Description
In Topic 2, you were asked to read three articles on the topic of doctoral identity and to complete an annotated bibliography to demonstrate their understanding of the material. In Topic 3, you were asked to take this process a step further and identify themes found in the three articles and to complete a synthesis worksheet where the themes were supported by evidence from each article. In this assignment, you will build on your worksheet efforts and write a paper about the three themes. The narrative will not only present the evidence from the articles to support the identified themes, but also will provide an analysis for each theme by synthesizing the information collected.
Directions:
Using the Synthesis Worksheet you completed in Topic 3 and considering the themes you developed and the feedback provided by your instructor, write a paper (1,000-1,250 words) that synthesizes the three articles. Your paper should include the following:
- An introduction that introduces and provides context for the topic. This includes giving a brief description of each article and its purpose, identifying the three themes that emerged from your reading, describing how they will be discussed in the paper, and presenting a clear thesis statement.
- Support for your identified themes with evidence from each article. Provide analysis of these findings to strengthen your narrative.
- A discussion 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?
Running head: SYNTHESIS WORKSHEET
Synthesis worksheet
Victoria Ghetti
Grand Canyon University
1
SYNTHESIS WORKSHEET
2
Synthesis Worksheet
Introduction
Doctoral identity, also known as professional identity means ‘the
comparatively enduring and stable constellation of experiences, motives,
Capture interest:
values, beliefs and attributes based on the individuals who define
themselves in a professional role’. This identity shows to people that a
particular person has exclusive ability sets and skills.
Doctoral identity has various aspects including institutional, interpersonal as
well as individual factors. Smith & Hatmaker (2015), Baker & Pifer
Context:
(2011), and Gardner (2009) have provided significant data on professional
or doctoral identity.
Statement of common
Three common themes including; transition, relationships and academic
themes:
success can be derived from the three articles.
Academic success, transition, as well as relationships are very essential in
Thesis statement:
doctoral identity development.
Theme One:
Academic Success
Baker and Pifer (2011) state that doctoral success is being able to transition
from being dependent on faculty to becoming an independent scholar. They
further explain how a doctoral student is successful after passing the
Baker and Pifer
(2011):
candidacy examination, finishing the coursework, and completing a
dissertation. The students should also be knowledgeable in conducting
research and knowledge and academic language.
TITLE OF PAPER
3
According to Gardner (2009), academic success in doctoral education can
be very hard to just pinpoint to one attribution. It could be attributed to high
grade points, completing the work, annual persistence, completion of
Gardner (2009):
dissertation, getting a degree, staying in school, as well as getting into the
academic society after graduating .
The research of Smith and Hatmaker (2015) focuses on the impact of
individual, institutional, and rational aspects on professional identity
development. The research provides essential understanding of academic
Smith and Hatmaker
(2015):
success based on doctoral education. Research skills have been identified as
critical to professional success. Students must have the ability to produce
research that contributes effectively to the existing knowledge of a subject
and spread this knowledge to the academic society.
Theme Two:
Relationships
Baker and Pifer (2011) insist on how significant relationships are in the
second phase of the doctoral program. Friendships developed in the second
stage can help guide the student towards academic achievement. During the
second stage, developing strong relationships and partners is vital. Student
Baker and Pifer
(2011):
who did not develop these relationships or bonds with other students or
faculties did not perform as well. Baker and Pifer (2011) also stress that
when learners in the doctoral program were given an opportunity to develop
good relationships would probably have a higher confidence level and also
have success in their early academic stages.
TITLE OF PAPER
4
Gardner (2009) points out that the relationship of students with faculty
members is different depending on their area of specialization. Students
who specialize in disciplines like oceanography, communications and
Gardner (2009):
psychology related better with faculty. Such learners have a higher rate of
completion in comparison to areas like Mathematics.
Smith and Hatmaker (2015) too discussed mentor relationships and its
connection to doctoral identity. New students took part in professional
activities like training in the workplace, following skilled role models and
Smith and Hatmaker
(2015):
guidance from specific professional members. They highlight mentoring
relationships between faculty and learners is believed to be beneficial.
Theme Three:
Transition
According to Baker and Pifer (2011) Doctoral learners are educated to
develop skills and the knowledge that is essential to perform their
professional roles competently in the doctoral program which will help
them to transition into the specialized field. Learners take part in the growth
Baker and Pifer
(2011):
of the community since it offers changes in the outlook of both the
environment and the neighborhood. As the learners grow, they go through
transitions in their personalities as they socialize with other students and
share important ideas.
TITLE OF PAPER
5
Gardner (2009) points out that learner’s experience changes in their
behaviors since they are led by cultural changes, values as well as a code of
conduct. The ability of the students to ask for opportunities is a change of
monetary quo since they study and participate in different projects in an
Gardner (2009):
organization. The accomplishment of a degree by the learners leads to a
change in the community since literacy and levels of education are
improved.
For Smith and Hatmaker (2015), when students conduct research, they lead
to a change in existing data about various concepts. New learner transitions
as well as the code of conduct show their transition process throughout the
Smith and Hatmaker
(2015):
doctoral process. The developments that take place in the minds of the
students after interacting with mentors and faculty members is evidence of
this transition.
To conclude, the three common themes that have been derived from the
given articles are the essentials needed in achieving a doctoral identity. It is
easier to attain academic success by forming new friends, receiving faculty
help, and maintaining the relationships that give support. Socialization is a
Statement of
Conclusion
significant aspect in the process of this transition whether with faculty or
other students. The themes have a common idea which is the studying
different aspects of the achievement of a Doctoral program.
