Week 2 of COM/705
Annotated Bibliography
Grade: 13.75/15
Comments:
Please see the attached document with feedback about your assignment :-)
DQ 1: How do you respond to constructive feedback? What does the ability to receive and integrate feedback say about you as a scholar-practitioner-leader?
My response: Sometimes constructive feedback is hard to accept at first and sometimes it is not, honestly. If I expect to receive constructive feedback then most of the time it is accepted easily. At other times, it's an ego thing and my heart shatters. I try to wait and let it sink in so that I can analyze the feedback first before responding, or simply see where I can improve myself on my own. I try to also attempt to duplicate the feedback and ask if I am doing it correctly so that I will have learned for the future. I feel that the ability to receive and integrate feedback is very important in growing and enhancing my knowledge not just in my studies but as an individual as well. I hope that this says that I am on the right course towards becoming a scholar-practitioner-leader.
Grade: 0.75/1
Comments:You had a good start with your DQ response. However, greater clarity and expansion of your ideas was needed. Try to elaborate and support your postings more with examples and analysis. Reach past obvious answers and personal opinion when developing your responses.
DQ 2: What is the difference between summarizing and critically analyzing a text? Assess the quality of your critical analysis in your Week One paper.
My response: The differences between summaries and critical analysis is that summaries provide basic information or an overview about whatever the story, study, or article is about. One of the benefits of summarizing involve allowing the reader to get a brief overview of what the content is about. However, that is also a weakness of summarizing. Summarizing includes little detail of how the study has come to their conclusion and how the research was done.
On the other hand with a critical analysis of a study, the method that was used, statistics, greater detail, and supported documentation are all provided so that the reader has the ability to determine how much of the study was done and the validity of it. The critical analysis will "make arguments about texts" (GMU, n.d.) to support the documentation being evaluated. The critical analysis will also often discuss the hypothesis and research of the content that is being discussed to prove or disprove a point.
References
GMU (n.d.). Analyzing vs. Summarizing. Retrieved October 12, 2011 from http://classweb.gmu.edu/WAC/EnglishGuide/Critical/analyzing.html
Grade: 0.85/1
Comments:
Most of your response clearly responded to the discussion question. It could have been improved with more in-depth analysis and critical thinking. Reach beyond the obvious or predictable response with more out-of-the-box thinking :-)
DQ 3: Reflect on the feedback from your Week One paper. Based on this feedback, what general strategies would you put in place to help you develop as a scholar? (Note: You will identify specific strategies on your Week Two Revision Matrix.)
My response: There was a lot of feedback in my paper. One of the major things that I noticed were the things I missed in APA formatting. I went to a different school before this one that also used APA formatting styles but they never said anything about it being incorrect or I used an older edition. So I have learned a lot from this feedback and I will be implementing as much of what I have learned as possible from it. So, the header and title page, avoiding figurative language, avoiding generalizations, stating a clear thesis, the use of headings, and the need to revisit citations and references structure will all need to be edited. There is a lot I will need to improve on and much of that I will need to read and absorb from the APA manual. I will do what I can over the next week to adjust accordingly by organizing my time management as well.
Grade: 0.75/1
Comments:
You had a good start with your DQ response. However, greater clarity and expansion of your ideas was needed. Try to elaborate and support your postings more with examples and analysis. Reach past obvious answers and personal opinion when developing your responses.
Weekly Reflection
Create a reflective and applied statement describing how the week’s learning has affected your thought processes, development, and professional disposition. This statement should reflect your personal learning process—challenges, moments of discovery, life experiences, and interactions. You may also include questions for the course facilitator regarding material that may still be unclear in your reflection. Ideally, you will use these reflections throughout the course and the program to document your development as a scholar, practitioner, and leader, and to reflect critically on the changes that occur during this process.
Format any citations and references in your statement according to APA standards.
Submit your Weekly Reflection by replying to this thread in the Main forum (not as an attachment). Responses should be between 150 and 300 words each.
NOTE: When your Weekly Reflection post has been reviewed by the instructor, it will be stamped with a blue ? icon. Feedback about the quality of your post will be sent in your weekly feedback.
My response: In this week, I learned to have a thick skin and to learn from the constructive feedback that I have received. There is much improvement and revision necessary for the essay that I wrote in Week 1, and so I will need to concentrate on that. The elements I will need to improve on in my essay include the APA formatting, avoiding generalizations, and avoiding figurative speaking. I will need to concentrate on more scholarly and critical thinking if I am to pass this and any future course.
