E D B A C K S U R V E Y • Please take 2 minutes right now • Complete feedback for this session in: - Residency App for Face-to-Face events​ - Blackboard for Virtual events S C H O L A R L Y W R I T I N G A N D P L A G I A R I S M P R E V E N T I O N Walden University Writing Center C U R R E N T W R I T I N G C E N T E R S L I D E D E C K S Current slide decks for Writing Center-led sessions can be found on the Writing Center’s website Writing Center’s Residencies Webpage Let’s find them together! https://academicguides.waldenu.edu/writingcenter/residencies L E A R N I N G O B J E C T I V E S Define and identify scholarly writing, as well as understand the writing process Write and revise a thesis statement Identify the components of a strong paragraph, including paraphrasing, analysis, and synthesis Define plagiarism and practice identifying and correcting it as a way to maintain academic integrity What are some conventions of scholarly writing? I N T R O D U C T I O N T O S C H O L A R L Y W R I T I N G Scholarly writing is a particular type of writing used in academia that follows its own conventions and style. Audience and purpose • Talk to other scholars, practitioners • Construct an academic argument Scholarly voice • Formal • Clear • Concise • Direct Objectivity • Evidence-based • Avoid generalizations APA and academic integrity • Cite sources • Style • Formatting https://academicguides.waldenu.edu/writingcenter/scholarly S C H O L A R L Y W R I T I N G : A U D I E N C E A N D P U R P O S E What actions might be the result of the document? How will the document be evaluated? What does your audience need or want to get out of the document? What is your intended purpose for writing the document to this audience? In what context will the document be read? Who will be reading the document? S C H O L A R L Y W R I T I N G : S C H O L A R L Y V O I C E Avoid contractions such as they’re, can’t, it’s. Avoid unnecessary adjectives or adverbs. • “The unhealthy organization clearly needs an immediate change in management.” Avoid jargon or idioms. • “The purpose is to get a helicopter view of the project.” Avoid first person plural and second person pronouns. • “We need to address your needs.” https://academicguides.waldenu.edu/writingcenter/scholarlyvoice S C H O L A R L Y W R I T I N G : O B J E C T I V I T Y • This horrendous, unforgiveable situation warrants intervention by the school administrators. Avoid appeals to emotion. • According to Karbage (2019), a doctor’s effectiveness depends upon his willingness to provide specific dietary recommendations. Avoid unintentional bias. • I feel that the diets of school children should be monitored. Avoid judgments or opinions that are not based on credible, outside sources. • Children’s health improves when administrators and parents pair together to provide a balanced diet (Johnson & Clark, 2017; Smith, 2015). Instead, back up claims with evidence-based research https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/objectivity K N O W L E D G E C H E C K : W H Y I S T H I S N O T A N E X A M P L E O F S C H O L A R L Y W R I T I N G ? A colleges decision to jump on the Coursera bandwagon is aided—and eased—by knowing that academic heavyweights like Harvard, Stanford, and the Massachusetts Institute of Technology are already on board. As one college president described it to The New York Times, Youre known by your partners, and this is the College of Cardinals.” 1 http://chronicle.com/article/Jump-Off-the-Coursera/136307/ K N O W L E D G E C H E C K : W H Y I S T H I S N O T A N E X A M P L E O F S C H O L A R L Y W R I T I N G ? A colleges decision to jump on the Coursera bandwagon is aided—and eased—by knowing that academic heavyweights like Harvard, Stanford, and the Massachusetts Institute of Technology are already on board. As one college president described it to The New York Times, Youre known by your partners, and this is the College of Cardinals.” 1 [Issues: Jargon and idioms resulting in unspecific language.] http://chronicle.com/article/Jump-Off-the-Coursera/136307/ S C H O L A R L Y W R I T I N G : A N I T E R A T I V E P R O C E S S • Writing is improved by revision. • Scholarly writing can be learned with repeated practice and persistence. Strong scholarly writing results from an iterative writing process and continual development of writing skills. S C H O L A R L Y W R I T I N G : P R O C E S S Prewriting Writing Revising Reflection Strong writing process helps you avoid plagiarism and improves your final paper. P R E W R I T I N G https://www.swiss-miss.com/2007/04/thinking_cap.html https://www.swiss-miss.com/2007/04/thinking_cap.html P R E W R I T I N G Critical reading and note taking: Reacting to, responding to, and thinking critically about what you’re reading. Generating Ideas: Free writing, brainstorming, mind mapping, or outlining to think through and organize your ideas. Defining a clear thesis statement: Decide what you want to argue in your paper. The research, critical thinking, idea generation, and organization you do before you start writing. https://academicguides.waldenu.edu/writingcenter/writingprocess/prewriting https://academicguides.waldenu.edu/writingcenter/writingprocess/organizing#s-lg-box-19757509 https://academicguides.waldenu.edu/writingcenter/writingprocess/outlining