TITLE OF PAPER
6
References
Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctor to
independent scholar. Studies in Continuing Education, 33(1), 5-17. doi:
10.1080/0158037X.2010.515569
Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in
seven disciplines. The Review of Higher Education, 32(3), 383-406. doi:
10.1353/rhe.0.0075
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.
Running head: SYNTHESIS PAPER
1
Synthesis Paper
Student A. Sample
Grand Canyon University: RES-811
SYNTHESIS WORKSHEET
2
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,
SYNTHESIS WORKSHEET
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.
3
SYNTHESIS WORKSHEET
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:10.1037/02786133.24.2.225
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
Purchase answer to see full
attachment
Synthesis worksheet
Victoria Ghetti
Grand Canyon University
1
SYNTHESIS WORKSHEET
2
Synthesis Worksheet
Introduction
Doctoral identity, also known as professional identity means ‘the
comparatively enduring and stable constellation of experiences, motives,
Capture interest:
values, beliefs and attributes based on the individuals who define
themselves in a professional role’. This identity shows to people that a
particular person has exclusive ability sets and skills.
Doctoral identity has various aspects including institutional, interpersonal as
well as individual factors. Smith & Hatmaker (2015), Baker & Pifer
Context:
(2011), and Gardner (2009) have provided significant data on professional
or doctoral identity.
Statement of common
Three common themes including; transition, relationships and academic
themes:
success can be derived from the three articles.
Academic success, transition, as well as relationships are very essential in
Thesis statement:
doctoral identity development.
Theme One:
Academic Success
Baker and Pifer (2011) state that doctoral success is being able to transition
from being dependent on faculty to becoming an independent scholar. They
further explain how a doctoral student is successful after passing the
Baker and Pifer
(2011):
candidacy examination, finishing the coursework, and completing a
dissertation. The students should also be knowledgeable in conducting
research and knowledge and academic language.
TITLE OF PAPER
3
According to Gardner (2009), academic success in doctoral education can
be very hard to just pinpoint to one attribution. It could be attributed to high
grade points, completing the work, annual persistence, completion of
Gardner (2009):
dissertation, getting a degree, staying in school, as well as getting into the
academic society after graduating .
The research of Smith and Hatmaker (2015) focuses on the impact of
individual, institutional, and rational aspects on professional identity
development. The research provides essential understanding of academic
Smith and Hatmaker
(2015):
success based on doctoral education. Research skills have been identified as
critical to professional success. Students must have the ability to produce
research that contributes effectively to the existing knowledge of a subject
and spread this knowledge to the academic society.
Theme Two:
Relationships
Baker and Pifer (2011) insist on how significant relationships are in the
second phase of the doctoral program. Friendships developed in the second
stage can help guide the student towards academic achievement. During the
second stage, developing strong relationships and partners is vital. Student
Baker and Pifer
(2011):
who did not develop these relationships or bonds with other students or
faculties did not perform as well. Baker and Pifer (2011) also stress that
when learners in the doctoral program were given an opportunity to develop
good relationships would probably have a higher confidence level and also
have success in their early academic stages.
TITLE OF PAPER
4
Gardner (2009) points out that the relationship of students with faculty
members is different depending on their area of specialization. Students
who specialize in disciplines like oceanography, communications and
Gardner (2009):
psychology related better with faculty. Such learners have a higher rate of
completion in comparison to areas like Mathematics.
Smith and Hatmaker (2015) too discussed mentor relationships and its
connection to doctoral identity. New students took part in professional
activities like training in the workplace, following skilled role models and
Smith and Hatmaker
(2015):
guidance from specific professional members. They highlight mentoring
relationships between faculty and learners is believed to be beneficial.
Theme Three:
Transition
According to Baker and Pifer (2011) Doctoral learners are educated to
develop skills and the knowledge that is essential to perform their
professional roles competently in the doctoral program which will help
them to transition into the specialized field. Learners take part in the growth
Baker and Pifer
(2011):
of the community since it offers changes in the outlook of both the
environment and the neighborhood. As the learners grow, they go through
transitions in their personalities as they socialize with other students and
share important ideas.
TITLE OF PAPER
5
Gardner (2009) points out that learner’s experience changes in their
behaviors since they are led by cultural changes, values as well as a code of
conduct. The ability of the students to ask for opportunities is a change of
monetary quo since they study and participate in different projects in an
Gardner (2009):
organization. The accomplishment of a degree by the learners leads to a
change in the community since literacy and levels of education are
improved.
For Smith and Hatmaker (2015), when students conduct research, they lead
to a change in existing data about various concepts. New learner transitions
as well as the code of conduct show their transition process throughout the
Smith and Hatmaker
(2015):
doctoral process. The developments that take place in the minds of the
students after interacting with mentors and faculty members is evidence of
this transition.
To conclude, the three common themes that have been derived from the
given articles are the essentials needed in achieving a doctoral identity. It is
easier to attain academic success by forming new friends, receiving faculty
help, and maintaining the relationships that give support. Socialization is a
Statement of
Conclusion
significant aspect in the process of this transition whether with faculty or
other students. The themes have a common idea which is the studying
different aspects of the achievement of a Doctoral program.
TITLE OF PAPER
6
References
Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctor to
independent scholar. Studies in Continuing Education, 33(1), 5-17. doi:
10.1080/0158037X.2010.515569
Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in
seven disciplines. The Review of Higher Education, 32(3), 383-406. doi:
10.1353/rhe.0.0075
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.
Running head: SYNTHESIS PAPER
1
Synthesis Paper
Student A. Sample
Grand Canyon University: RES-811
SYNTHESIS WORKSHEET
2
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,
SYNTHESIS WORKSHEET
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.
3
SYNTHESIS WORKSHEET
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:10.1037/02786133.24.2.225
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
Purchase answer to see full
attachment
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