I have also learned the differences between summarizing and critical analysis. There is a distinct difference and I will need to consider this for my current and future essays.
In addition, I will need to shape my time around school better than before. I find that it is difficult to take a high level course with work but I will try my best to get it done as this is a dream of mine to complete.
Grade: 0.85/1
Comments:
Your weekly reflection post included some good analysis. In the remaining weeks, look for scholar, practitioner, leader connections between course concepts, class discussion, and your personal and professional experiences. Do not merely summarize the week - critically evaluate what you've learned and how you can use the week's lessons as you move forward :-)
Week 3 of COM/705
DQ 1: What is the purpose of scholarly writing? What are the key components of scholarly writing, and how do the components help achieve the purpose?
My response:
Purpose of scholarly writing
My initial observation of scholarly writing was focused more so on the accuracy of the data presented in the essay assignments. With the feedback that I received from the professor in this course and through one of the library documents, I have learned that critical thinking and the “ability to make solid arguments supported by empirical evidence and theory” (Caffarella & Barnett, 2000, p. 40 ) is the true purpose of scholarly writing. Additionally, I have found that scholarly writing is important when “being able to receive and use critical feedback and to give helpful feedback” (Caffarella & Barnett, 2000, p. 41), especially in terms of ethics and correctness.
Key components
In understanding this purpose, I have realized some of the key components of scholarly writing. Three of the key components of scholarly writing are to question the accuracy of the data, compare the data, and to see where the data comes from, which is what I have learned from the feedback in this course. Reading the materials in the reports or study is not enough to support a thesis. For example in previous experiences the data collected in a study might have data taken out or unavailable. Therefore, it is necessary to examine the details of where the data is coming from and the accuracy of it.
Achieving the purpose
Critical thinking and scholarly writing is necessary to establish a connection between the hypothesis and the findings, and then to present the findings in a coherent manner to the learners so that they may further study and analyze the subject matter.
References
Caffarella, R. S., & Barnett, B. G. (2000). Teaching Doctoral Students to Become Scholarly Writers: the importance of giving and receiving critiques. Studies in Higher Education, 25(1), 39-52. doi:10.1080/030750700116000
Grade: 1/1
Comments:
Your response was direct, well supported & clearly responded to the DQ. Outstanding!
DQ 2: Identify three actions you have taken within your team, and evaluate the effectiveness of these actions using appropriate research.
My response:
Three actions that I have taken within my team are
- Consistent communication
- Developing information
- Cooperation
Actions and effectiveness
Consistent communication is very important in a team effort as they “are sociological and social systems just as is any team” (Berry, 2011, p. 192). Because we are communicating while in different locations, communication is necessary to keep the project going. We initially tried to have a phone call to communicate and brainstorm but that did not work out because we are in different time zones and have different personal responsibilities. Therefore, we agreed that the discussion threads are the best form of communication for our team. I have also communicated with my teammates via the schools instant messaging system and e-mail.
Developing information adds to the value of the group project and allows the group to complete the assigned task. The discussion threads allowed our team to explain and “harness talent and knowledge from anywhere in the world to solve problems and complete work tasks” (Berry, 2011, p. 195). Our team leader provided the team with questions for the assignment, and we each answered each question accordingly to develop the information. This information is useful and necessary for the task and our knowledge so that we know what each person is capable of and how to reach each other.
In this team, I offered my assistance whenever possible. When our team leader sent me information via instant messenger or discussion threads and needed me to help with anything, I gladly cooperated. “Modeling desired behaviors” (Berry, 2011, p. 200) benefits the team so that the tasks can be done with little interference.
References
Berry, G. R. (2011). Enhancing Effectiveness on Virtual Teams. Journal of Business Communication, 48(2), 186-206. doi:10.1177/0021943610397270
Grade: 1/1
Comments:
Your response was direct, well supported & clearly responded to the DQ. Outstanding!
DQ 3: How has your understanding of the scholar-practitioner-leader model changed since the start of the course? What specific actions will you take in the near future to develop as a scholar-practitioner-leader? How will your desired growth fit the statements you made in conversations with your Enrollment Advisor about your intentions in starting your degree program?
My response:
Understanding the scholar-practitioner-leader-model
I believe that my understanding of the scholar-practitioner-leader model has changed since the start of this course. Initially, I was not completely sure about the context of what the scholar-practitioner-leader model was. I think that I have a better understanding of the scholar-practitioner-leader model. I believe that the scholar-practitioner-leader focuses on not only my academic life but also my personal and professional lives. The model is like a guide as to how I will pursue my goals, where I will practice them, and the effects that the scholar-practitioner-leader role has on others.