T H E S I S S T A T E M E N T S : D E F I N I T I O N S • Central guiding statement for your paper • Concise, arguable, and specific • Located in your introduction • Framework for everything else in your paper: • Organization • Paragraphs • Evidence A thesis is the statement of what you will show, support, and argue. Thesis statement Body paragraphs https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements Thesis statement: In this paper, I will show that students best learn APA when instructors increase students’ confidence and are purposeful in how they introduce APA rules. T H E S I S S T A T E M E N T S : E X A M P L E S Topic: How students best learn APA Purpose statement: In this paper, I will discuss how students best learn APA. Even BETTER thesis statement: Students best learn APA when instructors increase students’ confidence and are purposeful in how they introduce APA rules. Activity: Choose a topic from below. Write a thesis statement about that topic. Topic A: Benefits of attending a residency Topic B: Advantages of online education Activity: Choose a topic from below. Write a thesis statement about that topic. Topic A: Benefits of attending a residency Topic B: Advantages of online education Examples: Residency benefits students because they make connections with students, faculty, and staff, learning important concepts and techniques to support their program of study. Online education is advantageous for working professionals who are pursuing a higher degree while working full time. D R A F T I N G PA R A G R A P H S O V E R A L L P A P E R O R G A N I Z A T I O N Introduction • Background information • Thesis statement • Length: Dependent on paper length Body • Main content of paper • Follow MEAL plan paragraph structure • Length: Most of the paper Conclusion • Synthesis of ideas • Restatement of thesis statement • Length: Dependent on paper length T H E M E A L P L A N F O R P A R A G R A P H O R G A N I Z A T I O N • Main idea: Your topic sentence stating the focus of the paragraph. • Evidence: Your paraphrase (or, rarely, direct quotation) from multiple sources to support your topic sentence’s focus. • Analysis: Your explanation and evaluation of the evidence you provided and its relevance in your own words. • Lead out: Your wrap-up for paragraph, leading your reader to transition to the next paragraph (and the next point). https://academicguides.waldenu.edu/writingcenter/paragraphs/organization P A R A G R A P H D E V E L O P M E N T A N D S T R U C T U R E Body • M: Main idea • E: Evidence • A: Analysis • L: Lead-out (concluding) Learning APA can be difficult for many students as they are asked to learn new citing and formatting rules while also learning their course content. Spence (2016) surveyed graduate students in their first year of their program and found that students who had a background in their field felt more confident in learning APA than students who were new to the field. Based on these findings, instructors may find it helpful to learn students’ backgrounds in the field before teaching students APA. Instructors could then adjust their approach based on whether students are new to the field or not, paying close attention to whether the newer students need more direct support. I N C O R P O R A T I N G E V I D E N C E Body • M: Main idea • E: Evidence • A: Analysis • L: Lead-out (concluding) Evidence Paraphrasing Quoting P A R A P H R A S I N G S O U R C E M A T E R I A L Paraphrase is a restatement of what a source says in your own words and sentence structure. Preferable over quoting Requires intentionality and a strong understanding of source material Focus on the ideas, information, and data, not the sentence Should be paired with analysis https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase D R A F T I N G : E F F E C T I V E P A R A P H R A S I N G S T R A T E G Y Read to understand Put original away Write in your own words Compare with original Cite A C T I V I T Y : W H I C H O F T H E S E E X A M P L E P A R A P H R A S E S I S S T R O N G E R ? Example 2: Schmidt (2016) found that students’ self study of APA was less effective than instructors using class time to teach APA rules. Original quotation: “Students in the classroom where the teacher spent a class period specifically on APA rules and answering APA questions reported a 14\% increase in confidence they could learn APA. This was in contrast to students in the second classroom where the teacher asked students to learn APA on their own” (Schmidt, 2016, p. 75). Example 1: Students reported an increase in confidence they could learn APA in the classroom where the teacher spent a class period on APA rules (Schmidt, 2016). A C T I V I T Y : W H I C H O F T H E S E P A R A P H R A S E S I S S T R O N G E R ? A N S W E R : E X A M P L E 2 Example 2: Schmidt (2016) found that students’ self study of APA was less effective than instructors using class time to teach APA rules. Original quotation: “Students in the classroom where the teacher spent a class period specifically on APA rules and answering APA questions reported a 14\% increase in confidence they could learn APA. This was in contrast to students in the second classroom where the teacher asked students to learn APA on their own” (Schmidt, 2016, p. 75). Example 1: