DetailsBefore beginning the synthesis process, it is important .docxsimonithomas47935
Details:
Before beginning the synthesis process, it is important to become acquainted with the analysis and comparison of empirical articles. In the previous assignment, you engaged with the Comparison Matrix, a tool for analysis and comparison of empirical articles. In this assignment, you will take the next step toward synthesis and write about your observations of the articles you compared using the Comparison Matrix.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Refer to the Comparison Matrix you completed
· Review: Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.
· Review: Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827.
· Review: Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407.
· Doctoral learners are required to use APA style for their writing assignments.
Directions:
Locate the Comparison Matrix you completed in the Module 2 assignment. Using the outline you developed, the information from the Comparison Matrix. Write a paper (1,000 words) that compares all three of the articles. Do that by including the following:
1. A statement of common elements and themes addressed in each of the three articles.
2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
WRITING ASSIGNMENT
The paper should include the following:
WORD COUNT: 1500 words max.
Introduction. The introduction should engage the reader with a strong opening statement. It should also provide context for the paper, introduce the researchers and their studies (including the purpose of the studies), and include a thesis statement that serves as a roadmap for the reader.
Comparison of Research Questions. Open the section with a sentence that engages the reader and gives a peak into your analysis. Please discuss the main ideas behind the research questions, as well as the researcher’s approach to exploring these questions. Did they use mixed methods, quantitative, or qualitative methods? Mention the number of hypotheses (quantitative) or research questions (qualitative), but do not list the research questions. Remember to compare the approaches and discuss similarities and differences.
Comparison of Literature Reviews. This section should analyze the research the authors use to support their studies. Do not take this section lightly. You want to point out the theory and/or main research the author’s used to set up their study, and if possible mention why. Did all the studies take the same approach, such as using similar authors for support? Do they al.
BBA 3651, Leadership 1
Course Description
Presents the importance of leadership in conjunction with various leadership traits, styles, and qualities. Enhances the
importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and values, and
the significance of empowerment for effective leadership. Topics include situational leadership, organizational climate,
moral dilemmas, personal integrity, servant leadership, participative management, human relations, high-performance
teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and organizational
change.
Prerequisites
None
Course Textbook
Daft, R. L. (2011). The leadership experience (5th ed.). Mason, OH: South-Western.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Analyze the significance regarding the concept of leadership and different types of leaders.
2. Examine the variables that determine effective leadership and methodologies used to measure it.
3. Evaluate different styles of leadership such as directive, participative, or free-rein.
4. Distinguish between the importance of vision, the motive to lead, and organizational climate.
5. Apply techniques for demonstrating the role of ethics and values in guiding organizational behavior.
6. Examine the participative, charismatic, and transformational styles of leadership.
7. Analyze organizational change and methods used to appropriately manage groups and teams.
8. Evaluate methods used to decrease workplace stress and burnout.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Supplemental Readings are provided for each chapter to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I-VIII to aid
students in their course of study
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
BBA 3651, Leadership
Course Syllabus
BBA 3651, Leadership 2
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit
8. Article Criti ...
If you take a look at my scores, I got below expectations on writtMalikPinckney86
If you take a look at my scores, I got below expectations on written communication. I also got a 1.28 in another area. Please make sure you look at this. However, I just felt like there was too many mistakes
Shlonda,
Overall, job well done. The biggest area of improvement is proofreading. Have you started using Grammarly yet? If not, I suggest doing so, especially because you get a premium account. See my announcement posted on how to get set up. Additional comments on doc.
Two weeks left, you got this,
Dr. Allar
( 3.00 / 3.00) Describes the Advantages and Disadvantages of Inclusion
Distinguished - Thoroughly describes the advantages and disadvantages of inclusion.
( 3.00 / 3.00) Identifies the Challenges Faced by Learners with Special Needs
Distinguished - Clearly and thoroughly identifies the challenges faced by learners with special needs.
( 1.28 / 2.00) Summarizes the Requirement for Improved Performance of Students with Disabilities Under the Every Student Succeeds Act (ESSA)
Below Expectations - Attempts to summarize the requirement for improved performance of students with disabilities under the Every Student Succeeds Act (ESSA); however, significant details are missing.
( 3.00 / 3.00) Examines how Common Core State Standards (CCSS) are Impacting the Learning of Students with Special Needs
Distinguished - Comprehensively examines how Common Core State Standards (CCSS) are impacting the learning of students with special needs.
( 0.16 / 0.25) Written Communication: Control of Syntax and Mechanics
Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.
( 0.22 / 0.25) Written Communication: APA Formatting
Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
( 0.25 / 0.25) Written Communication: Page Requirement
Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages.
( 0.25 / 0.25) Written Communication: Resource Requirement
Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Overall Score: 11.16 / 12.00
Overall Grade: 11.16
1
Name: Course number:
Student ID:
1. Courses I am taking this term – Describe the first eight-week course (Course title, course number, and course description from the catalog)
2. List Outcomes from course - List course outcomes (objectives) as written in the course syllabus for this course.
3. Apply your work experience to the course – correlate your job responsibilities with the course outcomes listed above.
Job Correlation assignment (total 250 words)
Prior to beginning work on this assignment, read the assigned chapters in Introduction to education: Choosing to teach by ...
DetailsBefore beginning the synthesis process, it is important .docxsimonithomas47935
Details:
Before beginning the synthesis process, it is important to become acquainted with the analysis and comparison of empirical articles. In the previous assignment, you engaged with the Comparison Matrix, a tool for analysis and comparison of empirical articles. In this assignment, you will take the next step toward synthesis and write about your observations of the articles you compared using the Comparison Matrix.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Refer to the Comparison Matrix you completed
· Review: Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.
· Review: Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827.
· Review: Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407.
· Doctoral learners are required to use APA style for their writing assignments.
Directions:
Locate the Comparison Matrix you completed in the Module 2 assignment. Using the outline you developed, the information from the Comparison Matrix. Write a paper (1,000 words) that compares all three of the articles. Do that by including the following:
1. A statement of common elements and themes addressed in each of the three articles.
2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
WRITING ASSIGNMENT
The paper should include the following:
WORD COUNT: 1500 words max.
Introduction. The introduction should engage the reader with a strong opening statement. It should also provide context for the paper, introduce the researchers and their studies (including the purpose of the studies), and include a thesis statement that serves as a roadmap for the reader.
Comparison of Research Questions. Open the section with a sentence that engages the reader and gives a peak into your analysis. Please discuss the main ideas behind the research questions, as well as the researcher’s approach to exploring these questions. Did they use mixed methods, quantitative, or qualitative methods? Mention the number of hypotheses (quantitative) or research questions (qualitative), but do not list the research questions. Remember to compare the approaches and discuss similarities and differences.
Comparison of Literature Reviews. This section should analyze the research the authors use to support their studies. Do not take this section lightly. You want to point out the theory and/or main research the author’s used to set up their study, and if possible mention why. Did all the studies take the same approach, such as using similar authors for support? Do they al.
BBA 3651, Leadership 1
Course Description
Presents the importance of leadership in conjunction with various leadership traits, styles, and qualities. Enhances the
importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and values, and
the significance of empowerment for effective leadership. Topics include situational leadership, organizational climate,
moral dilemmas, personal integrity, servant leadership, participative management, human relations, high-performance
teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and organizational
change.
Prerequisites
None
Course Textbook
Daft, R. L. (2011). The leadership experience (5th ed.). Mason, OH: South-Western.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Analyze the significance regarding the concept of leadership and different types of leaders.
2. Examine the variables that determine effective leadership and methodologies used to measure it.
3. Evaluate different styles of leadership such as directive, participative, or free-rein.
4. Distinguish between the importance of vision, the motive to lead, and organizational climate.
5. Apply techniques for demonstrating the role of ethics and values in guiding organizational behavior.
6. Examine the participative, charismatic, and transformational styles of leadership.
7. Analyze organizational change and methods used to appropriately manage groups and teams.
8. Evaluate methods used to decrease workplace stress and burnout.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Supplemental Readings are provided for each chapter to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I-VIII to aid
students in their course of study
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
BBA 3651, Leadership
Course Syllabus
BBA 3651, Leadership 2
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit
8. Article Criti ...
If you take a look at my scores, I got below expectations on writtMalikPinckney86
If you take a look at my scores, I got below expectations on written communication. I also got a 1.28 in another area. Please make sure you look at this. However, I just felt like there was too many mistakes
Shlonda,
Overall, job well done. The biggest area of improvement is proofreading. Have you started using Grammarly yet? If not, I suggest doing so, especially because you get a premium account. See my announcement posted on how to get set up. Additional comments on doc.
Two weeks left, you got this,
Dr. Allar
( 3.00 / 3.00) Describes the Advantages and Disadvantages of Inclusion
Distinguished - Thoroughly describes the advantages and disadvantages of inclusion.
( 3.00 / 3.00) Identifies the Challenges Faced by Learners with Special Needs
Distinguished - Clearly and thoroughly identifies the challenges faced by learners with special needs.
( 1.28 / 2.00) Summarizes the Requirement for Improved Performance of Students with Disabilities Under the Every Student Succeeds Act (ESSA)
Below Expectations - Attempts to summarize the requirement for improved performance of students with disabilities under the Every Student Succeeds Act (ESSA); however, significant details are missing.
( 3.00 / 3.00) Examines how Common Core State Standards (CCSS) are Impacting the Learning of Students with Special Needs
Distinguished - Comprehensively examines how Common Core State Standards (CCSS) are impacting the learning of students with special needs.
( 0.16 / 0.25) Written Communication: Control of Syntax and Mechanics
Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.
( 0.22 / 0.25) Written Communication: APA Formatting
Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
( 0.25 / 0.25) Written Communication: Page Requirement
Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages.
( 0.25 / 0.25) Written Communication: Resource Requirement
Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Overall Score: 11.16 / 12.00
Overall Grade: 11.16
1
Name: Course number:
Student ID:
1. Courses I am taking this term – Describe the first eight-week course (Course title, course number, and course description from the catalog)
2. List Outcomes from course - List course outcomes (objectives) as written in the course syllabus for this course.
3. Apply your work experience to the course – correlate your job responsibilities with the course outcomes listed above.
Job Correlation assignment (total 250 words)
Prior to beginning work on this assignment, read the assigned chapters in Introduction to education: Choosing to teach by ...
Starting the Research ProcessFormulating a specific, applica.docxbryanwest16882
Starting the Research Process
Formulating a specific, applicable research problem statement is an important step in beginning a research process. The problem statement defines the focus of the research study, dictates what methods and tools will be used, and sets the stage for all subsequent elements of the research process. Because of this, it is necessary to put a great deal of thought into the problem statement to ensure that the rest of the research process will be well planned and appropriate to the problem at hand.
This week’s Discussion asks you to identify evidence-based practice problems that can be addressed using quantitative research methods. Based on the practice problem you select, formulate a quantitative research problem statement. In this Discussion, you are also given the opportunity to evaluate your colleagues’ problem statements. Please refer to this week’s Learning Resources for appropriate and scholarly examples of research problem statements and how they inform the rest of the research process.
To prepare:
Determine a nursing practice problem that is of interest to you and that is appropriate for a quantitative research study.
Note:
You will continue to use this problem in the Discussions over the next several weeks.
Using the Walden Library and other credible sources, locate and read two or three articles that address your practice problem.
(you must cite the articles read in this assignment)
With your practice problem in mind, review the Learning Resources and media presentations focusing on the strategies presented for generating a research problem statement.
Ask yourself: What is the importance of my practice problem to nursing, research, and theory? How might addressing this problem bring about positive social change? How will investigating this problem support evidence-based practice?
By Tomorrow 09/06/17, write a minimum of 550 words in APA format with a minimum of 3 references from the list below which include the level one headings as numbered below:
Post
1) A proposed research problem statement (it has to be related to nursing for example: could be on diabetes, heart failure or more …)
2) Including sufficient information to make your focus clear and explaining how addressing this problem may bring about positive social change.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Selecting a research topic and developing a hypothesis. Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
In this week’s video, Dr. Leiyu Shi discusses the characteristics of a good research hypothesis and details the steps in developing a hypothesis that can be tested through research.
Laureate Education. (2011). Important events in clinical research history. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/CLRA/6100/01/mm/timel.
Running head IDENTITY AND DEFEND1DOCTORAL IDENTITY 4.docxwlynn1
Running head: IDENTITY AND DEFEND 1
DOCTORAL IDENTITY 4
The Transition of Doctoral student into independent scholar
Grand Canyon University
RES 850
January 20, 2020.
Pifer, M. J., & Baker, V. L. (2016). Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators. International Journal of Doctoral Studies, 11(1), 15-34.
The current article, which appears in, International Journal of Doctoral Studies, is authored by experienced doctoral authors, Meghan J. Pifer and Vicki L. Baker. The authors synthesize a research concerning doctoral studies by systematically considering how the research on doctoral studies can best inform the scholars and their supporters in the doctoral journey. (Pifer and Baker, 2016)
In their findings, these authors bring out three primary phases of doctoral education: Knowledge consumption (first-years joining school and cultivating their identities as doctoral learners); knowledge creation (the candidacy exams, coursework completion and development of the proposal, defense and dissertation); and knowledge enactment (learners endorse the sociocultural and technical knowledge they gained to engross scholar roles).
These authors assert that program effectiveness and success of the student in the doctoral journey would be promoted and elevated through effective communication of policies and guidelines, acceptance and support of culture, resource investment, and regular and frequent feedbacks by faculty administrators and members concluded by reminding those in the doctoral process on the importance of comprehending the three stages and therefore creating awareness of the potential challenges through their transition in the doctoral journey. (Pifer and Baker, 2016)
They encourage proactive responses to the challenges. However, this stage model research and experiences are analyzed from the authors’ own perspective and therefore influenced by their academic biases. (Pifer and Baker, 2016)
Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and becoming: professional identity construction among public affairs doctoral students. Journal of Public Affairs Education, 20(4), 545-564.
This article, found in the Journal of Public Affairs Education, has been authored by Amy E. Smith and Deneen M. Hatmaker, who are prominent leaders in public universities. They examine the process of training and preparing doctoral scholars to become researchers in public domains. The article highlights the construction processes of professional identity and socialization as the primary elements in this public domain doctoral process. It asserts that professional socialization enhances the development of knowledge and the skills which brace the doctoral students for a better understanding of the expectations, behavior, and cultural norms. As a result, the students become fit for carrying out research.
Prof.
In a 1,000-1,250-word paper, consider the outcome and process measLizbethQuinonez813
In a 1,000-1,250-word paper, consider the outcome and process measures that can be used for CQI. Include the following in your essay:
At least two process measures that can be used for CQI.
At least one outcome measure that can be used for CQI.
A description of why each measure was chosen.
An explanation of how data would be collected for each (how each will be measured).
An explanation of how success would be determined.
One or two data-driven, cost-effective solutions to this challenge.
Use a minimum of three peer-reviewed scholarly references as evidence.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance
Journal of University Teaching & Learning Practice
Volume 14 | Issue 2 Article 3
2017
Developing Scholarly Identity: Variation in
Agentive Responses to Supervisor Feedback
Kelsey S. Inouye
University of Oxford, [email protected]
Lynn McAlpine
[email protected]
Follow this and additional works at: http://ro.uow.edu.au/jutlp
Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library:
[email protected]
Recommended Citation
Inouye, Kelsey S. and McAlpine, Lynn, Developing Scholarly Identity: Variation in Agentive
Responses to Supervisor Feedback, Journal of University Teaching & Learning Practice, 14(2), 2017.
Available at:http://ro.uow.edu.au/jutlp/vol14/iss2/3
Developing Scholarly Identity: Variation in Agentive Responses to
Supervisor Feedback
Abstract
The central task for doctoral students, through the process of writing, feedback and revision, is to create a
thesis that establishes their scholarly identity by situating themselves and their contribution within a field.
This longitudinal study of two first-year doctoral students investigated the relationship between response to
supervisor feedback on the thesis proposal and the development of scholarly identity (self-confidence,
independence in research thinking, positioning the self in relation to others), through the lens of individual
agency (self-assessing work, seeking and critically engaging with others’ feedback in order to clarify research
thinking). Data consisted of semi-structured interviews conducted over 3 months, different drafts of the
research proposal, and written supervisor comments on the drafts. Narrative analysis and open coding were
used to produce in-depth portraits of the individual experiences and perceptions of each participant. There
were differences between the two individuals in their growing scholarly identities as regards their agency. The
degree of agency exhibited in engagin ...