Actions
In and outside of academia, I have known that I will always be learning something new and that knowledge is like an endless cycle as a scholar. By taking courses, I am developing skills and learning new things to understand what it means to be a scholar. My schooling and job allow me to learn and practice what I have learned as a practitioner. When I supervise the people at work, sometimes learn new skills are learned from each other and I will practice what I have learned from school in the organization. Becoming a leader allows me to “exert positive influence” no matter where I go (University of Phoenix, 2011). In studying and learning how to become a better leader, I can help others in the future. These are the things that I understand about what it means to be a scholar-practitioner-leader.
Growth
In the communications with my enrollment advisor, my intentions are to keep pushing myself and practice to become better in school and at work. In learning about the scholar-practitioner-leader model towards in obtaining a doctoral degree, I will eventually enhance my leadership skills and performance (Abrell, Rowold, Weibler, & Moenninghoff, 2011, p. 221).
References
University of Phoenix. (2011). Scholar, Practitioner, Leader Model . Retrieved from http://www.phoenix.edu/colleges_divisions/doctoral/student_experience/splm.html
Abrell, C., Rowold, J., Weibler, J., & Moenninghoff, M. (2011). Evaluation of a Long-term Transformational Leadership Development Program. Zeitschrift für Personalforschung, 25(3), 205-224. doi:10.1688/1862-0000
Grade: 1/1
Comments:
Your response was direct, well supported & clearly responded to the DQ. Outstanding!
Revised essay
Grade: 22.75/25
Comments:
Please see the attached document with feedback about your assignment :-)
Team PowerPoint Presentation
Note: I deleted the slides and names of my teammates.
Grade: 9.3/10
Comments:
Nice job with the team effectiveness PPT! The presentation includes several strong recommendations. My main suggestion is to try to avoid a linear analysis. The information is arranged sequentially and tends to only have one source per slide. Look for opportunities to deepen the analysis with more integration of varied perspectives. Some additional formatting thoughts are below: Berry, G. R. (2011). Enhancing Effectiveness on Virtual Teams. Journal of Business Communication, 48(2), 186-206. doi:10.1177/0021943610397270 Title of an article - Do not capitalize every word of the title. Capitalize the first word, proper nouns (p. 185), and the first word after a colon or dash (Section 4.15, p. 101). Volume The volume is in italics (see Example 3, p. 199). D'Andrea-O'Brien, C., & Buono, A. F. (1996). Building effective learning teams: Lessons from the field. SAM Advanced Management Journal (07497075), 61(3), 4. Retrieved from http://samnational.org/ (07497075) is not needed in the journals name Fulk, H., Bell, R. L., & Bodie, N. (2011). Team Management by Objectives: Enhancing Developing Teams' Performance. Journal of Management Policy & Practice, 12(3), 17-26. Retrieved from http://www.na-businesspress.com/ Title of an article - Do not capitalize every word of the title. Capitalize the first word, proper nouns (p. 185), and the first word after a colon or dash (Section 4.15, p. 101). Volume The volume is in italics (see Example 3, p. 199). Tracy, M. (2010). Team Effectiveness: Key Ideas and Developments. AI Practitioner, 12(4), 10-15. Retrieved from http://www.aipractitioner.com/ Title of an article - Do not capitalize every word of the title. Capitalize the first word, proper nouns (p. 185), and the first word after a colon or dash (Section 4.15, p. 101).
Weekly Reflection
Create a reflective and applied statement describing how the week’s learning has affected your thought processes, development, and professional disposition. This statement should reflect your personal learning process—challenges, moments of discovery, life experiences, and interactions. You may also include questions for the course facilitator regarding material that may still be unclear in your reflection. Ideally, you will use these reflections throughout the course and the program to document your development as a scholar, practitioner, and leader, and to reflect critically on the changes that occur during this process.
Format any citations and references in your statement according to APA standards.
Submit your Weekly Reflection by replying to this thread in the Main forum (not as an attachment). Responses should be between 150 and 300 words each.
NOTE: When your Weekly Reflection post has been reviewed by the instructor, it will be stamped with a blue ? icon. Feedback about the quality of your post will be sent in your weekly feedback.