Students reported an increase in confidence they could learn APA in the classroom where the teacher spent a class period on APA rules (Schmidt, 2016). Body • M: Main idea • E: Evidence • A: Analysis • L: Lead-out (concluding) M E A L P L A N : A N A L Y S I S & S Y N T H E S I S ➢ Analysis: Your explanation, interpretation, connections between, or clarification of evidence. ➢ Synthesis: Using your own words and unique organization to create a new connection, conclusion, or interpretation based on analysis of evidence from multiple sources. https://academicguides.waldenu.edu/writingcenter/evidence/analysis https://academicguides.waldenu.edu/writingcenter/evidence/synthesis K N O W L E D G E C H E C K : L O C A T E T H E A N A L Y S I S I N T H E F O L L O W I N G P A R A G R A P H . Giving doctoral students the opportunity to engage with faculty across multiple face-to-face residencies throughout the coursework and capstone process is one way to support university student retention efforts. Harper (2018) found that students who were provided regular guidance and advising from faculty outside of the classroom were four times more likely to graduate than their peers who received less guidance. To help encourage retention, students should meet with at least two different faculty members at each residency they attend. Such meetings between faculty and students could occur as part of one-on-one advising, group advising, networking events, and casual conversations outside of sessions. K N O W L E D G E C H E C K : L O C A T E T H E A N A L Y S I S I N T H E F O L L O W I N G P A R A G R A P H . Giving doctoral students the opportunity to engage with faculty across multiple face-to-face residencies throughout the coursework and capstone process is one way to support university student retention efforts. Harper (2018) found that students who were provided regular guidance and advising from faculty outside of the classroom were four times more likely to graduate than their peers who received less guidance. To help encourage retention, students should meet with at least two different faculty members at each residency they attend. Such meetings between faculty and students could occur as part of one-on-one advising, group advising, networking events, and casual conversations outside of sessions. F R O M A N A L Y S I S T O S Y N T H E S I S Evidence • Paraphrase (or, rarely, direct quotation) from source(s) Analysis • Your explanation and evaluation of the evidence you provided and its relevance in your own words Evidence from multiple sources Analysis of evidence to form a new narrative Synthesis K N O W L E D G E C H E C K : L O C A T E T H E S Y N T H E S I S I N T H E F O L L O W I N G P A R A G R A P H . The way an instructor introduces APA can also have an impact on student learning. A student’s memory of APA rules is improved when they understand the rationale for the rule they are learning (Kleinsmith, 2016). However, Estes (2015) also found that students learn APA faster if they are taught one rule at a time, rather than instructors giving them an overview of every rule. Teachers should provide thorough explanations of APA rules and scaffold the teaching of those rules so that students are not given too much information at once. K N O W L E D G E C H E C K : L O C A T E T H E S Y N T H E S I S I N T H E F O L L O W I N G P A R A G R A P H . The way an instructor introduces APA can also have an impact on student learning. A student’s memory of APA rules is improved when they understand the rationale for the rule they are learning (Kleinsmith, 2016). However, Estes (2015) also found that students learn APA faster if they are taught one rule at a time, rather than instructors giving them an overview of every rule. Teachers should provide thorough explanations of APA rules and scaffold the teaching of those rules so that students are not given too much information at once. S C H O L A R L Y W R I T I N G : A P A & P R E V E N T I N G P L A G I A R I S M • Plagiarism according to the Code of Conduct: “use of intellectual material produced by another person without acknowledging its source” (Walden University, 2020, para. 12). Cite and reference all paraphrases, quotations, and summaries using APA to ensure you are not plagiarizing. • Correct use of APA citations and references helps ensure you are not plagiarizing. • This includes things like paper formatting and layout, heading levels, serial commas, and active voice. Follow APA style and formatting guidelines to show that you are part of the academic community. Original: “Organizations go through change all the time. However, the nature, scope, and intensity of organizational change vary considerably” (Nadler & Tushman, 1994, p. 279). Plagiarism Prevention Activity #1 Is this plagiarism? The organization where I plan to conduct this research has been going through a variety of changes in leadership, but this is the norm for organizations in general. Organizations go through change all the time. However, the nature, scope, and intensity of organizational change vary considerably. YES! There is a word-for-word match of another author’s wording, and it appears without citation. Original: “Organizations go through change all the time. However, the nature, scope, and intensity of organizational change vary