College of Doctoral StudiesBackground Inform.docxadkinspaige22
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark.
College of Doctoral StudiesBackground Inform.docxhallettfaustina
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark ...
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: First Year Writing
Dr. Richard Teeth
January 30, 2020
Commented [AF1]: At the top of the page you’ll see the
header, which does not include a running head for student
papers (a change from APA 6). Page numbers begin on the
first page and follow on every subsequent page without
interruption. No other information (e.g., authors' last names)
is required.
Note: your instructor may ask for a running head or your last
name before the page number. You can look at the APA
professional sample paper for guidelines on these.
Commented [AF2]: The paper's title should be centered,
bold, and written in title case. It should be three or four lines
below the top margin of the page. In this sample paper, we've
put four blank lines above the title.
Commented [AF3]: Authors' names are written below the
title, with one double-spaced blank line between them.
Names should be written as follows:
First name, middle initial(s), last name.
Commented [AF4]: Authors' affiliations follow
immediately after their names. For student papers, these
should usually be the department containing the course for
which the paper is being written.
Commented [AWC5]: Note that student papers in APA do
not require author notes, abstracts, or keywords, which
would normally fall at the bottom of the title page and on the
next page afterwards. Your instructor may ask for them
anyway — see the APA professional sample paper on our
site for guidelines for these.
Commented [AF6]: Follow authors' affiliations with the
number and name of the course, the instructor's name and
title, and the assignment's due date.
2
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
According to Theall (2017), “Faculty evaluation and development cannot be considered
separately… evaluation without development is punitive, and development without evaluation is
guesswork” (p.91). As the practices that constitute modern programmatic faculty development
have evolved from their humble beginnings to become a commonplace feature of university life
(Lewis, 1996), a variety of tactics to evaluate the proficiency of teaching faculty for development
purposes have likewise become commonplace. These include measures as diverse as peer
observations, the development of teaching portfolios, and student evaluations.
One such measure, the student evaluation of teacher (SET), has been virtually ubiquitous
since at least the 1990s (Wilson, 1998). Though records of SET-like instruments can be traced to
work at Purdue University in the 1920s (Remmers & Brandenburg, 1927), most modern histories
of faculty development suggest that their rise to widespread popularity went hand-in-hand with
the birth of modern faculty development programs in the 1970s, when universities ...
INTRODUCTIONModule 3 Week 6 The Purpose StatementIn thiTatianaMajor22
INTRODUCTION
Module 3 Week 6: The Purpose Statement
In this course, you have learned that a final problem statement normally takes many months to develop. Yet this week, you are asked to begin to develop the purpose statement. This is not because your problem statement is finalized but because it is time for you to evaluate and practice creating the rest of the common components of the doctoral capstone. This is part of the iterative process of preparing the capstone.
Remember, though, that the assignments in this course are unlikely to be final versions of your study. The intention is to help you to understand and prepare for what you will need to write in your capstone.
The purpose statement serves as the connection between the problem being addressed and the focus of the study. Depending on the methodology, in:
· Quantitative studies, state what needs to be studied by describing two or more factors (variables) and a conjectured relationship between (among) them related to the identified gap in practice or problem;
· Qualitative studies, describe the need for increased understanding about the issue to be studied (based on the identified gap or problem); and
· Mixed-methods studies (with both quantitative and qualitative aspects), clarify how the two approaches will be used together to inform the study.
Notes on Readings
This week’s readings continue to provide information on how to review the research literature. Apply this guidance to your ongoing efforts to read and take notes interactively in the research relevant to your problem. The media and other resources, this week, will help you to develop your understanding of the purpose statement.
The reading in the Single text, this week, can help you to fine tune your system for scholarly reading and note taking via the use of your citation management software.
This week, Thomas provides detailed instructions about how to interact with, and review, the research literature. These skills are critical in your work on your doctorate.
Learning Objectives
Students will:
· Apply technological tools to find, analyze, and evaluate existing research
· Analyze purpose statements
· Apply knowledge of APA references
· Apply knowledge of doctoral study
Assignment: The Purpose and Problem Statements
Stephen King, who has written more than 50 novels—and other books that have sold hundreds of millions of copies—also wrote about how he writes. In his book, On Writing: A Memoir of the Craft, King explains that his iterative approach to writing involves writing, putting it aside, writing something else, and then returning to the first draft.
While it is unlikely you will adopt Stephen King’s ritual for draft versions, recognize that “writing drafts” are an essential part of the process. This week’s writing assignment allows you to present an improved and refined problem statement and an aligned purpose statement.
To Prepare
For this revision of your purpose and problem statements, apply what you have learn ...
Literature Review and AnalysisFor the final assignment, stud.docxjeremylockett77
Literature Review and Analysis
For the final assignment, students will select a topic in educational psychology. Find at least five scholarly articles, in addition to the textbook, from the Ashford University Library on that topic, and prepare a literature review and analysis in addition to a summary of implications.
A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. Here are some resources to help you understand the process better:
·
Literature review guidelines
·
Write a literature review
·
Learn how to write a review of literature
·
How to write a literature review
Assignment Instructions
To complete the Literature Review and Analysis, follow these steps:
1. Select a topic of interest relevant to the field of educational psychology. Your topic must address one of the categories below:
a. The teacher's role in the diagnosis, treatment, and education of the child with attention deficit hyperactive disorder.
b. Critical thinking and its importance in education in making students better thinkers and developing metacognitive skills.
c. Strategies for adapting the classroom to meet the needs of the exceptional student (ex. Autistic, gifted, English Language Learner, etc.)
d. The current level of violent acts committed in schools and efforts to stop them.
e. The role of genetics and environment in determining intelligence.
f. The effectiveness of various initiatives to improve education such as the “Common Core State Standards.”
g. The "Gender Gap" in Education.
h. The impact of affective issues on student learning.
i. Strategies for how and why teachers can incorporate affective activities into their daily instruction.
If you have another topic of interest, please provide your research topic to your instructor for approval during your Week Four, Discussion Three.
2. Narrow your topic and turn it into a question. Your thesis statement aims to answer this question. This can also guide your search for articles.
3. Once a topic/research question has been selected, search for five research articles from scholarly sources that address your topic. Your articles must be empirically based, meaning they involve a research study. Your articles must also be current, meaning they have been published post-2000.
4. After reading your articles, write your paper. Your paper must have the following criteria. Be sure to use these headings in your paper:
a.
Introduction
: Be sure to clearly state your topic of choice for your research, why you selected it, and a clear thesis statement. Your thesis statement is your position on this topic. You must be able to support your position with research from your articles.
b.
Literature Review
(Body of Paper): A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. See the resources a.
Course Project Part 1—Identifying a Researchable ProblemOne of th.docxmercylittle80626
Course Project: Part 1—Identifying a Researchable Problem
One of the most challenging aspects of EBP is to actually identify the answerable question.
—Karen Sue Davies
Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.
In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions.
To prepare:
Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.
Review the section beginning on page 71 of the course text, titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.
Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.
Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.
Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question?
Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.
Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.
To complete:
Write a 3- to 4-page paper that includes the following:
A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice
The 5 questions you have generated and a description of how you analyzed them for feasibility
Your preliminary PICOT question and a description of each PICOT variable relevant to your question
At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections
Reference:
Davies, K. S. (2011). Formula.
Running head: EDUCATIONAL RESEARCH 1
EDUCATIONAL RESEARCH 2
Translating Educational Research into Practice
Problem
For a long time, education research has not been able to impact classroom instructional practices and educational policies. Educational based researchers argue that their primary work is to research the various aspects of learning and teaching to then present their findings at various conferences and publishing them in different educational journals. Their busy schedule does not allow them to train practitioners (Powney & Watts, 2018). On the other hand, practitioners are busy concentrating on there, and they do not have time to review new literature. This brings up the question as to who is responsible for this gap. In the real sense, there should be a connection between the two, and both parties should play a role in bridging this gap.
Practices, Policies, and Procedures That Have Led to the Problem
There are various reasons for this persistent gap between the teaching practices that teachers use and the guidance that educational research provides. However, three of them stand out. They include the trustworthiness issue, teacher preparation issues, and the research practice issue. The trustworthiness issue comes in because much of the published educational research and disseminated to teachers, policymakers and researchers are often not good and of uneven quality. Research is incredibly demanding, and it is not always possible to choose the most appropriate methodological approach. It is essential that the methodology is applied rigorously whether it is for qualitative or quantitative research (Suter, 2012).
Teachers, on the other hand, want to provide quality education to their children. When they turn into research to aid in teaching, their main expectation is that the information they get is trustworthy. If the information is not trustworthy both the teacher and the student will fail terribly. The teachers also have to be prepared. The applicability and relevance of a research finding will be minimal if the administrators and teachers are unable to access the data, unable to develop strategies for implementing the research findings and do not understand or are unable to interpret the research findings in a meaningful and accurate manner (Fenwick, Edwards, & Sawchuk, 2012).
While teacher preparation and research trustworthiness play significant roles in determining the extent to which research informs instructional practices and educational policies, a fundamental problem is our inability to understand and identify an environment where the research findings can be applied in complex school systems as well as classrooms. While specific strategies, instructional models and approaches may be useful in a setting that is controlled, there is scanty information about the factors that impede or foster application of these modalities under varying contexts and among diverse teachers and students' pop.
. According to your textbook, Contrary to a popular misconception.docxmadlynplamondon
.
According to your textbook, “Contrary to a popular misconception in the West, homosexuality is not universally stigmatized. Based on the Standard Cross-Cultural Sample of 186 societies, Crapo (1995) found that only 31% of people stigmatized homosexual behavior, while the remainder either considered homosexual experimentation to be a normal developmental phase of preadult life (38%), accepted committed adult same-sex relationships as an alternative form of marriage (18%), or even required same-sex relationships among all males during a period that preceded their being permitted to marry heterosexually (12%)” (Crapo, 2013, p.161).
In America, the historical stigmatization of homosexuality is a product of (Points : 1)
enculturation.
cultural relativism.
minimalism.
universal moral values.
Question 2.
2.
Which of the following is an example of an
etic
statement about Americans? (Points : 1)
July 4th is a federal holiday, and I enjoy having the day off from work. I usually spend time with my family and hang out at the pool.
The Fourth of July is the day we adopted the Declaration of Independence, declaring our independence from the British in 1776. This had a huge impact on the entire course of history, leading to the Revolutionary War and the creation of the best country in the world, the United States of America.
The fireworks displays are my favorite part of the Fourth of July. I also march in the local parade.
Americans celebrate the 4th of July as the day they declared independence from colonial powers in 1776. Food is often cooked outside on grills, even though most houses have electric ovens inside. It is very hot outside in the middle of summer, and although many people have electronic cooling devices called air conditioners within their homes, much of the day is spent outside. At night, explosives are set off in community gatherings to celebrate this holiday. Remarkably, very few people are hurt during these displays.
Question 3.
3.
Which of the following is an example of an
etic
description of teen pregnancy in America? (Points : 1)
One of my friends in high school got pregnant in her sophomore year. She and the father decided to keep the baby, got married and just celebrated their 10thanniversary. They both finished college and have good jobs now. It just goes to show that people can overcome teen pregnancy and become successful parents.
Although popular opinion sometimes indicates otherwise, according to a statistical analysis from the US Department of Health and Services (2014), teen pregnancy rates have been steadily declining for the past twenty years. In America, most teenagers are not yet fully independent from their parents, as teenagers in other cultures sometimes are, so they are not ready to become parents. Since this issue has a huge impact on young women and men affected by it, this may account for the disparity between popular opinion and.
-How did artwork produced in America from 1945 to 1960 compare to ar.docxmadlynplamondon
-How did artwork produced in America from 1945 to 1960 compare to art made in Europe? Did the artwork change as the 20th century progressed? Include at least two (2) examples of artists and artworks to support your comparison. You do not need to include the image, but include artist name, title, media and date.
- Write 150 words, also cite the sources you use.
.
-Just thoughts and opinion on the reading-Consent and compen.docxmadlynplamondon
-Just thoughts and opinion on the reading
-Consent and compensation are two things that the Johns Hopkins doctors did not provide Henrietta Lacks. How are these ideas at odds?
-African Americans today face disparities in the health care system even today. How can Henrietta's story motivate change in our current system?
.
More Related Content
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Starting the Research ProcessFormulating a specific, applica.docxbryanwest16882
Starting the Research Process
Formulating a specific, applicable research problem statement is an important step in beginning a research process. The problem statement defines the focus of the research study, dictates what methods and tools will be used, and sets the stage for all subsequent elements of the research process. Because of this, it is necessary to put a great deal of thought into the problem statement to ensure that the rest of the research process will be well planned and appropriate to the problem at hand.
This week’s Discussion asks you to identify evidence-based practice problems that can be addressed using quantitative research methods. Based on the practice problem you select, formulate a quantitative research problem statement. In this Discussion, you are also given the opportunity to evaluate your colleagues’ problem statements. Please refer to this week’s Learning Resources for appropriate and scholarly examples of research problem statements and how they inform the rest of the research process.
To prepare:
Determine a nursing practice problem that is of interest to you and that is appropriate for a quantitative research study.
Note:
You will continue to use this problem in the Discussions over the next several weeks.
Using the Walden Library and other credible sources, locate and read two or three articles that address your practice problem.
(you must cite the articles read in this assignment)
With your practice problem in mind, review the Learning Resources and media presentations focusing on the strategies presented for generating a research problem statement.
Ask yourself: What is the importance of my practice problem to nursing, research, and theory? How might addressing this problem bring about positive social change? How will investigating this problem support evidence-based practice?
By Tomorrow 09/06/17, write a minimum of 550 words in APA format with a minimum of 3 references from the list below which include the level one headings as numbered below:
Post
1) A proposed research problem statement (it has to be related to nursing for example: could be on diabetes, heart failure or more …)
2) Including sufficient information to make your focus clear and explaining how addressing this problem may bring about positive social change.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Selecting a research topic and developing a hypothesis. Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
In this week’s video, Dr. Leiyu Shi discusses the characteristics of a good research hypothesis and details the steps in developing a hypothesis that can be tested through research.
Laureate Education. (2011). Important events in clinical research history. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/CLRA/6100/01/mm/timel.
Running head IDENTITY AND DEFEND1DOCTORAL IDENTITY 4.docxwlynn1
Running head: IDENTITY AND DEFEND 1
DOCTORAL IDENTITY 4
The Transition of Doctoral student into independent scholar
Grand Canyon University
RES 850
January 20, 2020.
Pifer, M. J., & Baker, V. L. (2016). Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators. International Journal of Doctoral Studies, 11(1), 15-34.
The current article, which appears in, International Journal of Doctoral Studies, is authored by experienced doctoral authors, Meghan J. Pifer and Vicki L. Baker. The authors synthesize a research concerning doctoral studies by systematically considering how the research on doctoral studies can best inform the scholars and their supporters in the doctoral journey. (Pifer and Baker, 2016)
In their findings, these authors bring out three primary phases of doctoral education: Knowledge consumption (first-years joining school and cultivating their identities as doctoral learners); knowledge creation (the candidacy exams, coursework completion and development of the proposal, defense and dissertation); and knowledge enactment (learners endorse the sociocultural and technical knowledge they gained to engross scholar roles).
These authors assert that program effectiveness and success of the student in the doctoral journey would be promoted and elevated through effective communication of policies and guidelines, acceptance and support of culture, resource investment, and regular and frequent feedbacks by faculty administrators and members concluded by reminding those in the doctoral process on the importance of comprehending the three stages and therefore creating awareness of the potential challenges through their transition in the doctoral journey. (Pifer and Baker, 2016)
They encourage proactive responses to the challenges. However, this stage model research and experiences are analyzed from the authors’ own perspective and therefore influenced by their academic biases. (Pifer and Baker, 2016)
Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and becoming: professional identity construction among public affairs doctoral students. Journal of Public Affairs Education, 20(4), 545-564.
This article, found in the Journal of Public Affairs Education, has been authored by Amy E. Smith and Deneen M. Hatmaker, who are prominent leaders in public universities. They examine the process of training and preparing doctoral scholars to become researchers in public domains. The article highlights the construction processes of professional identity and socialization as the primary elements in this public domain doctoral process. It asserts that professional socialization enhances the development of knowledge and the skills which brace the doctoral students for a better understanding of the expectations, behavior, and cultural norms. As a result, the students become fit for carrying out research.
Prof.