My response:
This course, despite it only being a one credit course, was much more challenging than I anticipated. There were many things that I learned from this course, especially with APA standards, trying to keep motivated after being critiqued, and learning about the scholar-practitioner-leader model. I will definitely use this information in all of my future courses. However, what I have found is that this information not only applies to my courses but also my workplace and lifestyle. At work, I have noticed that I began to become more observant of what I am communicating and how it is being communicated. I feel like this was an unexpected difficult course but I appreciate it because I have learned from it.
The three things I have learned in this week are:
1. That the SPL model is like a guide that I will use towards my goals, to practice and positively influence in the workplace, school or life, and to lead and support others in their goals;
2. To accept the critique and learn from it but to also have patience and understanding as it a step in the right direction, and
3. To continue to practice and enhance my critical thinking and scholarly writing skills.
Grade: 1/1
Comments:
Your weekly reflection post included excellent analysis and effective writing - Terrific! Continue to reach higher in the remaining weeks of class :-)
Final grade for COM/705: B+
SEM/700R
This course is a 2-week course that prepared the students for the doctoral program. The grade is a simple pass or fail and the only way you can fail is if you didn't reply to the posts.
Week 1 of SEM/700R
The three types of courses and their descriptions are as follows:
Learning Teams
Preparing for the Dissertation (Year 1)
Grade: 22.75/25
Comments:
Please see the attached document with feedback about your assignment :-)
Team PowerPoint Presentation
Note: I deleted the slides and names of my teammates.
Grade: 9.3/10
Comments:
Nice job with the team effectiveness PPT! The presentation includes several strong recommendations. My main suggestion is to try to avoid a linear analysis. The information is arranged sequentially and tends to only have one source per slide. Look for opportunities to deepen the analysis with more integration of varied perspectives. Some additional formatting thoughts are below: Berry, G. R. (2011). Enhancing Effectiveness on Virtual Teams. Journal of Business Communication, 48(2), 186-206. doi:10.1177/0021943610397270 Title of an article - Do not capitalize every word of the title. Capitalize the first word, proper nouns (p. 185), and the first word after a colon or dash (Section 4.15, p. 101). Volume The volume is in italics (see Example 3, p. 199). D'Andrea-O'Brien, C., & Buono, A. F. (1996). Building effective learning teams: Lessons from the field. SAM Advanced Management Journal (07497075), 61(3), 4. Retrieved from http://samnational.org/ (07497075) is not needed in the journals name Fulk, H., Bell, R. L., & Bodie, N. (2011). Team Management by Objectives: Enhancing Developing Teams' Performance. Journal of Management Policy & Practice, 12(3), 17-26. Retrieved from http://www.na-businesspress.com/ Title of an article - Do not capitalize every word of the title. Capitalize the first word, proper nouns (p. 185), and the first word after a colon or dash (Section 4.15, p. 101). Volume The volume is in italics (see Example 3, p. 199). Tracy, M. (2010). Team Effectiveness: Key Ideas and Developments. AI Practitioner, 12(4), 10-15. Retrieved from http://www.aipractitioner.com/ Title of an article - Do not capitalize every word of the title. Capitalize the first word, proper nouns (p. 185), and the first word after a colon or dash (Section 4.15, p. 101).
Weekly Reflection
Create a reflective and applied statement describing how the week’s learning has affected your thought processes, development, and professional disposition. This statement should reflect your personal learning process—challenges, moments of discovery, life experiences, and interactions. You may also include questions for the course facilitator regarding material that may still be unclear in your reflection. Ideally, you will use these reflections throughout the course and the program to document your development as a scholar, practitioner, and leader, and to reflect critically on the changes that occur during this process.
Format any citations and references in your statement according to APA standards.
Submit your Weekly Reflection by replying to this thread in the Main forum (not as an attachment). Responses should be between 150 and 300 words each.
NOTE: When your Weekly Reflection post has been reviewed by the instructor, it will be stamped with a blue ? icon. Feedback about the quality of your post will be sent in your weekly feedback.
My response:
This course, despite it only being a one credit course, was much more challenging than I anticipated. There were many things that I learned from this course, especially with APA standards, trying to keep motivated after being critiqued, and learning about the scholar-practitioner-leader model. I will definitely use this information in all of my future courses. However, what I have found is that this information not only applies to my courses but also my workplace and lifestyle. At work, I have noticed that I began to become more observant of what I am communicating and how it is being communicated. I feel like this was an unexpected difficult course but I appreciate it because I have learned from it.