considerably” (Nadler & Tushman, 1994, p. 279). Plagiarism Prevention Activity #2 Is this plagiarism? The organization where I plan to conduct this research has been going through a variety of changes in leadership, but this is the norm for organizations in general. Organizations go through change all the time. However, the nature, scope, and intensity of organizational change vary considerably (Nadler & Tushman, 1994, p. 279). YES! Even though there is a citation, there are no quotation marks to indicate the wording lifted from the original source. Original: “Organizations go through change all the time. However, the nature, scope, and intensity of organizational change vary considerably” (Nadler & Tushman, 1994, p. 279). Plagiarism Prevention Activity #3 Is this plagiarism? The organization where I plan to conduct this research has been going through a variety of changes in leadership, but this is the norm for organizations in general. Although the size of the change and the impact on the organization may fluctuate, organizations are constantly changing (Nadler & Tushman, 1994). NOT plagiarism plus paraphrasing = ideal! R E F L E C T O N Y O U R U N D E R S T A N D I N G O F S C H O L A R L Y W R I T I N G W I T H Y O U R P E E R S What was the most important thing you learned about scholarly writing today? Which scholarly writing skills do you plan to utilize in your writing practice right away? S E S S I O N R E V I E W Review: • Writing and writing skill development are processes that take time and persistence. • Develop a strong writing process to help avoid plagiarism. • Present your argument through a thesis statement. • Use the MEAL plan elements—paraphrasing, synthesis and analysis—to develop paragraphs. Looking forward: • Scholarly writing skills will be necessary throughout your program, including in the literature review and doctoral study. • Take the opportunity to practice and use the Writing Center now! W R I T I N G C E N T E R R E S O U R C E S APA-specific resources Paper review services Grammarly Modules Templates Webinars https://academicguides.waldenu.edu/writingcenter http://academicguides.waldenu.edu/writingcenter/apa/home http://academicguides.waldenu.edu/writingcenter/paperreviews http://academicguides.waldenu.edu/writingcenter/grammarly http://academicguides.waldenu.edu/writingcenter/modules http://academicguides.waldenu.edu/writingcenter/templates/home http://academicguides.waldenu.edu/writingcenter/webinars/home http://academicguides.waldenu.edu/writingcenter/webinars/home S Y N T H E S I S R E S O U R C E S Transitioning from Residency 1 to Residency 2 As you conclude your first residency and prepare for your second, we in the Walden Writing Center encourage you to explore the concept and application of synthesis! Synthesis is the incorporation of evidence from multiple sources into your own writing to create new ideas. You can begin learning about synthesis and applying this skill to your coursework assignments now to prepare for your next residency. Here are some resources to get your started: Do you like to listen to someone explain new ideas? • Listen to our podcast: • WriteCast Episode 51: Using Evidence in Academic Writing Do you prefer an interactive approach to learning about new ideas? • Participate in our webinars: • Synthesis and Thesis Development • Incorporating Analysis and Synthesis Do you enjoy reading about new ideas? • Read our blog: • Putting It All Together: Thesis + Synthesis • Combining Parts to Make a New Whole: Synthesis and Scholarly Writing • Synthesis and Scholarly Writing Part 2: Putting Synthesis to Work https://academicguides.waldenu.edu/writingcenter https://academicguides.waldenu.edu/writingcenter/transcripts/podcasts/ep051 https://academicguides.waldenu.edu/writingcenter/webinars/scholarlywriting https://academicguides.waldenu.edu/writingcenter/webinars/practicalskills https://waldenwritingcenter.blogspot.com/2013/04/putting-it-all-together-thesis-synthesis.html https://waldenwritingcenter.blogspot.com/2018/02/combining-parts-to-make-new-whole.html https://waldenwritingcenter.blogspot.com/2018/02/synthesis-and-scholarly-writing-part-2.html C O U R S E S T O H E L P Y O U W I T H S C H O L A R L Y W R I T I N G & P L A G I A R I S M P R E V E N T I O N CAEX 6300/6301 Reading Techniques for Graduate Study CAEX 6070/6071 Graduate Writing III: Advanced Composition CAEX 3100/3101 Academic Integrity for Graduate Students CAEX 6200/6201 Basic APA Style: Citations and Reference • The Center for Academic Excellence offers course-based support in scholarly writing and plagiarism prevention • 4-8 weeks (depending on the course) • $195 tuition per course • CAEX Website • Email: [email protected] https://academicguides.waldenu.edu/academic-skills-center/caex/general/reading-techniques-graduate-study https://academicguides.waldenu.edu/academic-skills-center/caex/writing/graduate-writing-3 https://academicguides.waldenu.edu/academic-skills-center/caex/general/academic-integrity-graduate https://academicguides.waldenu.edu/academic-skills-center/caex/writing/apa https://academicguides.waldenu.edu/academic-skills-center/caex/workshops mailto:[email protected] W R I T I N G H E L P B E Y O N D R E S I D E N C I E S • Visit the Writing Center’s Website • Email us at [email