In a 1,000-1,250-word paper, consider the outcome and process measLizbethQuinonez813
In a 1,000-1,250-word paper, consider the outcome and process measures that can be used for CQI. Include the following in your essay:
At least two process measures that can be used for CQI.
At least one outcome measure that can be used for CQI.
A description of why each measure was chosen.
An explanation of how data would be collected for each (how each will be measured).
An explanation of how success would be determined.
One or two data-driven, cost-effective solutions to this challenge.
Use a minimum of three peer-reviewed scholarly references as evidence.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance
Journal of University Teaching & Learning Practice
Volume 14 | Issue 2 Article 3
2017
Developing Scholarly Identity: Variation in
Agentive Responses to Supervisor Feedback
Kelsey S. Inouye
University of Oxford, [email protected]
Lynn McAlpine
[email protected]
Follow this and additional works at: http://ro.uow.edu.au/jutlp
Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library:
[email protected]
Recommended Citation
Inouye, Kelsey S. and McAlpine, Lynn, Developing Scholarly Identity: Variation in Agentive
Responses to Supervisor Feedback, Journal of University Teaching & Learning Practice, 14(2), 2017.
Available at:http://ro.uow.edu.au/jutlp/vol14/iss2/3
Developing Scholarly Identity: Variation in Agentive Responses to
Supervisor Feedback
Abstract
The central task for doctoral students, through the process of writing, feedback and revision, is to create a
thesis that establishes their scholarly identity by situating themselves and their contribution within a field.
This longitudinal study of two first-year doctoral students investigated the relationship between response to
supervisor feedback on the thesis proposal and the development of scholarly identity (self-confidence,
independence in research thinking, positioning the self in relation to others), through the lens of individual
agency (self-assessing work, seeking and critically engaging with others’ feedback in order to clarify research
thinking). Data consisted of semi-structured interviews conducted over 3 months, different drafts of the
research proposal, and written supervisor comments on the drafts. Narrative analysis and open coding were
used to produce in-depth portraits of the individual experiences and perceptions of each participant. There
were differences between the two individuals in their growing scholarly identities as regards their agency. The
degree of agency exhibited in engagin ...
College of Doctoral StudiesBackground Inform.docxadkinspaige22
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark.
College of Doctoral StudiesBackground Inform.docxhallettfaustina
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark ...
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: First Year Writing
Dr. Richard Teeth
January 30, 2020
Commented [AF1]: At the top of the page you’ll see the
header, which does not include a running head for student
papers (a change from APA 6). Page numbers begin on the
first page and follow on every subsequent page without
interruption. No other information (e.g., authors' last names)
is required.
Note: your instructor may ask for a running head or your last
name before the page number. You can look at the APA
professional sample paper for guidelines on these.
Commented [AF2]: The paper's title should be centered,
bold, and written in title case. It should be three or four lines
below the top margin of the page. In this sample paper, we've
put four blank lines above the title.
Commented [AF3]: Authors' names are written below the
title, with one double-spaced blank line between them.
Names should be written as follows:
First name, middle initial(s), last name.
Commented [AF4]: Authors' affiliations follow
immediately after their names. For student papers, these
should usually be the department containing the course for
which the paper is being written.
Commented [AWC5]: Note that student papers in APA do
not require author notes, abstracts, or keywords, which
would normally fall at the bottom of the title page and on the
next page afterwards. Your instructor may ask for them
anyway — see the APA professional sample paper on our
site for guidelines for these.
Commented [AF6]: Follow authors' affiliations with the
number and name of the course, the instructor's name and
title, and the assignment's due date.
2
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
According to Theall (2017), “Faculty evaluation and development cannot be considered
separately… evaluation without development is punitive, and development without evaluation is
guesswork” (p.91). As the practices that constitute modern programmatic faculty development
have evolved from their humble beginnings to become a commonplace feature of university life
(Lewis, 1996), a variety of tactics to evaluate the proficiency of teaching faculty for development
purposes have likewise become commonplace. These include measures as diverse as peer
observations, the development of teaching portfolios, and student evaluations.
One such measure, the student evaluation of teacher (SET), has been virtually ubiquitous
since at least the 1990s (Wilson, 1998). Though records of SET-like instruments can be traced to
work at Purdue University in the 1920s (Remmers & Brandenburg, 1927), most modern histories
of faculty development suggest that their rise to widespread popularity went hand-in-hand with
the birth of modern faculty development programs in the 1970s, when universities ...
INTRODUCTIONModule 3 Week 6 The Purpose StatementIn thiTatianaMajor22
INTRODUCTION
Module 3 Week 6: The Purpose Statement
In this course, you have learned that a final problem statement normally takes many months to develop. Yet this week, you are asked to begin to develop the purpose statement. This is not because your problem statement is finalized but because it is time for you to evaluate and practice creating the rest of the common components of the doctoral capstone. This is part of the iterative process of preparing the capstone.
Remember, though, that the assignments in this course are unlikely to be final versions of your study. The intention is to help you to understand and prepare for what you will need to write in your capstone.
The purpose statement serves as the connection between the problem being addressed and the focus of the study. Depending on the methodology, in:
· Quantitative studies, state what needs to be studied by describing two or more factors (variables) and a conjectured relationship between (among) them related to the identified gap in practice or problem;
· Qualitative studies, describe the need for increased understanding about the issue to be studied (based on the identified gap or problem); and
· Mixed-methods studies (with both quantitative and qualitative aspects), clarify how the two approaches will be used together to inform the study.
Notes on Readings
This week’s readings continue to provide information on how to review the research literature. Apply this guidance to your ongoing efforts to read and take notes interactively in the research relevant to your problem. The media and other resources, this week, will help you to develop your understanding of the purpose statement.
The reading in the Single text, this week, can help you to fine tune your system for scholarly reading and note taking via the use of your citation management software.
This week, Thomas provides detailed instructions about how to interact with, and review, the research literature. These skills are critical in your work on your doctorate.
Learning Objectives
Students will:
· Apply technological tools to find, analyze, and evaluate existing research
· Analyze purpose statements
· Apply knowledge of APA references
· Apply knowledge of doctoral study
Assignment: The Purpose and Problem Statements
Stephen King, who has written more than 50 novels—and other books that have sold hundreds of millions of copies—also wrote about how he writes. In his book, On Writing: A Memoir of the Craft, King explains that his iterative approach to writing involves writing, putting it aside, writing something else, and then returning to the first draft.
While it is unlikely you will adopt Stephen King’s ritual for draft versions, recognize that “writing drafts” are an essential part of the process. This week’s writing assignment allows you to present an improved and refined problem statement and an aligned purpose statement.
To Prepare
For this revision of your purpose and problem statements, apply what you have learn ...
Literature Review and AnalysisFor the final assignment, stud.docxjeremylockett77
Literature Review and Analysis
For the final assignment, students will select a topic in educational psychology. Find at least five scholarly articles, in addition to the textbook, from the Ashford University Library on that topic, and prepare a literature review and analysis in addition to a summary of implications.
A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. Here are some resources to help you understand the process better:
·
Literature review guidelines
·
Write a literature review
·
Learn how to write a review of literature
·
How to write a literature review
Assignment Instructions
To complete the Literature Review and Analysis, follow these steps:
1. Select a topic of interest relevant to the field of educational psychology. Your topic must address one of the categories below:
a. The teacher's role in the diagnosis, treatment, and education of the child with attention deficit hyperactive disorder.
b. Critical thinking and its importance in education in making students better thinkers and developing metacognitive skills.
c. Strategies for adapting the classroom to meet the needs of the exceptional student (ex. Autistic, gifted, English Language Learner, etc.)
d. The current level of violent acts committed in schools and efforts to stop them.
e. The role of genetics and environment in determining intelligence.
f. The effectiveness of various initiatives to improve education such as the “Common Core State Standards.”
g. The "Gender Gap" in Education.
h. The impact of affective issues on student learning.
i. Strategies for how and why teachers can incorporate affective activities into their daily instruction.
If you have another topic of interest, please provide your research topic to your instructor for approval during your Week Four, Discussion Three.
2. Narrow your topic and turn it into a question. Your thesis statement aims to answer this question. This can also guide your search for articles.
3. Once a topic/research question has been selected, search for five research articles from scholarly sources that address your topic. Your articles must be empirically based, meaning they involve a research study. Your articles must also be current, meaning they have been published post-2000.
4. After reading your articles, write your paper. Your paper must have the following criteria. Be sure to use these headings in your paper:
a.
Introduction
: Be sure to clearly state your topic of choice for your research, why you selected it, and a clear thesis statement. Your thesis statement is your position on this topic. You must be able to support your position with research from your articles.
b.
Literature Review
(Body of Paper): A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. See the resources a.
Course Project Part 1—Identifying a Researchable ProblemOne of th.docxmercylittle80626
Course Project: Part 1—Identifying a Researchable Problem
One of the most challenging aspects of EBP is to actually identify the answerable question.
—Karen Sue Davies
Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.
In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions.
To prepare:
Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.
Review the section beginning on page 71 of the course text, titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.
Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.
Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.
Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question?
Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.
Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.
To complete:
Write a 3- to 4-page paper that includes the following:
A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice
The 5 questions you have generated and a description of how you analyzed them for feasibility
Your preliminary PICOT question and a description of each PICOT variable relevant to your question
At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections
Reference:
Davies, K. S. (2011). Formula.
Running head: EDUCATIONAL RESEARCH 1
EDUCATIONAL RESEARCH 2
Translating Educational Research into Practice
Problem
For a long time, education research has not been able to impact classroom instructional practices and educational policies. Educational based researchers argue that their primary work is to research the various aspects of learning and teaching to then present their findings at various conferences and publishing them in different educational journals. Their busy schedule does not allow them to train practitioners (Powney & Watts, 2018). On the other hand, practitioners are busy concentrating on there, and they do not have time to review new literature. This brings up the question as to who is responsible for this gap. In the real sense, there should be a connection between the two, and both parties should play a role in bridging this gap.
Practices, Policies, and Procedures That Have Led to the Problem
There are various reasons for this persistent gap between the teaching practices that teachers use and the guidance that educational research provides. However, three of them stand out. They include the trustworthiness issue, teacher preparation issues, and the research practice issue. The trustworthiness issue comes in because much of the published educational research and disseminated to teachers, policymakers and researchers are often not good and of uneven quality. Research is incredibly demanding, and it is not always possible to choose the most appropriate methodological approach. It is essential that the methodology is applied rigorously whether it is for qualitative or quantitative research (Suter, 2012).
Teachers, on the other hand, want to provide quality education to their children. When they turn into research to aid in teaching, their main expectation is that the information they get is trustworthy. If the information is not trustworthy both the teacher and the student will fail terribly. The teachers also have to be prepared. The applicability and relevance of a research finding will be minimal if the administrators and teachers are unable to access the data, unable to develop strategies for implementing the research findings and do not understand or are unable to interpret the research findings in a meaningful and accurate manner (Fenwick, Edwards, & Sawchuk, 2012).
While teacher preparation and research trustworthiness play significant roles in determining the extent to which research informs instructional practices and educational policies, a fundamental problem is our inability to understand and identify an environment where the research findings can be applied in complex school systems as well as classrooms. While specific strategies, instructional models and approaches may be useful in a setting that is controlled, there is scanty information about the factors that impede or foster application of these modalities under varying contexts and among diverse teachers and students' pop.
. According to your textbook, Contrary to a popular misconception.docxmadlynplamondon
.
According to your textbook, “Contrary to a popular misconception in the West, homosexuality is not universally stigmatized. Based on the Standard Cross-Cultural Sample of 186 societies, Crapo (1995) found that only 31% of people stigmatized homosexual behavior, while the remainder either considered homosexual experimentation to be a normal developmental phase of preadult life (38%), accepted committed adult same-sex relationships as an alternative form of marriage (18%), or even required same-sex relationships among all males during a period that preceded their being permitted to marry heterosexually (12%)” (Crapo, 2013, p.161).
In America, the historical stigmatization of homosexuality is a product of (Points : 1)
enculturation.
cultural relativism.
minimalism.
universal moral values.
Question 2.
2.
Which of the following is an example of an
etic
statement about Americans? (Points : 1)
July 4th is a federal holiday, and I enjoy having the day off from work. I usually spend time with my family and hang out at the pool.
The Fourth of July is the day we adopted the Declaration of Independence, declaring our independence from the British in 1776. This had a huge impact on the entire course of history, leading to the Revolutionary War and the creation of the best country in the world, the United States of America.
The fireworks displays are my favorite part of the Fourth of July. I also march in the local parade.
Americans celebrate the 4th of July as the day they declared independence from colonial powers in 1776. Food is often cooked outside on grills, even though most houses have electric ovens inside. It is very hot outside in the middle of summer, and although many people have electronic cooling devices called air conditioners within their homes, much of the day is spent outside. At night, explosives are set off in community gatherings to celebrate this holiday. Remarkably, very few people are hurt during these displays.
Question 3.
3.
Which of the following is an example of an
etic
description of teen pregnancy in America? (Points : 1)
One of my friends in high school got pregnant in her sophomore year. She and the father decided to keep the baby, got married and just celebrated their 10thanniversary. They both finished college and have good jobs now. It just goes to show that people can overcome teen pregnancy and become successful parents.
Although popular opinion sometimes indicates otherwise, according to a statistical analysis from the US Department of Health and Services (2014), teen pregnancy rates have been steadily declining for the past twenty years. In America, most teenagers are not yet fully independent from their parents, as teenagers in other cultures sometimes are, so they are not ready to become parents. Since this issue has a huge impact on young women and men affected by it, this may account for the disparity between popular opinion and.
-How did artwork produced in America from 1945 to 1960 compare to ar.docxmadlynplamondon
-How did artwork produced in America from 1945 to 1960 compare to art made in Europe? Did the artwork change as the 20th century progressed? Include at least two (2) examples of artists and artworks to support your comparison. You do not need to include the image, but include artist name, title, media and date.
- Write 150 words, also cite the sources you use.
.
-Just thoughts and opinion on the reading-Consent and compen.docxmadlynplamondon
-Just thoughts and opinion on the reading
-Consent and compensation are two things that the Johns Hopkins doctors did not provide Henrietta Lacks. How are these ideas at odds?
-African Americans today face disparities in the health care system even today. How can Henrietta's story motivate change in our current system?
.
. The Questioned Documents Unit (QDU) provides forensic support .docxmadlynplamondon
. The Questioned Documents Unit (QDU) provides forensic support to federal, state and local law enforcement agencies by conducting examinations on evidence collected during their investigation as well as expert testimony concerning information contained in the reports. The Cryptanalysis and Racketeering Records Unit (CRRU) supports law enforcement by assisting in the analysis of cryptic communications such as codes found in letters, notes and diaries (FBI.gov).
After an individual is arrested, I will obtain fingerprints and photographs of the subject and complete a number of forms that are used to start a criminal file on the subject. I will use the Buccal Collection DNA test kit provided by the FBI on my subject. Once completed properly and submitted to the FBI, the kit will be sent to the Federal DNA Database Unit (FDDU). The FDDU will take the DNA test kit and upload it into NDIS creating a DNA profile for my subject. The subject’s DNA profile will be searched against unknown forensic profiles from crime scenes across the country. If my subject’s DNA matches with another crime from another state he can be charged for that crimes as well. In my opinion this is the most important service the FBI has. This allows all agencies to communicate and share information based off of DNA evidence. The flaw is that they need the criminal to be apprehended and processed in order for the DNA to be in the system.
In Knoxville Tennessee, FBI Emergency Response agents train how to excavate a body at the Body Farm. The agents pair up in teams with forensic anthropologists to learn how to best identify and excavate human remains to preserve the clues and pieces of evidence that decaying bodies may leave behind. The weeklong training gives agents step by step instructions while surprising the agents with twists and surprises during their excavations. This was very interesting to me because it helps put things into perspective. Teaches them to put the victim first, which will motivate them to slow down, be methodical with their techniques and be very thorough because it only can be done once.
respond to this discussion question 150 words
.
. What is it about the fundamental nature and structure of the Olym.docxmadlynplamondon
. What is it about the fundamental nature and structure of the Olympics that helps explain why the conflict arose and escalated?
b. Was the form of aggression displayed by the attackers hostile aggression or instrumental aggression? Explain your reasoning. (Note: you
must
make a decision between these alternatives and defend your decision.)
.