The three things I have learned in this week are:
1. That the SPL model is like a guide that I will use towards my goals, to practice and positively influence in the workplace, school or life, and to lead and support others in their goals;
2. To accept the critique and learn from it but to also have patience and understanding as it a step in the right direction, and
3. To continue to practice and enhance my critical thinking and scholarly writing skills.
Grade: 1/1
Comments:
Your weekly reflection post included excellent analysis and effective writing - Terrific! Continue to reach higher in the remaining weeks of class :-)
Final grade for COM/705: B+
SEM/700R
This course is a 2-week course that prepared the students for the doctoral program. The grade is a simple pass or fail and the only way you can fail is if you didn't reply to the posts.
Week 1 of SEM/700R
Week One: Learning Activity 1 – Doctoral Program Orientation
View the Doctoral Program Microsoft® PowerPoint® presentation on your student website. In this thread, click Reply, then click Quote Original. The Doctoral Program Fact-Finding Worksheet and Reflection Question will appear in your post. Type your responses below each item on the worksheet in a different color font, and answer the Reflection Question. Post your response. No attachments, please. Be sure to review the answer key in the Course Materials forum after the activity due date.
[Removed questions. See my response for the questions.]
My response:
1. In SEM/700R, you enter a new relationship with your graduation team. What can you expect from this new relationship, and what is your role now?
My graduation team will support me instead of my enrollment counselor now until graduation. We can all influence each other to learn more or challenge each other in this new relationship and pursuit of scholarship. My role now is that of a learner and researcher at the University of Phoenix
2. Provide two examples of when your academic counselor will contact you throughout the program.
3. View the Dean’s Message on the School of Advanced Studies (SAS) website homepage. What aspects of the message stand out for you?
4. What are two benefits of residency courses?
.
5. What are the three components of the scholarship-practice-leadership model, and what does the model reflect?
The SPL model’s three components are as follows:
– Scholarship (lifelong learning using academic skills)
– Practice (community and workplace contribution)
– Leadership (ability to exert positive influence)
This model reflects what learners in the doctoral program will be focusing on in their studies, workplace, and lifestyle and the “SAS mission and program goals”.
6. What is a dissertation?
A dissertation is an “extensive scholarly research paper that contains the following elements:
ü Topic of learner’s choice
ü Length may vary--typically 150-200 pages
ü Requires scholarly, formal writing style
7. SAS programs include three types of courses. List and briefly describe each type.
Ø Online Group-Study Courses – Learners interact in the Online Learning System (OLS) classroom environment
Ø Dissertation Courses – Learners work one-on-one with a doctoral mentor in the OLS environment
Ø Residencies – Learners interact face to face at a University of Phoenix
8. What is the purpose of Learning Teams?
Ø Strengthen leadership, followership, and collaborative skills
Ø Provide opportunities to create shared knowledge
Ø Teams may change from course to course
Ø Learners are expected to self-manage their teams using the Learning Team Toolkit on the Student Web Site
9. Describe how the dissertation process evolves from Year One to Year Four.
Dissertation process evolves throughout the program:
Year 1
• Use coursework to help you identify possible research topics, methodologies, and literature sources.
• Develop doctoral-level research and writing skills.
Year 2
• Select your dissertation topic & write a Concept Paper
• Select your dissertation mentor, and committee members. (SAS resources will be available to help you with the selection process.)
• Refine your topic and research methodology; expand your literature review.
Year 3
• Complete coursework and focus on dissertation research, writing, and revisions.
Year 4
• Continue dissertation development and revisions until graduation.
10. How might you prepare for the dissertation process?
ü Do not worry if you do not yet have a topic in mind
ü Use coursework to identify research topics that excite you
ü Build a literature bank of sources for future reference
ü Take notes on course readings—develop an annotated bibliography
ü Identify writing strategies and methodologies to use
ü Become proficient in APA formatting and style
Reflection Question
Reflection Question
What were your assumptions about your role and responsibilities when you entered the program, and how have your assumptions changed after viewing the Doctoral Program Orientation presentation? How do your new assumptions align with the doctoral intentions you articulated to your enrollment counselor? How might you modify your intentions based on your new assumptions?
My new assumptions are that I will need to seriously prepare for everything that is in this presentation and the work ahead. I still believe that I can do everything that is required of me and that it will help me to help others in the future when I go into teaching.