protected] Questions? https://academicguides.waldenu.edu/writingcenter mailto:[email protected] Walden University Academic Residencies: Library: Organizing and Analyzing your Research Literature Presenter: Lynn VanLeer, MLS PhD Residency 1 1 Welcome Back!! Library Part 2 Library > Library Skills > Residency/Intensive Library session materials (same concepts, just a little different structure) To get them: Library Get Help Residency/Intensive Library session materials PhD Lynn 2 Learning Objectives Develop ways to build the student’s research literature collections through ongoing course research and subject searches. Apply organizational tools, including a search log and a literature review matrix. Identify citation management software for personal use. 3 Session Agenda Build your research collection While in courses Reading broadly in your area of interest Building off a useful article Organizational tools Search Log Literature Review Matrix Citation Management Software 4 Ready? Let’s forge ahead! 5 Bits from previous session Limit to peer review (check box in most databases) Verify peer review (if you find an article outside of the database searches) Subscription databases (our library) vs. Google Scholar Question from yesterday: limit by geography (also let’s look at abbreviations) Search Alerts (will do today!!) Find Walden Dissertations Quick Answer for all of these! 6 Build your personal research collection Save useful or interesting articles as you go Start reading broadly in your area of interest Read one research study per week (yes, in addition to course readings!) Will familiarize you with useful databases, journals Help formulate ideas for your own study Enter those articles into the Literature Review Matrix 7 Identify Other Sources using an Existing Article Bibliography or citation mining Cited reference searching Suggestions for related articles (provided by databases or Google Scholar) Search for an author’s CV or website See if we have the journal: How do I find an article by searching for the journal title? Activity #1: Identify more research using an existing article (Live Demo for virtual) On the Library’s website, click on Start your Research Click on Google Scholar Run a search using any keywords of interest to you Choose a result. Look at its References Look at “Related Articles” Look at “Cited by” . Citation: Bailey, S., Hendricks, S., & Applewhite, S. (2015). Student perspectives of assessment strategies in online courses. Journal Of Interactive Online Learning, 13(3), 112. 9 Organizational tools Database search log: track your searches. (Where you’ve been!) Literature Review matrix: organize and analyze individual articles. (What you’ve read!) Citation Management Software: collect your literature and create citations Quick Answers!! Help Guides! Library Guide to Capstone Literature Reviews: Get & Stay Organized What is a search log or matrix? Does the Walden Library have citation management software? 10 Database search log Name of specific database (not vendor (EBSCO) PsycINFO Search terms or search string used Example: Leadership AND personality AND managers; limited to peer reviewed, 2014-present Number of results Notes on the search Wow, a lot also including cultural & international issues as well as gender. New direction for my search? 11 Literature Review Matrix Template and sample are available: in your Residency 1 materials on the Writing Center at Organizational Tools To locate: go to Writing Center website, and search for Literature Review Matrix Quick Answers: type in Matrix literature review matrix Author(s) last name, first initial Publication date Title of article or chapter Book title Journal title Database Library URL DOI Keyword search Course Theorists Method Design Population Sample Problem Purpose Research questions Summary (what is it about?) Analysis (strengths or weaknesses compared to other studies) Reference list entry (APA 7th) FURTHER RESEARCH NEEDED! Citation Management Software Explore your software options. The Library does not endorse or provide support for any specific program. Comparison of software Download software and try it for yourself; see software website for information and tech support. Library<Get Help<Library Skills< Citation Management Software Quick Answers! Citation Management 14 Activity #2: Organizing Literature with the Literature Review Matrix (Do on your own ) Download the Literature Review Matrix Template (if you don’t already have it).  Literature Review Matrix Enter an article in the matrix. Think about what information will be useful for your own personal research topic. IMPORTANT NOTE: You will use this matrix in Residency 2. 15 Back it up!! Do not have one copy of your work on a device that can be destroyed or stolen! Cloud storage Flash drive Email to yourself, a friend, relative 16 Don’t get frustrated by databases! Ask a Librarian! Library Help Email Chat Quick Answers Library Skills guides Tutorials Recorded webinars Residency/Intensive Library session materials Optional Session: Library Q&A Optional Sessions Library Q&A Citation Management Link in Blackboard Monday 8/9 7:45 - 9:15 pm CT Final Assignment Take 2 minutes right now to reflect on what you learned from this session. Write down notes for your reflection assignment. Key Takeaways  Resources I Will Need  Next Steps for Improvement 19