-Learning objectives for presentation-Brief background o.docxmadlynplamondon
-Learning objectives for presentation
-Brief background on theorist
-Relevance of the theory in current healthcare
-Appropriateness of theory to role of nurse practitioner
-Key concepts of theory
the theory "Madeleine Leininger transcultural nursing theory"
please include references and cite within the answers
.
-You will need to play a phone game Angry Birds (any version) to mak.docxmadlynplamondon
-You will need to play a phone game Angry Birds (any version) to make observation.
-Make an observation on how you must launch the birds in order to knock over the items.
-Pay attention to how the path of the birds (the projectiles) changes as you change the launch angle and how far back you pull the birds at launch.
-You will also need to complete the calculations in assignment.
Assignment file below...
.
. EDU 571 Week 5 Discussion 1 -
"Data Collection" Please respond to the following:
· Using your planned evaluation project, assume that the client paying for the evaluation has requested that you primarily use audio/visual interview and observation techniques. The client envisions using clips in the evaluation report and in marketing campaigns. Discuss the appropriateness, advantages, and disadvantages of using digital capabilities to capture sound, video, and photographs of the interviewees, focus groups, and observations. Provide reasons for opposing or supporting the request (partially or completely).
Total Reviews(0)
·
EDU 571 Week 5 Discussion 2 -
"Benefits of Meta-Evaluation" Please respond to the following:
· Your client told you that a meta-evaluation should not be included in the plan or budget. Explain two (2) reasons for including a meta-evaluation in the evaluation plan. Recommend two (2) ways to reduce the costs.
Total Reviews(0)
EDU 571 Week 3 Target of Program Evaluation Plan, Part 1 -
Target of Program Evaluation Plan, Part 1
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a 1000 words paper in which you:
1. Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
2. Describe the program's history, primary purpose(s), and / or expected outcomes.
3. Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
4. Discuss three (3) advantages of evaluating the program at this time.
5. Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
6. Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewe.
. What were the causes of World War II Explain how and why the Unit.docxmadlynplamondon
. What were the causes of World War II? Explain how and why the United States got involved in the war. Discuss the U.S. home front. How did women and minorities respond to the war? Explain the war in North Africa and Europe. Discuss the Allied invasion of Normandy on June 6, 1944. What was Adolf Hitler’s “final solution,” and what were the consequences of the Holocaust? How did the Allies end the war in Europe? Discuss the war in the Pacific. What proved to be an effective U.S. strategy in the Pacific? Analyze Harry Truman’s controversial decision to drop the atomic bombs on Japan. What were the consequences of World War II?
.
. Complete the prewriting for the progress reportPrewriting p.docxmadlynplamondon
. Complete the prewriting for the progress report:
Prewriting prepares you to write and helps you organize your ideas.
You may print the lesson and jot notes for yourself on the paper, or you may write notes on your own.
You do not have to submit prewriting for any points, but don't skip this important step!
2. Complete a draft of the progress report:
Remember to use the memo format style in typing this progress report.
This report should be two or more pages when you are completed.
The draft will be much shorter than your final report.
Follow a logical structure: introduction, what is finished, what is underway, what is left to do, and a conclusion.
Use specifics such as dates, proper names, numbers, costs, etc.
Include one or more visuals may such as pictures, graphs, charts, tables, etc.
.
-in Filomena by Roberta Fernandez the author refers to the Mexican r.docxmadlynplamondon
-in Filomena by Roberta Fernandez the author refers to the Mexican rituals for the day of the dead how is this celebration portrayed in the story?
-in "La doctora Barr" how does Mary Helen Ponce describe the traditional way Mexican-American women prepared for a childbirth in their community?
-how does Nilda feel about Sophies's presence in her home?
-how is bilingualism used in the story "Filomena"? Support your opinions with examples from the story
-describe the incident with the vanilla ice cream . Why was it so upsetting for Nilda?
.
-Write about a violent religious event in history.(Ex. Muslim ex.docxmadlynplamondon
-Write about a violent religious event in history.
(Ex. Muslim extremist acts in history, or the Christian crusades, etc.)
-Write about belief/reasoning/justification those certain people believe their actions have and affects of...
-(Identity)They're view of the world and themselves. Is it rationale or is it a problem. Why?
5-pages minimum
4-scholarly sources min. 2 of 4 book sources Need Dec. 2nd by 9pm.
.
-This project is an opportunity to demonstrate the ability to analyz.docxmadlynplamondon
-This project is an opportunity to demonstrate the ability to analyze and write about music with clarity and purpose. Assume the role of a reviewer/critic who is applying for a job writing a music column for a progressive weblog catering to readers who on average have at least a bachelor's degree and are concerned with issues of justice and equality
-The CD reviewed is one that will allow reflection about how music can provide people the opportunity to imagine the lives and experiences of others different from oneself. Questions to guide reflection while listening should include:
1. Who are the peoples performing the music or who is the music about?
2.What type of life is presented through the music's lyrics and musical sound?
3.What themes or issues are presented by the music?
4. How do the various musical selections relate to each other?
5.What can be learned about people by listening to this CD?
6.Why should other people listen to this music?
-A list of CDs is available for this assignment. CDs may be downloaded for a fee from a preferred site.
-The review will need to include:
1.CD title, artist, genre, release date, etc
2.Background information about the artist or artists for those who may not be familiar.
-The review should be between 800 and 1000 words.
-Conventions of good writing (e.g., correct grammar, spelling, appropriate use of quotations, unctuation) should be observed throughout this project. Moreover, it is important to consider the audience and write in a style that is appropriate. Quotations or information from a primary or secondary source should be cited correctly using APA, Turabian, or MLA.
.
-7 Three men are trapped in a cave with no hope of rescue and no foo.docxmadlynplamondon
-7 Three men are trapped in a cave with no hope of rescue and no food. They roll dice to determine who will be killed and eaten by the others so that some may survive. The two survivors are unexpectedly rescued 10 days later and tried for murder. Judge A finds them guilty, saying that the unjustifiable killing of another is against the homicide laws of State X. He bases his decision solely on statutory law and case precedents interpreting the law. To which school of legal thought does Judge A belong? Explain.
2-8 Basing his decision on the same set of facts as given in Problem 2-7, Judge B rules that the survivors are not guilty because they were cut off from all civilized life, and in such a situation, the laws of nature apply, not manmade laws. To which school of legal thought does Judge B belong? Explain.
2-9 Basing her decision on the same set of facts as given in Problem 2-7, Judge C rules that the two survivors are not guilty because, according to a scientific survey of the community by a professional polling organization, the public believes that the survivors’ actions were defensible. To which school of legal thought does Judge C belong? Explain.
2-10 Imagine you are a sitting federal judge, and this case comes before you. A woman (x) charges another woman (y) with rape. Both have been partners for a five-year period. Both presently live in different states within the United States. Who would you decide the case in favor of? Explain, using one of the schools of thought outlined in this chapter.
2-11 Madison and his adult son lived in a house owned by Madison. At the request of the son, Marshall painted the house. Madison did not authorize the work, but he knew that it was being done and raised no objection. However, Madison refused to pay Marshall, arguing that he had not contracted to have the house painted. Marshall asked his attorney if Madison was legally liable to pay him. The attorney told Marshall that, in their state, several appellate court opinions had established that when a homeowner allows work to be done on his home by a person who would ordinarily expect to be paid, a duty to pay exists. The attorney stated that, on the basis of these precedents, it was advisable for Marshall to bring a suit to collect the reasonable value of the work he had done. Explain what the attorney meant by precedent and why the fact that precedent existed was significant.
2-12 Smith was involved in litigation in California. She lost her case in the trial court. She appealed to the California appellate court, arguing that the trial court judge had incorrectly excluded certain evidence. To support her argument, she cited rulings by the Supreme Court of North Dakota and the Supreme Court of Ohio. Both the North Dakota and Ohio cases involved facts that were similar to those in Smith’s case. Does the California court have to follow the decisions from North Dakota and Ohio? Support your answer.
.
-1. Are the three main elements of compensation systems—internal.docxmadlynplamondon
-1.
Are the three main elements of compensation systems—internal consistency, market competitiveness, and recognizing employee contributions—equally important, or do you believe that they differ in importance? If different, which do you believe is most important? Least important? Give your rationale.
use 1 online reference and
Martocchio, J. (2017). Strategic Compensation: A human resource management approach (9th ed.). Upper Saddle River, NJ: Pearson.
.
- What are the key differences between national health service (.docxmadlynplamondon
- What are the key differences between national health service (NHS) and national health insurance (NHI) systems?
- How do NHI and NHS systems compare with the health care system in the United States?
- How do most countries with similar levels per capita income differ from and resemble the United States with respect to provider payments, coordination of care, workforce and information technology, and health system performance?
Cite at least 2 peer reviewed journal/article. Write in APA format
.
--Describe and analyze the ways in which Alfons Heck’s participation.docxmadlynplamondon
--Describe and analyze the ways in which Alfons Heck’s participation in the Hitler Youth and in the culture of Nazism served to craft his sense of purpose and identity. How are the acts of writing and reflection in his memoir also a means of crafting an identity for himself many decades later? A Child of Hitler: Germany in the Days when God Wore a Swastika Book by Alfons Heck All papers must be 2-4 pages in length, computer-printed, and double-spaced with one-inch margins. Use an appropriate citation style (either footnotes or internal citations).
.
------ Watch an online speechpresentation of 20 minutes or lo.docxmadlynplamondon
------
Watch an online speech/presentation of 20 minutes or longer.
( please cite the presentation you would use)
Write a speech analysis essay of
2-3 pages
I: List the speaker, date, location, & topic, and describe the audience. Describe each of these elements and analyze the effect that each of these elements had on the speaker and/or speech.
II: Describe and analyze the effectiveness of each part of the speaker's introduction (attention getter, revelation of topic, statement of credibility, statement of central idea, preview of main points).
III: Summarize each of the speaker's main points. What pattern of organization did the speaker utilize? Was this effective? Why or why not?
IV: Describe and analyze the effectiveness of the evidence/supporting material that the speaker used.
V: Describe and analyze the effectiveness of the speaker's language.
VI: Describe and analyze the effectiveness of the speaker's delivery.
VII: Describe and analyze the effectiveness of each part of the speaker's conclusion.
.
) Florida National UniversityNursing DepartmentBSN.docxmadlynplamondon
)
Florida National University
Nursing Department
BSN Program
NUR 4636-Community Health Nursing
Prof. Eddie Cruz, RN MSN
Please choose one infectious disease or communicable disease and present a 1,000 words essay including the follow;
Name of the disease including agents that cause Infectious/Communicable Disease, the mode of contamination or how it is spread.
The modes of prevention applying the three levels of prevention with at least one example of each one.
Prevalence and control of the condition according to the Center for Disease Control and Prevention (CDC) including morbidity and mortality.
Implications of the disease in the community and the role of the community health nurse in the control and prevention of the disease.
The essay must be presented in a Word Document, APA format, Arial 12 font attached to the forum in the tab of the Discussion Question title “Infections/Communicable disease essay” and in the assignment tab under the exercise title “SafeAssign infectious/communicable disease”. A minimum of 3 references no older than 5 years must be used. If you use any reference from any website make sure they are reliable sites such as CDC, NIH, Institute of Medicine, etc.
There is a rubric attached to the assignment for your guidance.
Below please see the definitions of infectious disease and communicable disease. They are similar but differ in some characteristics.
Infectious diseases
are disorders caused by organisms — such as bacteria, viruses, fungi or parasites. Many organisms live in and on our bodies. They're normally harmless or even helpful. But under certain conditions, some organisms may cause
disease
. Some
infectious diseases
can be passed from person to person.
Communicable
, or infectious
diseases
, are caused by microorganisms such as bacteria, viruses, parasites and fungi that can be spread, directly or indirectly, from one person to another. Some are transmitted through bites from insects while others are caused by ingesting contaminated food or water.
.
- Please answer question 2 at the end of the case.- cita.docxmadlynplamondon
- Please answer
question 2
at the end of the case.
- citations and references in
IEEE
style
( at least two)
- your answer should be in regards to the case
+
regarding the question itself.
Do it twice ( two different copies)
.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
College of Doctoral StudiesRES-811 Topic 7 S.docx
1. College of Doctoral Studies
RES-811 Topic 7 Synthesis Resources
Learners will be asked to select two articles from the list below
to strengthen the synthesis for the Topic 7 Enhanced Synthesis
Paper.
Baker, V., & Lattuca, L. R. (2010). Developmental networks
and learning: toward an interdisciplinary perspective on identity
development during doctoral study. Studies in Higher
Education, 35(7), 807-827.
Beauchamp, C., Jazvac-Martek, M., & McAlpine, L. (2009).
Studying doctoral education: Using Activity Theory to shape
methodological tools. Innovations in Education & Teaching
International, 46(3), 265-277.
Bieber, J. P. (2006). Conceptualizing the academic life:
Graduate student's perspectives. The Journal of Higher
Education, 77(6), 1009-1035.
Colbeck, C. L. (2008). Professional identity development theory
and doctoral education. New
Directions for Teaching & Learning, 2008 (113), 9-16.
Foot, R., Crowe, A., Tollafield, K., & Allan, C. (2014).
Exploring doctoral student identity development using a self-
study approach. Teaching & Learning Inquiry The
ISSOTLJournal Teaching & Learning Inquiry,2(1), 103-118.
Gardner, S., Jansujwicz, J., Hutchins, K., Cline, B., &
Levesque, V. (2014). Socialization to interdisciplinary: faculty
and student perspectives. Higher Education, 67(3), 255-271.
Malfroy, J., & Yates, L. (2003). Knowledge in action: Doctoral
programmes forging new identities. Journal of Higher
Education Policy & Management, 25(2), 119-129.
doi:10.1080/1360080032000122606
Noonan, S. J. (2015). Doctoral pedagogy in stage one: Forming
a scholarly identity. International Journal of Educational
3. will be located after the title page and before the Introduction.
Title
The title does not receive bold font, but the rest of the headings
do. Provide an introduction that includes a brief description of
each article and its purpose. Identify the three themes that
emerged from your reading and how they will be discussed in
the paper. Conclude the introduction with your thesis statement.
Theme One
Support your identified theme with evidence from each
article and provide analysis of these findings to strengthen your
narrative.
Theme Two
Support your identified theme with evidence from each
article and provide analysis of these findings to strengthen your
narrative.
Theme Three
Support your identified theme with evidence from each article
and provide analysis of these findings to strengthen your
narrative.
Conclusion
Provide a conclusions that can be drawn can be drawn
when the articles are taken together as a single entity. What is
the overall message of the group of articles?
The reference list should appear at the end of a paper (see
the next page). It provides the information necessary for a
reader to locate and retrieve any source you cite in the body of
the paper. Each source you cite in the paper must appear in your
reference list; likewise, each entry in the reference list must be
cited in your text. A sample reference page is included below;
this page includes examples of how to format different
reference types (e.g., books, journal articles, information from a
website). The examples on the following page include examples
taken directly from the APA manual. The word Reference does
not receive bold font.
4. References
American Psychological Association. (2010). Publication
manual of the American Psychological Association (6th ed.).
Washington, DC: Author.
Daresh, J. C. (2004). Beginning the assistant principalship: A
practical guide for new school administrators. Thousand Oaks,
CA: Corwin.
Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support,
marital status, and the survival times of terminally ill patients.
Health Psychology, 24, 225-229. doi:10.1037/0278-
6133.24.2.225
U.S. Department of Health and Human Services, National
Institutes of Health, National Heart, Lung, and Blood Institute.
(2003). Managing asthma: A guide for schools (NIH Publication
No. 02-2650). Retrieved from http://www.nhlbi.nih.gov/
health/prof/asthma/asth_sch.pdf
Running Head: SYNTHESIS PAPER
1
SYNTHESIS PAPER
6
Synthesis Paper – Doctoral Identity
Grand Canyon University: RES-811
December 19, 2018
5. The education of doctors in the United States involves a three-
step process in professional scholarly identity development. In
the process, students learn the nature of teaching skills,
research, academic career and language in the field. The first
stage is made up of the coursework for the first year to help you
understand and also help with your writing to your researching
on your topic, in the second stage, students pass candidacy
exams to complete the coursework and begin developing the
proposal for dissertation and dissertation itself. In the final
stage, students complete their dissertations. The first and the
third stages have been extensively focused on by research, as
opposed to the second stage which is the critical stage involving
a transition from dependence to independence by moving from
course structures into a self-directed and isolating period
(Gardner, 2009). In the stage, academic identities, professional
voices, and scholarly independence are developed in a process
characterized by personal and professional identity, challenges,
experiences, advancing goals, performance, relationships and
types of support.
