Revised Synthesis Paper: The Role of the Researcher Assessment Description Synthesis is the act of creating something new from multiple existing entities. Synthesis of research, then, is creating a ne

Revised Synthesis Paper: The Role of the Researcher Assessment Description Synthesis is the act of creating something new from multiple existing entities. Synthesis of research, then, is creating a ne
College of Doctoral Studies RES-815 Revised Synthesis Paper Supplemental Articles Use these articles for additional academic support in the Topic 7 Revised Synthesis Paper. Ames, C., Berman, R., & Casteel, A. (2018). A preliminary examination of doctoral student retention factors in private online workspaces. International Journal of Doctoral Studies, 13, 79-106. https://doi.org/10.28945/3958 https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=136926905&site=eds-live&scope=site Bainbridge, C., Maul, J., & McClendon, C. (2019). Ten strategic points: A framework for doctoral dissertations students to conceptualize their research design in a doctoral residency program. Journal of Instructional Research, 8(2), 10-21. https://cirt.gcu.edu/jir/documents/2019_v82/ten_strategic_points_a_framework_for_doctoral_dissertations_students_to_conceptualizepdf~1? Chakraverty, D. (2020). Ph.D. student experiences with the impostor phenomenon in STEM. International Journal of Doctoral Studies, 15, 159-179. https://doi.org/10.28945/4513 http://ijds.org/Volume15/IJDSv15p159-179Chakraverty6025.pdf Emmioglu, E., McAlpine, L., & Amundsen, C. (2017). Doctoral students’ experience of feeling (or not) like an academic. International Journal of Doctoral Studies, 12, 73-90. https://doi.org/10.28945/3727 https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=124163714&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost McClendon, C., Neugebauer, R. M., & King, A. (2017). Grit, growth mindset, and deliberate practice in online learning. Journal of Instructional Research, 6, 8-17. https://doi.org/10.9743/jir.2017.2 https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1153307&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1 Noonan, S. J. (2015). Doctoral pedagogy in stage one: Forming a scholarly identity. International Journal of Educational Leadership Preparation, 10, 2-28. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1060946&site=eds-live&scope=site Rogers-Shaw, C., Carr-Chellman, D., (2018). Developing care and socio-emotional learning in first year doctoral students: Building capacity for success. International Journal of Doctoral Studies, 13, 233-253. https://doi.org/10.28945/4064 https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=136926912&site=eds-live&scope=site Skakni, I. (2018). Doctoral studies as an initiatory trial: Expected and taken-for-granted practices that impede Ph.D. students’ progress. Teaching in Higher Education, 23(8), 927-944. https://doi.org/10.1080/13562517.2018.1449742 https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=133105269&site=eds-live&scope=site Wisker, G. (2015). Developing doctoral authors: Engaging with theoretical perspectives through the literature review. Innovations in Education and Teaching International, 52(1), 64-74. https://doi.org/10.1080/14703297.2014.981841 https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=100551812&site=eds-live&scope=site
Revised Synthesis Paper: The Role of the Researcher Assessment Description Synthesis is the act of creating something new from multiple existing entities. Synthesis of research, then, is creating a ne
11 Thank you, please see any embedded comments below in your Synthesis Week 5 paper. The information below will help you with developing and revising the week 7 revised synthesis paper. Also, please take a look at, and familiarize yourself with, the assignment details and the rubric that will be used to grade your weeks 7 revised Synthesis paper so you can keep those elements in mind as you revise your paper. You are not writing an entirely new paper. You are using the week 5 paper and using my feedback to revise the paper to submit in week 7. There are some additions to this assignment. PLEASE READ THE ASSIGNMENT DETAILS, ANNOUNCEMENT, AND USE THE RUBRIC. I want to make sure you are on track to do well on the week 7 revised synthesis paper. Below are some important points to help ensure your paper meets the requirements. PLEASE CAREFULLY READ THE FOLLOWING INSTRUCTIONS: Make sure you read the instructions for the synthesis paper (for weeks AND the rubric that will be used to grade it, very carefully. Note: Include a statement of common themes addressed in each of the three articles. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message you want to convey about the group of articles within your theme discussions? YOU SHOULD IDENTIFY 2 THEMES COMMON ACROSS ALL 3 ARTICLES. Identify what the theme is and then discuss what each article (using the author and publication year to identify, not the article title) contributes on that theme. In your paper you should include a synthesis of the common themes you identified. I have included some help at the end of this message that explain synthesis if you are unfamiliar with it. Basically synthesis is combining. It is like combining two elements to form a compound in chemistry. Two components combine/react to form something entirely new. You will consider the themes together and come up with an overall statement of conclusions on what you think the overall message is. A SYNTHESIS IS NOT SIMPLY SUMMARIZING OR RECAPPING INFORMATION FROM THE ARTICLES OR RESTATING THEMES. Make sure you follow all APA formatting guidelines, and that your paper is ORGANIZED correctly. Specifically, your paper must have the following: An APA 7th edition TITLE PAGE, correctly formatted An INTRODUCTION. A brief introduction to the paper to provide context and to hook the reader, introduce the articles information being analyzed. Include the author(s) and year of publication for each article. (DO NOT use the actual title of the articles. Identify by author and publication year) Also, be sure your introduction includes a CLEARLY