Doctoral experience’ most crucial dimension is the development
of identity although this process has eluded a lot of empirical
studies. A lot less research attention has focused on the
influence of the relationship students develop with others on
identity development during graduate studies. A review of
literature suggests productive doctoral identity is supported by
student experiences focusing on academic success, developing
relationships with faculty and peers, and Independence.
This paper examines the relationships of students with others
6. and the process of development of identity during the second
stage in the transition to self-regulating academics and the role
of the relationships developed by students, in terms for the
purposes and outcomes by focusing on three themes on identity
development relationships, namely, advice and support,
development of student identity during training and
development of identity during practice. Comment by Seanan
Kelly: Professional development/socialization
Themes Emerging from a Review of Literature
The common themes emerging from a review of literature and
discussed in the following section include academic success,
relationships and Professional Development/Socialization They
are all addressed by the authors to show their centrality.
Comment by Seanan Kelly: Alignment – keep the order the
same as they appear in the body of the presentation:Academic
SuccessRelationshipsIndependence
Academic Success Comment by Seanan Kelly: Headers are an
important component of presentation style and format.Headers
provide structure and clarity, but also provide us as writers a
guide for content development through each section (this is
where our work constructing outlines helps us). APA
formatting provides a guide for primary, secondary; first-level,
second-level, third-level headers that provide a means of
categorizing information in descending order. We want to
clearly mark sections not just for APA guidelines but to make
the information accessible AND retrievable. Keep in mind
future presentations will be based on more than just three to
five articles and have more than our basic Intro-Body-
Conclusion format. We want to give our audience the ability to
go back in and find information quickly and easily.Finally, I go
back to something a colleague of mine says with some
frequency: “Organization is key. If I can’t see your message
clearly, I can’t hear your message clearly.”
Through general support and advice is one of the ways themes
around the role of relationships developed by students during
the stage two. This is the stage in which many a student rely on
7. in the development of relationships that help them navigate the
challenges in the stage.
The second stage basically involves due dates, syllabus,
coursework, and faculty, peers and administrator consistent
interactions. Students in this stage are faced with lack of
structure as one of the problems that relationships developed
help them wade through. Students overcome lack of structure
problem through the relationships they develop with educational
counselors or overseers and progressive students. Academic
advisors students, for instance, help students in developing task
writing schedules as advanced students share with them their
strategies including daily and weekly goals of writing, habits of
support and successful writing (Smith & Hatmaker, 2014).
Another problem faced with isolation since students are not in
the classroom in this stage, a factor that reduces their
interaction with the members of the community. These
relationships help students deal with isolation as it helped keep
them on task. Gardner (2009) argues that these relationships
bridge the gap between the students and the educational
community and inform students on professional developments,
events, and opportunities. These relationships also help students
manage negative emotions and challenges in stage two.
These relationships also help students develop key experiences
that are crucial in incorporating them into the community and in
the process of developing distinctiveness (Gardner, 2009).
These key experiences include brown bag lunches, research
assistantship, student organization meetings and teaching
assistantship that are associated with the career.
Students’ lack of relationship connections miss out on key
experience opportunities and even question their sense of
belonging. The relationships are, therefore, crucial in keeping
students sane and connecting them to resources including
knowledge, support and parallel process mastery behavioral
strategies for identity development.
Relationships Comment by Seanan Kelly: Don't limit the
discussion of themes from within just the three or five article
8. minimum.Keep in mind the research questions we started out
with:What are factors of doctoral experiences that influence
doctoral identity development?1. What is the role of a given
factor in doctoral experiences?2. What is the influence of a
given factor on identity development?These can be examined
and informed from a much wider range of articles providing
opportunity for greater depth of discussion.Are researchers
reporting the same outcomes today (2018) about factors of
doctoral experiences that influence doctoral identity, as they
reported twenty years ago?If there has been a change - why?If
no change or very little, we can say some factors remain
constant or remain important over time and continue to warrant
attention from academic practitioners and doctoral students.. but
we only get that perspective by bringing in more literature.
This means that students as organizational newcomers are
expected to know what is expected of them and must develop
the abilities and strategies to meet those expectations to enable
them to perform their roles effectively. Interaction with
mentors, peers, family members and friends is crucial in this
process referred to as role teaching (Gardner, 2009).
One of the ways relationships help students during role learning
is through the creation of awareness of transition. Students in
the second stage struggle with self-doubt as they transition from
being used to classrooms and interactions with the academic
community. Relationships and interactions with advanced
students help them get the support and advice they need during
their engagements with parallel identity development as
scholars and students. These relationships help students become
comfortable and overcome fear and undue stress.
Impression management is one of the fruits of relationships
students develop with the academic community, advanced
students and instructors as students are not confident as who
they have become. They are in fear of embarrassments despite
the increased knowledge and abilities (Baker & Pifer, 2011).
Through this, they learn how to interact with faculty to share
ideas and create intellectual discourse opportunities. Another
9. way these relationships help is the development of network and
collaborations that help them develop confidence and achieve
success early in professions.
Socialization
Students in the second stage are aware of the transitions, and
develop experiences and gain insights into preparations by
socializing with peers and members of academe. They are also
able to articulating their own identity development (Rayner,
Lord, Parr & Sharkey, 2015). The relationships helped students
with their short term goal focus on exam dates and assignment
due dates, beginning and end of semesters to long-term goals
such as completion of dissertation and dissertation proposals
which do not have due dates and graduation and academic
employment. The relationships also helped students develop
collaborations with scholars in their fields of interests, assistant
professors and dissertation community members’ selection. It
also helped them have a clear preview of faculty career when
they become faculty members.
Conclusion
This review presented a discussion of three themes emerging
from a review of empirical research articles examining doctoral
identity. A discussion of themes across each of the studies was
presented. Literature on the topic of doctoral identity
development suggests academic success, relationships and
independence influence doctoral identity. The presentation
concludes with a summary of key findings, recommendations
for future research and implications for practice. Comment by
Seanan Kelly: ALIGNMENT - CONNECTING THE
CONCLUSION TO THE THESIS, CONTENT and
TAKEAWAYS Here we are attending to a structural element
that retains alignment by reinforcing for the reader what it is
they have just read.The short-hand for this is an approach that
says: “Tell them what you are going to tell them (in the intro);
Tell them (in the body of the work); Tell them what you just
10. told them (in the conclusion).”We can follow this summary
statement with a recap of the thesis statement and key points
from the core discussion.From there we transition to the
takeaways that come in our Recommendations for Future
Research or Implications for Practice..
The understanding or relationship development during doctoral
student training experience is crucial in managing challenges
and issues that face students during stage 2 of their doctoral
learning. It also helps draw the attention of stakeholders to this
important phenomenon these relationships inform learning and
role enactment. These relationships, just like the structure and
climate of the program, are important components of the
doctoral student education experience. It is important that a
collective understanding is developed on doctoral education and
professorial preparation based on theory and research to provide
all involved in the practice preparation with facts on how to
understanding and sustain upcoming scholars, in and out of
classrooms.
Implications for Practice Comment by Seanan Kelly: • At this
point in our presentation we are attempting to demonstrate
where and/or how one or two points we’ve developed in the
body of our work, apply or can be made actionable in other
settings.In the narrow sense we are helping our reader see
application of outcomes and recommendations from the
research, across contexts and potentially, in their own
experience.1. How does our talking point potentially change
the way in which leadership attend to academic and doctoral
identity outcomes and help doctoral students advance their
sense of who they are as students, researchers and scholars?
(for example)?2. How does our talking point perhaps texture
how higher education institutions and doctoral programs in
particular are constructed in an increasingly digital age? How is
mentoring for doctoral learners impacted for instance?This will
include a return to the literature review to support our
observations/recommendations/implications for policy
development, program development and gaps in the literature
11. that arise from the research results.Black, R. (2017). E-
Mentoring the Online Doctoral Student from the Dissertation
Prospectus through Dissertation Completion. Journal of
Learning in Higher Education, 13(1), 1-8.Kumar, S., & Johnson,
M. (2017). Online mentoring of dissertations: the role of
structure and support. Studies in Higher Education, 1-13.Welch,
S. (2017). Virtual mentoring program within an online doctoral
nursing education program: A Phenomenological
Study. International journal of nursing education
scholarship, 14(1).• Revisit the literature to inform
understanding.• What does the lit say? Does the literature
confirm our position?
Strategies should, therefore, be developed to acknowledge the
doctoral students needed and concerns on their transition
through the educational stages and identity development so they
can become independent scholars.
References Comment by Seanan Kelly: Reviews of
Literature – expanding our objective review of literature (not a
mandate but a goal as we head in to our Enhanced Synthesis
Paper)Continue to bring in more and more literature in to the
practice of writing as this will only HELP our ability to discuss
a subject with depth and critical thinking.In these small writing
samples we will generally have on an eye on supporting three
areas of our work, with three different reviews of literature: The
background: we should be examining at least 5-7 articles (if not
more) to establish for ourselves and for the reader, a historical
and longitudinal understanding of what has been reported in the
literature examining a specific focus – in this case doctoral
experiences that influence productive doctoral identity
development. Thesis/Body of our work: Here we should be
focusing our review of literature on contemporary works (no
more than five years old) that support our discussion in
CURRENT terms – the background helps us understand a legacy
12. of previous research and what has been reported to date. The
body of work brings that historical perspective to bear in
current terms. Limitations/Recommendations/Implications for
Practice/Discussion – this third review of literature extends the
research to which we’ve focused our attention to this point and
basically says to the reader – ‘here’s what you can do with the
information I’ve just given you…”So consider then our rule of
thumb for the number of articles we should consider at a
minimum for a small writing setting such as this: 5 to 7
articlesIf we carry that rule of thumb through each of the three
reviews of literature we are illustrating here: Intro/Background
= 5 to 7 articlesThesis/Body Content = 5 to 7
articlesRecommendations for research = 5 to 7 articlesWe
should have 15 to 21 articles included in our work.
Baker, V. L., & Pifer, M. J. (2011). The role of relationships in
the transition from doctoral student to independent
scholar. Studies in Continuing Education, 33(1), 5-17.
Gardner, S. K. (2008). “What's too much and what's too little?”
The process of becoming an independent researcher in doctoral
education. The Journal of Higher Education, 79(3), Gardner, S.
K. (2009). Conceptualizing success in doctoral education:
Perspectives of faculty in seven disciplines. The Review of
Higher Education, 32(3), 383-406.326-350.
Rayner, S., Lord, J., Parr, E., & Sharkey, R. (2015). ‘Why has
my world become more confusing than it used to be?
Professional doctoral students reflect on the development of
their identity. Management in Education, 29(4), 158-163.
Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and
becoming: professional identity construction among public
affairs doctoral students. Journal of Public Affairs
Education, 20(4), 545-564.
Rubic_Print_FormatCourse CodeClass CodeRES-811RES-811-
O502Enhanced Synthesis Paper: Doctoral
Identity210.0CriteriaPercentageUnsatisfactory (0.00%)Less than
Satisfactory (73.00%)Satisfactory (82.00%)Good
13. (91.00%)Excellent (100.00%)CommentsPoints
EarnedCriteria100.0%Reflection15.0%A reflection is either
missing or not evident to the reader.A reflection is present, but
illogical.A reflection is presented, but cursory and lacking
depth of insight.A reflection is present and reasonable.A
reflection is thoroughly presented and demonstrates thoughtful
insight.Introduction5.0%An introduction is either missing or not
evident to the reader.An introduction is present, but incomplete
or illogical.An introduction is presented, but does not
contextualize the topic well.An introduction is present and
adequately contextualizes the topic.An introduction is
thoroughly presented and vividly contextualizes the
topic.Support of Common Themes20.0%Support of common
themes is either missing or not evident to the reader.Support of
common themes is present, but inaccurate or illogical.Support
of common themes is presented, but is cursory and lacking in
depth.Support of common themes is present and
thorough.Support of common themes is thoroughly presented
with rich detail.Discussion of Conclusions20.0%A discussion of
the conclusions is not presented.A discussion of the conclusions
is presented, but inaccurate or illogical.A discussion of the
conclusions is presented, but it does not include an overall
summary of themes found in the articles or does not connect
well to the thesis statement.A discussion of the conclusions is
presented and includes an overall summary of themes found in
the articles and reasonably connects to the thesis statement.A
discussion of the conclusions is thoroughly presented including
an overall summary of themes found in the articles and is
strongly connected to the thesis statement.Integration of
Instructor Feedback10.0%Integration of instructor feedback is
either missing or not evident to the reader.Integration of
instructor feedback is vaguely attempted, but does not address
the majority of instructor comments and suggestions.Integration
of instructor feedback is evident though it appears as a
disjointed, cursory addition. Most of the instructor comments
and suggestions are addressed.Integration of instructor feedback
14. is evident and relatively well incorporated into the natural flow
of the paper. All instructor comments and suggestions are
addressed. Integration of instructor feedback is evident and
meaningful. It is seamlessly incorporated into the flow of the
paper. All instructor comments and suggestions are
addressed.Synthesis and Argument 10.0%No synthesis of source
information is evident. Statement of purpose is not followed to
a justifiable conclusion. The conclusion does not support the
claim made. Argument is incoherent and uses non-credible
sources. Synthesis of source information is attempted, but is not
successful. Sufficient justification of claims is lacking.
Argument lacks consistent unity. There are obvious flaws in the
logic. Some sources have questionable credibility.Synthesis of
source information is present, but pedantic. Argument is
orderly, but may have a few inconsistencies. The argument
presents minimal justification of claims. Argument logically,
but not thoroughly, supports the purpose. Sources used are
credible. Introduction and conclusion bracket the thesis.
Synthesis of source information is present and meaningful.
Argument shows logical progressions. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are
authoritative.Synthesis of source information is present and
scholarly. Argument is clear and convincing, presenting a
persuasive claim in a distinctive and compelling manner. All
sources are authoritative. Thesis Development and
Purpose10.0%Paper lacks any discernible overall purpose or
organizing claim.Thesis and/or main claim are insufficiently
developed and/or vague; purpose is not clear.Thesis and/or main
claim are apparent and appropriate to purpose.Thesis and/or
main claim are clear and forecast the development of the paper.
They are descriptive and reflective of the arguments and
appropriate to the purpose.Thesis and/or main claim are clear
and comprehensive; the essence of the paper is contained within
the thesis.Mechanics of Writing5.0%Mechanical errors are
pervasive enough that they impede communication of meaning.
15. Inappropriate word choice and/or sentence construction are
used. Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register), sentence
structure, and/or word choice are present. Some mechanical
errors or typos are present, but are not overly distracting to the
reader. Correct sentence structure and audience-appropriate
language are used. Prose is largely free of mechanical errors,
although a few may be present. A variety of sentence structures
and effective figures of speech are used. Writer is clearly in
command of standard, written, academic English. APA
Format5.0%Required format is rarely followed correctly. No
reference page is included. No in-text citations are
used.Required format elements are missing or incorrect. A lack
of control with formatting is apparent. Reference page is
present. However, in-text citations are inconsistently
used.Required format is generally correct. However, errors are
present (e.g. font, cover page, margins, and in-text citations).
Reference page is included and lists sources used in the paper.
Sources are appropriately documented though some errors are
present.Required format is used, but minor errors are present
(e.g. headings and direct quotes). Reference page is present
and includes all cited sources. Documentation is appropriate and
citation style is usually correct.The document is correctly
formatted. In-text citations and a reference page are complete
and correct. The documentation of cited sources is free of
error.Total Weightage100%
Journal of Public Affairs Education 545
Expressing concern over the quality of public
administration research, researchers have long
studied how public affairs doctoral programs
prepare students to conduct research (e.g.,
Brewer, Facer, O’Toole, & Douglas, 1998;
16. Rethemeyer & Helbig, 2005; White, Adams,
& Forrester, 1996).1 Previous studies have
offered programmatic suggestions such as
structured research experiences (Brewer,
Douglas, Facer, & O’Toole, 1999), examined
the “importance” of the dissertation topic
(Cleary, 2000), promoted theory development
in dissertation research (White et al., 1996),
and recommended coursework in mathematics
(Rethemeyer & Helbig, 2005). Scholars also
acknowledge the importance of mentoring,
socialization, and professional identity dev-
elopment for doctoral students in public affairs
(Rethemeyer & Helbig, 2005; Schroeder,
O’Leary, Jones, & Poocharoen, 2004), and a
growing body of literature from other fields
examines doctoral students’ socialization ex-
periences (e.g., Gardner, 2007, 2008, 2010;
Green 1991). Increased knowledge of public
affairs doctoral students’ professional identity
development is important because it can assist
Knowing, Doing, and Becoming:
Professional Identity Construction
Among Public Affairs
Doctoral Students
Amy E. Smith
University of Massachusetts Boston
Deneen M. Hatmaker
University of Connecticut
ABSTRACT
17. Public administration scholars have long examined how doctoral
students in public affairs are trained
to become researchers. Our study adds to this body of
knowledge by examining socialization and
professional identity construction processes among doctoral
students conducting public affairs
research. We develop a multilevel model of the organizational,
relational, and individual level
tactics through which they learn to become researchers. In
particular, our study offers insight into
the interactions between students and faculty that contribute to
their development, as well as into
students’ own proactivity. Our study uses interview data from
doctoral students in multiple
disciplines who are conducting research in public affairs. We
conclude with a discussion of our
model and recommendations for doctoral programs.
kEywORDS
doctoral students, professional identity, socialization, mentoring
JPAE 20 (4), 545–564
546 Journal of Public Affairs Education
faculty and programs in effectively preparing
students to be productive scholars. As such,
this study contributes toward understanding
how doctoral students interested in public
affairs develop their research professional
identity. It also offers insights and recom-
mendations for public affairs doctoral pro-
grams and faculty as they socialize students
into the research profession.
18. Our study adds to the existing knowledge
about the training of public affairs doctoral
students in several ways. This paper develops
a multilevel model of research professional id-
en tity development; we consider socialization
efforts at the organizational, relational, and
individual levels that contribute to different
facets of a scholar’s identity. Consistent with
prior research, this study confirms the cen-
trality of faculty relationships for PhD student
professional identity development and social-
ization. This study also emphasizes that devel-
oping a research professional identity requires
mentoring relationships with multiple faculty
rather than a one-to-one mentor-protégé
relationship. As called for by Green (1991,
p. 404), we offer insight into understanding
the actual behaviors that comprise the
mentoring relationships between faculty and
students. While existing research emphasizes
the importance of relationships and mentor ing
in the doctoral student socialization process,
it does not actually reveal the nature of the
interactions between public affairs doctoral
students and faculty. This paper goes beyond
existing research by identifying student-faculty
interactions that help students increase their
visibility, obtain hands-on research experience,
and bolster their research identity.
We also contribute to the call from Saks,
Gruman, and Cooper-Thomas (2011, p. 45)
for consideration of how newcomers execute
proactive behaviors. This paper identifies spec-
ific tactics such as positioning and emulation
19. of role models that doctoral students employ
to obtain faculty support and construct their
iden tity. It extends existing socialization re-
search by describing these proactive behaviors,
especially those in which students engage to
connect to faculty. In some cases, it appears
that students may be expending a great deal of
energy in strategizing about how to develop
connections, and then in actually doing so.
Our study is based on data from interviews
with doctoral students from a variety of
disciplines who participated in a professional
development forum and who are interested in
or are conducting research in public affairs. In
the next sections, we discuss the theoretical
background that frames our study—sociali-
zation and professional identity. We then
present our methods and data, followed by our
findings. We conclude with a discussion of our
model and recommendations for teaching and
mentoring public affairs doctoral students.
PROFESSIONAL SOCIALIZATION
Socialization involves developing the skills and
acquiring the knowledge associated with being
a member of an organization or profession, as
well as adopting the values, norms, and culture
of that profession or organization (Becker,
Geer, Hughes, & Strauss, 1961; Van Maanen,
1977; Van Maanen & Schein, 1979; Weid -
man, Twale, & Stein, 2001). When newcomers
undergo this adaptation within the context
of a particular organization, it is considered
organizational socialization, while professional
20. socialization transcends different organiza-
tional contexts (Lankau & Scandura, 2007).
Professional socialization is “learning about the
broader set of expectations, skills, behaviors,
and performance demands associated with a
particular profession” (Lankau & Scandura,
2007, p. 97). It involves not only learning
about and developing one’s identity within the
profession, but doing so in the context of the
work that one needs to accomplish (Becker et
al., 1961; Pratt, Rockmann, & Kaufmann,
2006). Tactics such as mentoring, orientation
sessions, training, and apprenticeships facili -
tate socialization; these methods are typically
formal efforts by the organization to socialize
newcomers (Jones, 1986; Louis, 1980; Miller
& Jablin, 1991; Van Maanen & Schein, 1979).
These tactics can be considered institution-
alized tactics—socialization methods in which
the organization controls the mechanisms
A . E . Smith & D . M . Hatmaker
Journal of Public Affairs Education 547
(Ashforth, Sluss, & Harrison, 2007; Jones,
1986; Saks & Ashforth, 1997).
However, such tactics only represent part of the
socialization process. Newcomers also engage
their own agency to obtain information and
knowledge related to becoming a member of an
organization or profession. This proactivity
enables them to fill in gaps left by insti tu-
21. tionalized tactics (Miller & Jablin, 1991; Mor-
rison, 1993; Ostroff & Kozlowski, 1992). For
example, newcomers may establish connec tions
to experienced members of an organization or
profession to obtain emotional support, tacit
information, and performance feedback they
may not otherwise have if they relied solely on
the organization’s tactics (Chao, 2007; Miller
& Jablin, 1991; Morrison, 1993; Ostroff &
Kozlowski, 1992; Saks & Ashforth, 1997).
These efforts can also help them to fit
in and understand behavioral and cultural
norms and expectations (Chao, 2007; Kim,
Cable, & Kim, 2005; Morrison, 1993).
PROFESSIONAL IDENTITy
Professional identity can be defined as “the
relatively stable and enduring constellation of
attributes, beliefs, values, motives, and exper-
iences in terms of which people define them-
selves in a professional role” (Ibarra, 1999,
pp. 764–765; Schein, 1978). An individual’s
professional identity signals to others that he
or she possesses unique, skilled, or scarce
abilities (Van Maanen & Barley, 1984). As
Pratt et al. note, “Organizational membership
is an indicator of where you work (i.e. an
organization). Professionals, by contrast, are
often defined by what they do” (2006, p. 236,
emphasis in original).
Socialization can contribute to professional
identity construction in several ways. Activi -
ties such as formal and on-the-job training
can offer the skills, knowledge, abilities, and
cre dentials that define someone as being a
22. mem ber of a profession. Such tactics provide
newcomers with the tools they require to do
the work that defines a professional.
Socialization can also offer role models,
mentors, and opportunities for interaction
with experienced members of the profession.
These individuals can guide newcomers as
they make sense of what it means to be a
profes sional in a particular field.
Mentoring offers two primary types of func-
tions, career and psychosocial support, and
one of its core purposes is to develop profes -
sional identity (Dobrow & Higgins, 2005;
Hall & Burns, 2009; Kram, 1985). Although
trad itional mentoring is seen as a one-to-one
mentor-protégé relationship, more recent con-
ceptuali zations focus on multiple develop-
mental re lationships (Dobrow & Higgins,
2005; Ragins & Kram, 2007). Formal
development al relationships are those in which
the organization facilitates the connection
between the individual and mentor. Informal
develop mental relationships are those in which
the participants initiate the connection, and
they often develop between newcomers and the
experienced members who can help them to
adjust (Chao, 2007; Lankau & Scandura,
2007). Diverse networks of developmental
relationships can offer a variety of support,
information, and resources for professional
identity construction (Dobrow & Higgins,
2005). Mentors can also act as role models who
offer possible selves that professionals can “try
out” to see how well a particular identity fits
23. (Ibarra, 1999).
DOCTORAL STUDENT SOCIALIZATION AND
IDENTITy CONSTRUCTION
For doctoral students, socialization into the
profession includes the process of learning to
become an independent researcher (Gardner,
2007, 2008). The process of constructing this
identity involves the transition from being a
consumer of knowledge to a producer of
knowledge through original research, a process
that can be frustrating for students (Gardner,
2008). The socialization of doctoral students
has received attention within the higher
education, sociology, and organizations lit-
erature (e.g., Gardner, 2007, 2008, 2010;
Green, 1991; Rosen & Bates, 1967; Weidman
& Stein, 2003; Weidman et al., 2001).
Knowing, Doing, and Becoming: Professional identity
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548 Journal of Public Affairs Education
Some of this work examines socialization stages
that doctoral students progress through as they
become researchers (e.g., Gardner, 2008; Green,
1991; Weidman & Stein, 2003; Weidman et al.,
2001). For example, Gardner (2008) found
that the history and chemistry doctoral students
in her study were socialized through program-
matic processes such as course work; candidacy
examinations and the disserta tion; relationships
with peers, faculty, and other academic pro fes-
24. sionals; and personal learning. She noted that
they transition through phases of development
marked by the first year of coursework, the
time spent in coursework up to candidacy, and
then the disserta tion process.
Relationships with advisers and mentors can be
important for professional socialization and
identity development (Green, 1991; Hall &
Burns, 2009; Gardner, 2007, 2008; Schroeder
et al., 2004; Sweitzer, 2009). For example,
Green (1991) found that when advisors were
highly supportive of doctoral students, students
were more likely to be more committed to and
productive in their research. Gardner (2008)
found that in the early stages of their social-
ization, the history and chemistry doctoral
students in her study developed relationships
with faculty and peers on whom they relied
for guidance; but in the later stage of their
programs, the dissertation stage, the students
became less attached to peers and closer to
faculty. She also found that the students began
their transition to a more professional identity
from a student identity during the mid and
late socialization phases focused on approach-
ing candidacy and the dissertation (Gardner,
2008). In her study of business doctoral
students, Sweitzer (2009) found that the
influence of faculty-student developmental
relationships on professional identity varied
based on whether the faculty reinforced
institutional goals or focused more on
individual development.
DATA AND METHODS
25. This paper is based on interviews with 27
students who participated in a professional
development workshop for public affairs
doctoral students. The authors co-chaired this
workshop in two consecutive years, and
participants were recruited from both cohorts,
which comprised a total of 59 students. The
workshop was geared toward students interested
in pursuing an academic career and included
sessions on the academic job market, ethics in
publishing, and an interactive session between
faculty and students to provide input and
feedback on the students’ research. Study
participants were enrolled in doctoral programs
at 25 different universities in 6 countries
located in North America, South America, and
Europe; most participants were from North
America. Seventeen students were attending
programs in public administration, public
man agement, policy, philanthropy and non-
profit management, or political science. Ten
students were enrolled in management and/or
organizations (e.g., organizational behavior)
doctoral programs but were conducting re-
search in public affairs. Eighteen of the study
participants were women.
At the time of the interviews, seven students
had recently graduated. Most of the remaining
students had entered candidacy and/or were
working on their proposal or dissertation.
Nearly all participants were collaborating with
faculty on research projects in addition to
working on their own dissertation research.
Twenty-two participants had coauthored a
26. conference paper or journal article with a
faculty member. All students had attended at
least one academic conference, and nearly all
had presented at a conference.
The authors and one graduate assistant
collected data through semi-structured phone
interviews; the geographic dispersion of study
participants and resource constraints prohibit-
ed in-person data collection. Interviews lasted
about one hour and were audio-recorded.
The interviews were professionally transcribed.
The quality of the recording for one interview
prohibited transcription, and we relied on notes
taken during the interview.
Our interview questions focused on how par-
ticipants were learning to become academic
pro fessionals. Although our interviews covered
A . E . Smith & D . M . Hatmaker
Journal of Public Affairs Education 549
each of the three dimensions that comprise a
faculty or academic career—research, teaching,
and service—this paper focuses specifically on
their process of becoming a researcher. Similar
to Pratt et al. (2006) in their study of
professional identity construction among
medical residents, we asked participants what
being a researcher means to them. We also
asked them about how they are learning to do
research, covering topics such as working with
27. faculty, their coursework, and conference
presentations. We conducted interviews until
we had reached theoretical saturation, in which
no new or relevant data was emerging for our
categories (Strauss & Corbin, 2008), resulting
in a total of 27 interviews.
We employed a grounded theory approach
for our analysis in which we iteratively used
the literature and the data to inductively
and systematically generate our constructs
(Strauss & Corbin, 1998). First, we read
through each transcript in its entirety. Then,
employing an open coding process (Strauss &
Corbin, 1998), we individually coded a
subset of the inter views by assigning labels to
sentences and paragraphs; this initial coding
focused on how participants defined being a
researcher and tactics and behaviors related to
learning to become a researcher. For inter-coder
reliability, we discussed our individual coding
and agreed on first-order codes. We used these
codes as a guideline for subsequent coding,
and added new codes as they emerged through
our analysis and discussion. We used the
litera ture to inform our analysis. For example,
Weidman and Stein (2003), Sweitzer (2009),
and the work by Gardner (2007, 2008) offered
insight into the importance of relationships
for doctoral stu dents. The organizational
socializa tion literature (e.g., Morrison, 1993;
Ostroff and Kozlowski, 1992; Van Maanen &
Schein, 1979) guided our coding of institution-
alized socialization tactics and the students’
proactive efforts.
28. We then grouped codes into higher-level
categories and used axial coding to establish
connections between the categories (Strauss
& Corbin, 1998). Relating the categories to
each other revealed how students linked, for
example, formal research training, faculty-
student interactions (such as the support
offered through mentoring), and the conse-
quences of the training and interactions (the
students’ perceptions of their development).
Subsequent closer coding of the categories
revealed additional nuances that led us to our
multilevel model of socialization tactics at the
organizational, relational, and individual level.
Our coding also focused on students’ definitions
of what it means to be a researcher. (See
Appendix I for the structure of our codes and
categories, with data examples.) We used NVivo
software to manage the data and elec tronically
link transcript text to codes and categories.
THE PROTOTyPICAL RESEARCHER
In responding to our question about what it
means to be a researcher, nearly all participants
offered descriptions of what researchers do
(Pratt et al., 2006). Participants’ explanations
of what it means to be a researcher described
tasks and role expectations that typically are
associated with being a researcher—a proto-
typical research identity (cf. Sluss, Ployhart,
Cobb, & Ashforth, 2012; Sweitzer, 2009). As
one participant stated, a researcher is one “who
looks into whatever is going on in the real
world and tries to make sense of it.”
29. Students discussed several dimensions of the
prototypical research identity, as shown in Box
1. They indicated activities in which research-
ers engage and how they behave, covering
ethics, theory building, research dissemination
and publishing, and methodo logical rigor. A
few participants who discussed ethics did so in
terms of the nature of the research itself—as
one participant stated, “It’s advancing the field
ethically, honestly with academic rigor”—as
well as with respect to the treatment of research
participants. Many parti cipants described
being a researcher as predi cated upon using
rigorous research methods.
Most students viewed theory building as a
central part of a researcher’s role. They dis
cussed two types of theory building: the type
that adds incrementally to existing scholarship
Knowing, Doing, and Becoming: Professional identity
construction
550 Journal of Public Affairs Education
and the type that ventures into previously
unexplor ed areas. For example, one partici -
pant articulated the nuances between these two
types of contributions.
I see research as maybe one of two maybe
various components. I think one com-
ponent and I, and I actually heard this
at a conference—that there are some
30. researchers who are really great with
coming up with new questions, new
ways of looking at a phenomenon, new
ways of analyzing something and then
there are other researchers who con-
centrate on taking existing infor mation
and, and maybe challenging it or testing
assumptions and things like that.
Several participants also recognized that the
dissemination of findings is a researcher’s role.
These students discussed publishing as the
primary vehicle through which research results
would be shared with the academic and
practitioner community. Even early in their
careers, these students were keenly aware of the
central role that publishing plays in the career
of a researcher. For example, one participant
stated, “I’ve really been trained in the publish
or perish mindset.”
Another student articulated publishing’s cen
trality in building a reputation as a contributor
to a particular body of knowledge and in
gaining name recognition.
Being a researcher at a university, as far as
I’m concerned, means that you are able
to publish in top journals. So, being a
researcher means that you are a person
that devotes the whole time into trying
to publish in these top journals … kind
of building your own research line so it’s
not just publishing 1 or 2 good pieces in
good journals, but also trying to draw a
line, a research line, that people can
31. define that you are doing research in
this area. And when they think in some
area, they can think in your name, for
example, or they can think of some of
your work.