STATED PURPOSE AND THESIS STATEMENT. Below is a good example of a template you could follow: “The purpose of this paper is to analyze, compare, and synthesize themes from three articles examining support and diversity… (fill in with your identified two themes). A synthesis of common themes identified in the analysis suggests that … (fill in with your thesis statement here)….” SECTIONS. I recommend including a separate section for each common theme you identify. Each section should have a centered and bolded section heading. The section heading can just be the name of the theme that the section is about. So let’s say your first theme/section is Diversity. The section would discuss your key ideas about this theme (be sure to properly cite the articles as you discuss the information you get from them). Remember to write in your own words or paraphrase, NO Direct Quotes. Remember to include a synthesis in your paper. This is where you discuss the articles/themes taken together as a single entity, and what you determine the overall message to be. REMEMBER, A SYNTHESIS IS NOT SIMPLY SUMMARIZING INFORMATION FROM THE ARTICLES OR RESTATING THE THEMES. REMEMBER, A SYNTHESIS IS NOT SUMMARIZING INFORMATION FROM THE ARTICLES OR THE AUTHORS THOUGHTS. Write about the topic focusing on how these themes support your thesis about the main topic. Do not focus on or write directly about the articles or authors thoughts, findings, sample, data collection, etc. You want to focus on paraphrasing (summary) writing about what you just read. Write about the main topic and the two themes in your own words and voice using the articles as support for your assertions. Use third person narrative. CONCLUSION section. This is where you will very briefly recap all the major points you made in your paper. The conclusion needs to make the paper come full circle. Think of it as a mini condensed version of the paper, hitting major points and showing that the purpose/thesis, stated in the introduction, has been accomplished. Reaffirm the conclusion you have come to base on the analysis/synthesis you did. Include future recommendations. I would begin by looking at some of the limitations and generate your recommendations from there. Use citation in the conclusion to make a strong connection to the research discussed in the paper. REFERENCES & CITATIONS. Make sure your paper is properly supported throughout with citations of sources (in this case the sources are the 3 articles being examined) for the information you provide, and the points your make. There should be a reference for every source cited in your paper. Make sure your in-text citations, references, and the references page are correctly formatted according to APA guidelines. The last thing I want you to focus on is writing mechanics (sentence structure, grammar, etc..). This especially is something a tutor could help with (along with APA formatting) if necessary. Please proofread, and if you can, get someone else to proofread your paper as well. Here are a few resources on SYNTHESISIZING that you may find helpful:  http://www.findingdulcinea.com/features/edu/Strategies-for-Synthesis-Writing.html http://www.mcpshs.net/ourpages/auto/2014/5/27/56049922/How%20to%20Write%20a%20Synthesis%20Essay.pdf Youtube video: Synthesis Writing: https://www.youtube.com/watch?v=7dEGoJdb6O0 Youtube Video: Synthesis Essay!? AAAAAHH!!! https://www.youtube.com/watch?v=jh62z3h3-mY&feature=youtu.be I hope that helps. See more comments below. The synthesis paper analysis Hollie Guerra GCU RES-815 Renee Winter 12/06/2022 The synthesis paper analysis Introduction Th e synthesis process is among the most challenging aspects of any course since it involves comprehensive evaluation, noting similarities and differences between different literature. However, it is essential since it involves interrelating two or more sources to develop a strong and varied point. This paper will analyze the two major elements and themes found in the three scholarly articles and their effectiveness when completing the doctoral journey. Generally, the key themes found in the three articles analyzed were the development of a scholarly identity and socialization. For doctoral learners, socialization is crucial to ensuring that one develops the right competencies and knowledge to complete the course. Doctoral programs take between three and seven years for most students and contain numerous uphill tasks and requirements. Due to the difficulty level of the program, most students drop out, with others withdrawing temporarily from the doctorate process. Additionally, most doctoral program students usually feel inferior when comparing themselves to others, which is not true since the process is gradual and requires patience. Therefore, the imposter syndrome developed during the program can be eliminated by proper socialization with peers and sharing positive thoughts, especially on overcoming challenges and capitalizing on one’s strengths to achieve the requirements. Humans are highly social ; therefore, when doctoral learners socialize, they develop a sense of belonging and people to depend on after facing difficulties. One also develops scholarly thoughts through continuous socialization. sSocialization opportunities are created throughout the doctoral programs, promoting academic discipline, and victorious career development (Garcia & Yao, 2019). However, during virtual learning for doctorate students, there is limited community feeling due to less face-to-face interaction between other students and professors. For online doctorate students, there is a need for continued socialization and interaction to promote a sense of belonging. Since the covid19 pandemic in 2020, technology has developed rapidly, thus affecting numerous sectors; for example, for education, virtual learning has been created where learners can access education from any geographical location . (Garcia & Yao, 2019 ) notes that numerous outcomes and contexts are required for academic development and doctoral socialization for doctorate students. Therefore, professors and university leaders need to develop alternative