RESEARCH PROFESSIONAL IDENTITy
CONSTRUCTION
As they discussed how they are becoming a
researcher, our study participants described
multiple mechanisms. These components
represent a multilevel approach to becoming a
researcher; they represent activities at the
organizational, relational (interpersonal), and
BOX 1.
Participant Descriptions of a Researcher
“What Does it Mean to be a researcher?”
I think the researcher has to be someone who is actively
investigating questions that are relevant and haven’t
really been answered before, you know, trying to get their work
published and having to, you know, the
academic community to get, to start a dialog and to stand in
front of others and to really kind of, you know,
answer some tough questions.
I think being a researcher means being able to pose a
provocative, relevant question, and then go about
answering it. So to me, that’s what research is about.
One is sort of creation of knowledge in the areas that I’m
interested in and then dissemination of that knowledge
and so, you know, doing research that’s going to build on, on
the foundations we have right now in my area
32. and help to, you know, create better understanding of variety of
phenomena.
I believe a researcher is somebody who saturates themselves in
the knowledge of their field and then tries
to expand upon that knowledge.
A . E . Smith & D . M . Hatmaker
Journal of Public Affairs Education 551
individual level. We have categorized the tac -
tics into three main groups: institutionalized
socialization (organizational level), faculty men-
tor ing (relational level), and student proactivity
(individual level).
Institutionalized socialization is comprised of
the formal activities initiated by the student’s
department or school and geared toward formal
socialization into the profession. Faculty men-
toring consists of the activities that faculty
initiate to develop the students. Activities
falling into the category of student proactivity
are those in which the student initiates
relationships that facilitate his or her transition,
sometimes by strategically positioning them-
selves in order to connect with the “right”
person. In addition, a few students stated that a
certain amount of luck contributed to their
development, particularly with respect to the
relationships constructed with faculty; we
have labeled this phenomenon serendipity. In
the next sections, we discuss each of these
33. mechanisms in more detail, along with the
associated outcomes noted by the students.
Institutionalized Socialization Tactics
As discussed by the participants, a researcher’s
identity is rooted in inquiry, rigor, and the
application of research methods to study social
phenomena. Part of this identity is developed
through institutionalized mechanisms that are
established by departments, colleges, or uni-
versities to socialize students as researchers.
These institutionalized tactics were comprised
of three activities in which nearly every student
participated: research methods courses, formal
advising, and formal graduate assistantship
assignments. Nearly all students were required
to take at least two methods courses, and
most participants completed on average two
addi tional methods courses. All participants
completed at least one quantitative methods
course, and nearly all had a course covering
qualitative methods.
Departments also assigned students to faculty
for formal advising and for graduate assistant-
ships. Twenty-four participants had assistant-
ships during graduate school; of that number,
16 held research assistantships. Nearly all
part icipants with an assistantship described
the relationship as one that grew in responsi-
bility over time. In the next section on
faculty men toring and on-the-job training,
we discuss in more detail the relationships
between faculty and students in the context of
these assignments.
34. Several participants described their methods
courses and research assistantships as strongly
complementary. Research assistantships pro-
vid ed a venue where the students could apply
the techniques and skills learned in the meth-
ods courses, as one participant articulated.
So in those courses, we looked at every-
thing from textbooks on how to do
research and the practice both on the
quantitative and qualitative way of doing
it with social science to cases and
examples where research has been … but
I really think it was strongly, strongly
augmented by my experience with my
advisor, as I’ve worked two research
projects with her, so the two research
design classes are great starting points
but it all exists in this hypothetical
situation and that’s not the way the
world operates and you learn so much
through the process of doing it.
Participants built foundational knowledge
through classroom training, but the on-the-job
experiences working with faculty members
enabled the students to apply the knowledge
gained in the classroom to actual research pro-
jects. In the next section, we discuss the on-the-
job training related to honing research skills as
well as other dimensions of faculty mentoring.
Faculty Mentoring
It’s something … I think that if a top
professor can devote some time with a
35. PhD student, I think that’s, in my opin
ion, that’s probably the key of a successful
PhD, is having someone with experience
Knowing, Doing, and Becoming: Professional identity
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552 Journal of Public Affairs Education
and with success and that this person
devotes time to you. In this case, if I send
him a paper, doesn’t matter the week,
doesn’t matter the time, he will read it
and comment on it and we will have a
meeting and he will go point by point.
And really for me, that makes a differ-
ence, more than the courses and more
than everything.
The above quote from one of our students
speaks to the centrality of faculty’s role in
shaping the students’ professional identity as a
researcher. In particular, this student recognized
that faculty availability and willingness to
provide detailed feedback is a cornerstone of a
doctoral student’s success. All of the students
in our study described how their relationships
and interactions with faculty offered either
instrumental or social support or both. Many
of the students discussed the underlying trust
in these relationships, and nearly all talked
about supportive ties to faculty other than the
formally assigned advisor. These informal re-
lationships offer advice and guidance beyond
36. the “bureaucratic” processes of being a doctoral
student, and can emerge “organically” or as a
result of a “natural” affinity in a particular topic
area, as two students described.
I mean mentoring and advising I see as
very differently. Advising is much more
physical, filling out the paperwork that
needs to be done through the university
bureaucracy, which is important to get
that all done. Otherwise, you can’t pro
gress. But I think of mentoring as much
more informal and almost something
that has to happen organically; at least it
has been in my experience.
I mean, yeah, I have an advisor, one
that’s obviously a little bit more formal
but the other ones I think like any, pro-
bably in any setting, it’s … there’s people
that you connect with more naturally
than others and so I would definitely say
that there’s three other pro fessors that it’s
more of the informal relationship. You
know, I trust them and if I know I have
questions, I’ll make sure that I’m shoot
ing them an e-mail.
Such mentoring by faculty contributes toward
developing the students’ sense of themselves as
researchers, offering them confidence as well
as the skills needed to be a researcher. Most
students referred to the faculty with whom they
work closely as mentors even if the faculty were
not assigned as formal mentors or advisors.
37. This mentoring consists of on-the-job training,
emotional labor, and visibility enhancement.
on-the-job training. Nearly all of the students
discussed learning how to conduct research
through on-the-job training while working
with faculty. For some participants, colla-
borating with faculty began with being given
responsibility for a relatively small portion of
a research project, with the parts growing
incrementally over time along with increased
responsibility. The following two participants
describe their increasing responsib ilities as they
learned more about how to conduct research
through their work with faculty.
I have one project that I would say is
probably like a classic PhD student
project whereby my supervisor and his
colleague developed the research study
initially and then I became involved as a
research assistant right at the stage where
they were designing the questionnaire
and so I had some input there, did a
bunch of the data collection, and now
have been on the, I am the third author
on a manuscript that’s under review …
yeah, it’s sort of classic, you know,
learning the ropes and helping to do bits
and pieces, so that’s one project.
Well, it changed over the course of, as I
grew. Initially, it was mostly involved in
writing the methods part of course, as I
was the main one doing the data analysis.
So writing the methods, but also
38. A . E . Smith & D . M . Hatmaker
Journal of Public Affairs Education 553
brainstorming with the ideas. And then
also just kind of in reviewing and adding
to the manuscript that my advisor was
taking the lead on. But over time too, I
came to play more of a role in the theory
development. And though I was never
the one doing the lead writing, I was
contributing as much as my advisor on
the theory development and writing.
Some students likened their initial experiences
to being “thrown into the fire” and conducting
research with a faculty member immediately
upon entering graduate school.
And so I actually dove sort of head first
into this project, you know, the first day
of starting grad school . . . And it ended
up being a multimethod study. We did a
series of focus groups and then I designed
and implemented a survey. So it was a,
you know, a pretty hands on, thrown in
the fire introduction to, to research.
Bolstering identity. Several students discussed
how faculty interactions served to bolster their
professional identity. For example, several
students in our study noted that interactions
with faculty helped them to gain self-confidence
39. and enhance their own sense of efficacy as a
researcher. Several students indicated that one
outcome of responsibility growing increment-
ally is increased confidence. One participant
reflected that as faculty-student collaboration
progressed, confidence increased, and she
became more of a peer to the faculty researcher
rather than just a student.
I don’t think … I think it’s just something
that kind of happened naturally because
as my foundation grew, I had a lot more
to offer. And so I just … And whereas, in
my first couple of years, I was very
hesitant, lacked the confidence to kind
of push my ideas out there, that changed
the more I learned, the more that I
gained confidence, and it became more
of a peer relationship rather than kind
of advisor/student.
Although on-the-job training assists the stud-
ents in developing their research skills, faculty
do not just focus on the technical aspects of
training in the mentoring relationships. The
research profession can be challenging on sev-
eral fronts, and faculty mentors also offer the
psychosocial support that is a part of men toring
and that can assist students in overcoming
emotional hurdles. A few students explained
how this psychosocial support helped them
weather the emotional peaks and valleys asso-
ciated with the successes and failures of learning
to do (and actually doing) research, and helped
them to overcome stumbling blocks they may
have faced.
40. For example, in the next quotation, one student
described the self-doubt that accompanies
many students as they begin their professional
development, and how the faculty support is
both reassuring and a reaffirmation of their
identity as a researcher. At the same time, the
student noted that the faculty recommended
that she learn to develop the tough skin often
required to persevere in this profession.
… she was very supportive and reassuring
and, you know, but also not afraid to say
you need to be able to do this so you
might not enjoy it but toughen up, you’ll
get through it, I have total faith in
you … we come into this with enough
self-doubt, I think, that having that, that
moral support, saying that you can do
this is, helps keep us in it, helps keep, get
us through it.
Another student used the analogy of learning
to ride a bike to articulate how his advisor en-
abled him to gain independence while still being
there “to pick him up” from research “spills.”
And I just feel it’s a huge advantage to
have had that opportunity to, to see it in
theory, to see it in practice, and I tend to
use an analogy with several of the stages
as we’ve moved through different parts of
a research project to my research assist-
antship of kind of having training wheels
Knowing, Doing, and Becoming: Professional identity
41. construction
554 Journal of Public Affairs Education
on a bike and then moving to my advisor,
sort of walking along or running along
behind the bike, making sure that I’m
not going to take a big spill to getting me
ready to do it on my own, which I think
is the ideal; and if you just throw them
out there without that experience, it’s
really easy to take a tumble and not be
sure you want to get back up on the bike.
Increasing visibility. For researchers, profes-
sional identity is also rooted in their reputa tion
and connections to other researchers. One
component of the developmental relation -
ships that emerged from our analysis was
that faculty offered opportunities for students
to become more visible to other academics
within the profession . Many study partici-
pants explain ed how faculty connected them to
researchers from other institutions and invited
them to join panels at professional confer -
ences. One participant described how being
asked to parti cipate in a panel led to writing a
book chapter.
One of the things that [my advisor] did,
for example, that is a lovely thing for a
mentor to do, is she would ask to be part
of the panel for the next [management]
conference and she asked me if I wanted
42. to be part of that panel and then that put
me in touch with the, the person who is
leading the panel or co-leading the panel
who, after I submitted my paper for that
purpose, asked me if I wanted to write a
chapter in a book she was editing.2
Balancing. A few students in our study ex-
plained how faculty offered guidance that went
beyond the framework of the profession; they
identified support from faculty that focused
on the challenges of balancing life outside of
work with work demands (work-life balance).
Although life as an academic researcher can
offer many benefits in terms of autonomy and
lifestyle, particularly through the dissertation
and tenure years, it can also be quite a
demanding profession.
For example, students and newly minted PhDs
can find it difficult to determine how much
time to spend on different activities that are
expected of academic professionals. Similarly,
Gardner (2007, 2008) found that balancing
duties and issues of time were challenges for
the history and chemistry students in her
study. In the next quote, one participant
described both the nature of the advisor
relationship in terms of emotional closeness
and formality, as well as the advisor’s advice on
balancing the competing priorities faced by
academic researchers.
I have a very close relationship with my
advisor. And because of our close rela-
tion ship that’s developed kind of beyond
43. just work life and personal as well, there’s
a relationship there, he’s helped me in
kind of all aspects and how to balance it.
And I feel that he’s looked after me and
offered advice on how not to get too
overwhelmed, how to kind of limit how
much time I spend on different projects
or teaching different things that I’m
required to do. …So, and in some ways,
it’s been very formal, and in some ways,
it’s been more personal and informal.
Student Proactivity
Learning to become a researcher also involves
individual agency on the student’s part. All
participants explained how they took initiative
to connect with and learn from faculty. They
emulated faculty advisors and mentors and
positioned themselves in ways that enabled
them to establish relationships with particular
faculty that they deemed instrumental for their
own advancement and research.
Participants used phrases like “personal initi
ative” and “I was the driver” to convey their
proactivity. One participant remarked, “It’s there
for the taking, but you have to be able to take
the initiative.” These participant com ments
suggest that the connections with faculty
through assistantships and advisor assignments
are necessary, but not sufficient, for the learning
A . E . Smith & D . M . Hatmaker
44. Journal of Public Affairs Education 555
process. Rather, formal assignments allocated
by the department are first steps. It is then up
to students to be proactive in recognizing their
needs and strategically developing and initiating
relationships to fulfill those academic and
emotional support needs.
Emulating faculty. Many students viewed
faculty as role models, and they discussed
emu lating faculty. For students, advisors are
their first examples of what it means to be a
researcher and how research is actually done.
Because faculty advisors are role models, they
are heavily influential in the process of learning
to be come a researcher. One participant said of
her advisor, “I kind of want to be her when I
grow up.” As described in the quotes from two
participants, doctoral students imitate faculty
that they perceive as successful researchers.
I’m very grateful for her and I think
that’s, that’s probably one of the things,
one of the most tactical ways that I’ve
learned how to be a researcher and how
to be an academic and I really see her as
someone that I can follow, follow in
those footsteps.
…that would be the metaphor, you know,
the master has developed his craft to, you
know, to a degree that he is respected
among the community within that trade
and, you know, you enter as a mentee,
you know, to, to understand how to dev-
45. e lop the craft, how to be come an expert
yourself but first by mimick ing, not
necessarily mimicking but just by, yeah,
mimicking, you know, the same routines
and approaches that your mentor takes.
Positioning. Nearly all students engaged in
activities to position themselves to be noticed
by faculty and to initiate working relationships
with them. We identified three specific posi-
tioning strategies in our coding: (a) reaching
out, (b) initiating research projects and then
engaging faculty in them, and (c) reputation
building. In reaching out to faculty, students
strategically identified faculty and developed
and executed a plan for initiating a connection
to that person. For example, one participant
described positioning himself to initiate con-
tacts with several faculty members, each of
whom offered expertise in differing areas of
interest or need.
I just knocked on her door. I explained
a little what was my background and
what I wanted to do and we started
working quite soon together. …I wanted
to work with someone that was actually
an expert on quantitative methods
because I think it’s important. So, I got
in touch with this other professor from
the quanti tative department…then the
first year, I attended also the [withheld]
conference. I wanted to inter act with a
public [administration] faculty member
and the first one on my list was [name
46. withheld]. So, I just bumped into him at
the conference and I explained what was
my thesis about and where I was from,
these kinds of things and we started
work, little by little, together and as we
were working more, the relationship was
a bit closer.
In another example, a student sought out a
faculty member by directly asking her to be the
student’s advisor.
So I was attending a course with her, and
this was a brilliant course. It really open-
ed up my mind to lots of research ques-
tions and ideas, and I realized I really
wanted to be with her. … And then I re
quested her if she’d be willing to be my
supervisor because I was looking for a
change in supervisor, and she said yes
right away.
In another case, a student described how he
would reach out to those faculty whose work he
admired, with whom he might have a natural
connection or whose work is compelling.
Knowing, Doing, and Becoming: Professional identity
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556 Journal of Public Affairs Education
Well, there are some other researchers
and professors that I have more affinity
47. and more dialogue possibilities, so those
ones I would choose for advice, or peo -
ple that I have a special admiration on
their work. So I know they have a work
that is particular interesting or they have
deve loped a way that was really nice,
so I would go for them. I would look
for them.
Another way that participants positioned
themselves to connect with faculty was by
initiating their own research projects and
asking faculty to participate. These projects
included research outside of assignments
from faculty supervisors, as one partici-
pant described.
So I identified a, a gap in the literature
and what I thought was kind of inter-
esting for an experiment in this case, a
controlled experiment, and so I designed
that and then brought in another student
and, well, the fellow who was running
the course that I, where I identified this
as a, as a project, so the faculty member
and that faculty member has, is like is the
third author on this work and so he
operated it as a, well, much as you would
expect a third author, author to operate.
He gave input to drafts and gave input to
questionnaires and study design but it
was mostly run by me.
Several students also focused on reputation
building as a means to position themselves such
that they could be noticed by or initiate a
48. connection to faculty. Students indicated that
projection of their skills, abilities, and know-
ledge assisted them in building a reputation
within their department or area of expertise
and then initiating a relationship with faculty.
Students built their reputation in various ways:
by doing well in their coursework, presenting at
conferences, collaboration, and voicing inter est
in particular areas of research.
In one example, a student described a confer-
ence presentation and her reputation among
other faculty as key factors in her ability to
secure a postdoctoral fellowship and collabor-
ative research projects with a faculty member
at another institution.
I think the reason I earned [my fellowship]
was they, that he saw me present, my new
advisor at [my new school], saw me pre-
sent at [a conference] and was impressed
with the quality of the research I was
doing and then he also knew colleagues
of mine at [my former job] and learned
further about some of the data collection
methodology and knew my persistence
was, how should I say, he said it was im-
pressive so he and I have a lot of research
projects already planned.
In sum, these comments by participants sug-
gest that student proactivity is an important
element in the process of learning to become
a researcher. In particular, formal tactics init-
iated by the organization, such as classroom
training and the assignment of advisors and
49. assistantships, begin the process of learning
to become a researcher, but they alone are not
sufficient. Developmental relationships with
faculty are a primary element in the socializa-
tion and identity development process, and
students played an active role in developing
these relationships.
Serendipity
In the course of coding the interviews, we
noticed that a few students mentioned one
other element that does not fit neatly into our
multilevel categories: luck. In particular, they
discussed the role that luck or good fortune
played in making their connections to faculty.
In this sense, the students seemed to indicate
that although they recognized that they can
steer their development, for example by
establishing connections and doing well in
coursework, to some extent the socialization
process was eased or facilitated when the
department or program happened to assign
A . E . Smith & D . M . Hatmaker
Journal of Public Affairs Education 557
them to a faculty who turned out to be a good
fit. By starting off with the “right person,”
they believed they were able to focus more on
activities that contributed directly toward their
own development rather than expending
energy on searching for the “right” advisor or
mentor. For example, some students talked
50. about how they were lucky to be assigned
to their advisor, or to a particular project, as
these two participants articulated.
But in terms of actually getting the ex-
per ience and translating that to like class-
room learning, I think, I think I have it
because luckily I was assigned to a great
project and a great advisor.
I, I, like I said, I know I just kind of won
the lottery with this one with who I was
placed in that she’s tenured, that she’s
recently enough into this that she’s still
very aware of how do you the job market,
how do you balance it all.
DISCUSSION AND IMPLICATIONS
We found a great deal of consensus among our
participants regarding what it means to be a
researcher, the advantages they gain from fac-
ulty mentoring and relationships, and the effort
they put into developing their identity. From
our findings, we have constructed a model of
the relationship between the multi level com-
ponents and the doctoral students’ notion of
and construction of a research professional
iden t ity. This model is shown in Figure 1.
The model includes the categories of activities
at each level—organizational, relational, and
individual—as well as the professional identity
dimensions related to these activities and the
definition of what it means to be an acad -
emic researcher as noted by the students in
our study. As shown by our findings, the stu-
51. dents’ departments and programs engaged in
institutionalized socialization tactics through
coursework and by assigning students to advi-
sors and research assistantships. These tactics
helped students to develop research skills and
expertise in research methods as well as know-
ledge about a particular area of research. By
exposing students to different faculty mem bers,
these tactics also facilitated students’ connec
tions to and relationships with faculty mentors,
as shown by the dotted line in the model from
the organizational level activities to the rela-
tional level activities.
Two other factors also influenced students’ abil
ities to establish developmental relation ships
with faculty: student proactivity and seren di-
pity. Students’ proactive behaviors help ed them
to connect with key faculty for mentoring
beyond their assistantships and formal advisors,
as represented by the dotted line in our model
from the individual level to relational level acti-
vities. In addition, several students had noted
that they felt lucky to be assigned to the advisor
they had. We included serendipity in our model
with dotted lines to both the institutionalized
socialization and the faculty mentoring because
it seems to be a moderating factor for both, at
least from the students’ perspective.
The relational level of socialization may be the
most central to the students’ professional
identity development. At this level, the activities
and tactics were focused on the interactions
between students and faculty, and were often
52. distinguished by students’ descriptions of trust
in the faculty and consideration of the faculty
as a mentor. These activities comprised both
the instrumental and psychosocial support
thatboth formal and informal mentoring can
pro vide, and students often referred to faculty
as their mentors. Not all faculty viewed as
mentors by the students were assigned as formal
advisors. Some were informal mentors with
whom the students established relationships on
their own, or who may have taken an interest in
a particular student and initiated an informal
mentoring relationship.
Insights for Faculty and Doctoral
Program Administrators
In this section, we offer insights and suggestions
to faculty and doctoral programs that are
Knowing, Doing, and Becoming: Professional identity
construction
558 Journal of Public Affairs Education
training public affairs researchers. Before dis-
cussing our recommendations, we present a few
caveats and limitations.3 First, the students in
this study self-selected to participate in a
professional development workshop. As such,
this group may have higher levels of proactivity
and motivation for professional development
than do public affairs doctoral students as a
whole. Although we leave it to future research
to explore identity development among stu-
53. dents while measuring proactivity levels, here
we take into account this possibility by offer -
ing insights for engaging students who may not
be as proactive or have as much motivation
to develop.
Second, our study focuses on the professional
identity development and socialization that
begins when the student enters a doctoral pro-
gram and does not consider prior profes sional
A . E . Smith & D . M . Hatmaker
FIGURE 1.
Research Professional Identity Construction
Relational Level:
Faculty Mentoring
On-the-job training
Bolstering identity
Increasing visibility
Balancing
Serendipity
Components of
a Research
Professional Identity
Research skills
Method expertise
Area expertise/knowledge
Visibility
Reputation
54. Independence
Self-confidence
Ethics
Organizational Level:
Institutionalized
Socialization
Classroom training
Advisors
Research assistantships
Individual Level:
Student Proactivity
Emulating faculty
Positioning
Journal of Public Affairs Education 559
experience or individual characteristics. We do
not have the data to consider these additional
factors. Although our study follows the social-
ization literature in viewing sociali zation as
beginning once a newcomer crosses the thresh-
old of an organization or profession (e.g., Louis,
1980), these factors certainly can influence the
process; we recognize this as a limitation that
should be addressed in future research.
A final caveat, as noted in our data and methods
section: Our study is based on data from
students who indicated an interest in pursuing
an academic career. Therefore, the following
55. insights focus primarily on this training.
Programs should consider offering a re quir-
ed professional development seminar for
doctoral students. Students discussed both
the value of connecting with varied faculty for
a range of support and the strategies they used
to develop these connections. One way that
doctoral programs may alleviate some of this
effort is to offer and require a seminar on
doctoral research and professional development;
for some programs, this requirement may be an
addition to the curriculum.
For example, the doctoral program in Public
Administration and Policy at the University at
Albany, State University of New York requires a
one-credit professional development seminar
through the first two years of the doctoral
program.4 The seminar meets every other week
and covers core topics such as the academic job
market, publishing in academic journals, teach-
ing at the college level, developing collaborative
working relationships with faculty members,
selecting an area of specialization, organizing a
dissertation committee, and participating in
conferences. Multiple faculty members teach
and present during the seminar, and students
are required to make one conference-style pre-
sentation while registered for this course series.
Such a seminar could also educate students
about the culture of the academic research pro-
fession, beginning to socialize them to research
norms. And although our study focused on aca-
demic research preparation, the seminar could
56. also cover nonacademic professional paths.
A professional development seminar offers a
venue for both skill development and consist-
ent messaging to the students. Students have
the opportunity to showcase themselves and
develop writing and presentation skills. They
can present their own work to faculty and peers
and receive feedback. A professional develop-
ment seminar offers a good venue for doctoral
students to practice conference presentations
and/or academic job talks. It also can assist
students with their writing skills by providing
feedback on drafts of manuscripts.
Because not all students may realize at the
beginning stages of their career that success can
depend on the diversity of connections they
develop, this seminar could also emphasize the
importance of developing relationships with
multiple faculty from within and outside the
students’ department or university. Not all stu
dents may recognize the value of assistantship
work, and the seminar could also reinforce why
this work is important. Highlighting how work-
ing with faculty builds a reputation, results in
publications, and improves research skills may
motivate students to take assistant ships serious-
ly. Overall, a seminar should offer a consistent
message to all doctoral students regard ing
professional development and can provide
them with materials they can refer to later.
Such a seminar serves multiple purposes from
the perspective of relational socialization and
identity development. It enables students to
57. connect to faculty outside of the classroom or a
course in more informal ways and exposes them
to a broader range of faculty than they might
otherwise encounter. They can also simply
learn more about what different faculty
members do. These factors can reduce the
reliance on serendipity that some students
discussed. These seminars also offer another
reputation-building opportunity for students,
and they may present different aspects of
themselves and their interests to faculty. A
Knowing, Doing, and Becoming: Professional identity
construction
560 Journal of Public Affairs Education
required professional development seminar
serves to ensure that those students who may
not be getting a great deal of advice or support
in some areas, or know how to seek advice or
support, receive at least some general guidance
and advice in proscribed areas.
Faculty mentors can emphasize and facil-
itate multiple developmental relation ships
for doctoral students. The importance of de-
vel oping ties to multiple faculty should be
com municated in the formal seminar, but the
fac ulty mentor also needs to reinforce and
augment the message. Although the seminar
can aptly convey general activities for pro fes-
sional development, the reality for doc toral
students is that learning to become a productive
58. researcher is a very individualized process.
These specialized needs—such as ex per tise in a
substantive area or analytic method, or advice
on balancing professional demands with raising
a family—may not always be ful filled by a
student’s primary advisor or mentor.
All of our participants discussed various ways
that they initiated ties to faculty that provided
them with access to different mentors and role
models who served different purposes. But, as
we acknowledge earlier, not all students may
be as comfortable with this proactive approach,
or even recognize the professional and personal
need for or advantages in developing connec-
tions to multiple faculty. Faculty mentors should
emphasize the value of multiple developmental
relationships and assist students in both ident-
ifying and connecting to faculty who might be
instrumental. They can encourage students to
engage in activities that can increase visibility
and enhance network and professional identity
development. Such activities might include
attending professional development seminars
offered by professional associations, chairing
conference paper sessions, or acting as a
discussant for a conference panel session. This
facilitation can reduce students’ need to expend
energy strategizing on how to meet or “cold
call” key people.
Programs can offer incentives and oppor -
tun ities for professional development acti-
vities beyond program requirements and
milestones. Programs can require students to
com plete an annual progress report that goes
59. beyond reporting completion of program
requirements (e.g., credits, required courses,
comprehensive exams, etc.). Such a report can
also ask for information on participation in
conference presentations, professional develop-
ment seminars connected to the student’s
subfield, and joint research projects with faculty
and other students. To further encourage stu-
dent participation in such activities programs
can provide financial support for conference
presentations, offer paper contests, and reward
coauthorship.5 An annual progress report and
additional incentives signal to students what
activities are important in the research pro-
fession and allow a program or advisor to ident-
ify areas where students need more development
or guidance.
Programs should formally recognize and
value mentoring, especially informal devel-
opmental relationships. Whether or not
departments or programs formally recognize
and reward faculty who offer developmental
support, especially outside of formal advisor-
advisee relationships, may influence the quality
of such support and whether it is given at all.
We recognize that many faculty, without
prompting, offer both instrumental and
psycho social support to doctoral students on
both a formal and informal basis. But our data
suggest that this support is not always
consistent, so some students feel lucky when
they are paired with or are able to connect to a
faculty member who offers it. With many
competing priorities across research, teaching,
and service expectations, faculty, especially those
60. in the tenure track, may be less willing to offer
support through informal developmental rela-
tionships if they believe it is not appreciated by
the department or formally recognized. Yet our
data supports the need for such ties be tween
faculty and students. Offering recog nition for
in formal mentoring, particularly for new
A . E . Smith & D . M . Hatmaker
Journal of Public Affairs Education 561
faculty, may help ensure that students receive
consist ent, continued, and widespread support
(cf. Saks et al., 2011; Hatmaker & Park, 2013).
Overall, our suggestions for programs and
faculty mentors are complementary. The
implementation of each of them in concert
with each other likely provides a greater benefit
for students’ professional identity development
than just one dimension on its own. Enacting
the suggestions described here may provide a
more efficient relationship-building process for
students and offer them a diversity of high-
quality developmental relationships. Future re-
search could also examine how peer relation-
ships contribute to professional identity de vel -
op ment, gender differences in socialization,
and identity development as well as take into
consideration students’ prior professional ex
per ience and other characteristics to lend addi-
tional insights for faculty and public affairs
doctoral programs.
61. ACkNOwLEDGMENTS
We are grateful to Linda Hodge for her en-
thusiasm for our project and her invaluable
contribution to our data collection.
NOTES
1 Following Rethemeyer and Helbig (2005), we use
the term public affairs to encompass public affairs,
public administration, public management, public
policy, and nonprofit management.
2 To protect the confidentiality of our participants,
we have replaced any names of individuals, organi-
zations, or institutions with a generic term in
brackets in quotations.
3 We thank our anonymous reviewers for noting these
limitations and drawing them to our attention.
4 We thank Dr. Karl Rethemeyer for the information
about the seminar for public administration and
policy doctoral students offered by the University at
Albany, State University of New York.
5 We thank one of our anonymous reviewers for
making these suggestions.
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ABOUT THE AUTHORS
Amy E. Smith is an assistant professor in the
McCormack Graduate School of Policy and
Global Studies at the University of Massachu-
setts Boston. She received her PhD in Public
Administration and Policy from the University
at Albany, State University of New York. Her
current research interests in public management
include women in leadership in public organ-
izations, social relations in government, and
68. teaching and mentoring in graduate education
in public affairs. Dr. Smith is also a member of
the editorial board at the journal, Public Per-
formance & Management Review.
Deneen M. Hatmaker is an associate professor
in the Depart ment of Public Policy at the Uni-
versity of Connecticut. She holds a PhD in
Public Administration and Policy from the Uni-
ver sity at Albany, State University of New York.
Her research interests include social net works,
gender dynamics in work and organ izations,
identity construction, and relational leadership.
Dr. Hatmaker is also a member of the Board of
Editors at the Journal of Public Administration
Research and Theory.
Knowing, Doing, and Becoming: Professional identity
construction
564 Journal of Public Affairs Education
APPENDIX I
Coding for Identity Development with Additional Data
Examples
Level Category Activity Data Examples
Organizational Organizational
Socialization
Tactics
(Institutional-
69. ized Tactics)
Classroom
training
I mean I just feel like I had 100 methods class-
es, and I understand it. I think there’s multiple
techniques for data analysis, qualitatively and
quantitatively. I have no question that I’m
comfortable doing it.
Formal as-
signments
So, I think it is important to have someone right
away when you’re a PhD student like a deer
in the headlights, that you can have someone
you know that formally is there to advise you.
Relational Faculty
Mentoring
On-the-job
training
I also really enjoy the collaborative element
with faculty, just because in any situation that
I’ve been, even collaborating on a conference
paper to a journal article or book chapter with
a faculty member, I end up learning so much
and so those are probably the two things that
I really love about Grad school.
Increasing
visibility
70. One of the things that I appreciate the most
is being looked out for in various situations
like conferences and stuff because they’re
really intimidating, at least to me.…So, you
know, [my two advisors] have both made
points of introducing me.
Bolstering
identity
The first person I usually go to with that is actu-
ally my advisor, who is very open to questions,
doesn’t act like it’s a stupid question, doesn’t
say, oh, well you should know that, very recep-
tive to kind of pointing me into the right place
to go. …
Balancing And I think the other key is having conversa-
tions about, moving conversations to not just
what are you working on but the larger pic-
ture issues for both career-wise and just sort
of work-life-balance-wise.
Individual Student
Proactivity
Emulation I share with her my fears about data analysis and
she’s even said “I didn’t really get good at it until
I did my thesis,” which was enlightening to me
because I see what she does now and I’m like,
you know, it’s something to look up to and ad-
mire. So that gives me hope.
Positioning So right now, I’m kind of going through this
process of feeling people out for who might
make good committee members for me. And