programs that foster socialization during intellectual development, thus creating a more sophisticated social identity among students. During the implementation of the online programs, there is a need to improve socialization, thus fostering a sense of community in learning. Since online learning has improved significantly, the universities are implementing a new methodology, the improved community approach for doctoral, master and bachelor programs. Additionally, the scholarly development of learners is promoted through online socialization, which is an additional theme of the articles. According to (Chakraverty, 2020), in most higher education scenarios, the community of practice is a relevant tool used in both graduate and undergraduate schools in promoting faculty development. Therefore there is social contraction and social situation when the community of practice is promoted during the learning process. Therefore in higher learning institutions, the community of practice is developed to ensure a scholarly identity is created among the doctoral students . In developing a scholarly identity, socialization is another key theme for doctoral students in the articles. According to (Kriner et al., 2015), all learners should identify themselves as scholars after completing doctoral programs. Therefore, collaborative and self-motivated learning can be gradually promoted through the community of practice. The COP is essential as a learning approach since doctoral graduals become community members in their workplaces. Therefore, to develop successful scholars, there is a need for socialization in future courses, whether online or face-to-face, in the institution. As doctorate students continue their programs, their scholarly identity develops gradually. Additionally, one’s confidence increases as one engage with peers, professors and other academic experts. According to the (Inouye & McAlpine 2017) study, there was a growth in the research competence and confidence for the doctorate student as they continuously revised their transfer papers and obtained supervisor feedback. It implied that there is social and scholarly growth for the learner. When scholar identity increases, one positively feels their role in the academic process and increases their writing and research skills. In terms of scholarly identity, online doctoral students undergo a similar development process to face-to-face students. Therefore one ends up becoming an expert and understanding their role in academic development. According to (Chakraverty, 2020), both the traditional and current teaching and learning approaches are geared towards improving the scholarly identity. (Garcia & Yao, 2019), recommends that learners’ scholarly development and doctoral socialization should have various results and contexts, including the “online context and individualized professional aspirations.” Generally, the professors and administration should develop diverse ways to support the learners and promote scholarly development properly. According to (Chakraverty, 2020), the community of practice continuously improves communication skills, problem-solving skills, improvement of personal experience, discipline and confidence. The author also found out that there is improvement in mutual engagement and social gatherings when the community of practice is appropriately implemented. (Inouye & McAlpine, 2017), indicates that intellectual, institutional and networking competencies should be implemented accordingly to foster scholarly identity among learners. Through intellectual development, learners can contribute to their fields accordingly through the development of theses and conference attendance. Through networking, there are interpersonal skills and the development of networks among students. Finally, institutions interact with doctoral students in their learning institutions to promote better performance. Examples through libraries, seminars, interacting with supervisors and meet expected deadlines. Generally, a learner has to meet minimum policies to complete their doctorate successfully. Generally, the three articles were more about promoting scholarly identity and socialization among learners for successful completion of the program and assuming their role in the field. Conclusion In conclusion, the three articles have comprehensively analyzed the roles of scholarly identity and socialization for doctorate learners. There is a need to ensure that every learner has an intrinsic motivation to complete the program and interacts well with their peers. Generally , the doctorate is not just about completing the program; it is more about becoming a scholar, researcher and expert in one’s field. Through social development, one’s research skills and confidence increase drastically, thus achieving more in their field. Finally, the community of practice helps one to have a sense of belonging and increased confidence. References Coffman, K., Putman, P., Adkisson, A., Kriner, B., & Monaghan, C. (2016). Waiting for the expert to arrive: Using a community of practice to develop the scholarly identity of doctoral students. International Journal of Teaching and Learning in Higher Education, 28 (1), 30-37. https://files.eric.ed.gov/fulltext/EJ1106332.pdf Garcia, C. E., & Yao, C. W. (2019). The role of an online first-year seminar in higher education doctoral students’ scholarly development. The Internet and Higher Education, 42, 44-52. https://www.sciencedirect.com/science/article/pii/S1096751618300903 Inouye, K. S., & McAlpine, L. (2017). Developing scholarly identity: Variation in agentive responses to supervisor feedback. Journal of University Teaching & Learning Practice, 14(2), 3. https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1741&context=jutlp Kriner, B. A., Coffman, K. A., Adkisson, A. C., Putman, P. G., & Monaghan, C. H. (2015). From students to scholars: The transformative power of communities of practice. Adult Learning, 26(2), 73-80. https://journals.sagepub.com/doi/full/10.1177/1045159515573021?casa_token=8IXum2i44DgAAAAA:v-Dk4qKyWdJ1GeUhGqT-bOQzsb7UtTLTbqZ8o2KHKVeZnzDz0c2fRiuvo8AGo2F6KqrbEeycHhM