My initial assumptions were that I would simply have to go to the online courses and complete the work requested of me but I have learned that my role and responsibilities in the program go far deeper than that. After reviewing the doctoral program orientation presentation, I have learned that there is a model that the school follows that not only leads the learners to develop better knowledge but to also learn how to integrate the skills learned in the workplace and lifestyle. Additionally, I have learned more about what the dissertation is and how the school delves into the process of it.
Basically I will have to schedule things more carefully so that I can practice what I have learned. I will need to prepare myself for the amount of time I will need to work on any improvements and assignments. I will also probably socialize with my peers more to enhance my communication skills as well as critical thinking skills.
My initial assumptions were that I would simply have to go to the online courses and complete the work requested of me but I have learned that my role and responsibilities in the program go far deeper than that. After reviewing the doctoral program orientation presentation, I have learned that there is a model that the school follows that not only leads the learners to develop better knowledge but to also learn how to integrate the skills learned in the workplace and lifestyle. Additionally, I have learned more about what the dissertation is and how the school delves into the process of it.
Basically I will have to schedule things more carefully so that I can practice what I have learned. I will need to prepare myself for the amount of time I will need to work on any improvements and assignments. I will also probably socialize with my peers more to enhance my communication skills as well as critical thinking skills.
Week One: Learning Activity 2 – Doctoral Readiness
The School of Advanced Studies (SAS) has identified the following skills as critical to doctoral success:
- Taking accountability for one’s actions
- Balancing work, school, and personal responsibilities
- Meeting deadlines
- Accepting constructive feedback
- Persisting in the face of obstacles
- Following instructions
- Adhering to university policies and scholarly standards
- Striving for continuous improvement
Consider your current skill levels, habits, and attitudes in relation to the skills above. Then, click Reply and post your response to the Reflection Question.
Reflection Question
How prepared are you for the doctoral program? What are your strengths? What might you need to strengthen? What will you do to further prepare yourself for doctoral study?
My response:
How prepared are you for the doctoral program?
I believe I am prepared for the doctoral program for the most part. I have actually transferred to this school from another school. I’ve taken two courses with them so I am somewhat familiar with what to expect in the coursework. Even still, this school has a rigorous online program so preparations are still necessary. So I am prepared for the doctoral program as I have taking time to plan ahead, developing a schedule that I can incorporate it into my busy lifestyle and my hectic job, prepared myself to begin reading the assignments and materials as soon as possible, and continue to practice constructive arguments and critical thinking.
What are your strengths?
My strengths are that I am very technically savvy and patient. I enjoy helping people with technology to let them understand that it’s not difficult to use, and to be less intimidated. I also consider myself a leader and early adapter in anything technical. If there is new technology, I enjoy diving into learning about it. The types of technology I enjoy are web development, software development, robotics, game concepts in development and design, hardware development, wireless devices, networking, and pretty much any new technology that is introduced. I’m still waiting for a holo-deck or teleporter-device though...
What might you need to strengthen?
I will need to strengthen my writing skills to demonstrate that I have a better understanding of scholarly writing.
What will you do to further prepare yourself for doctoral study?
I have never been to a residency before so I’m beginning to prepare for that by reading the requirements of it and asking any questions that might arise. I am also beginning to prepare for my dissertation by researching first my area of interest. After speaking with my academic counselor today, he has also made me aware of many of the expectations in the doctoral program, such as how long it will take to complete certain coursed and the grade I will need to obtain, and so I believe that I am on my way.
Week One: Learning Activity 3 – Collaboration and Community
SAS promotes a collaborative learning culture to support learners’ integration into the larger scholarly community. Learners are responsible for cocreating a doctoral community that reflects professionalism, teamwork, respect for diversity, and ethical integrity.
Learners contribute to a positive SAS culture through a variety of skills and behaviors, including the following:
- Leading, following, and collaborating
- Engaging, encouraging, and supporting others
- Valuing ethnic, cultural, and gender diversity
- Promoting shared learning
- Supporting the university’s mission
- Demonstrating professionalism and ethical integrity
Through individual choices, decisions, and actions, learners can positively influence the quality of the doctoral community and the university’s reputation and prestige.
Consider your current habits and attitudes in relation to the skills and behaviors above. Then, click Reply and post your response to the Reflection Question.
Reflection Question
- What specific attitudes and behaviors will make you a valuable member of the doctoral community? What adjustments might you need to make? How can you positively influence the SAS culture and the university’s public standing?
- Consider the readings you were assigned this week. How did those readings help shape your understanding of your role in the scholarly community?
My response:
- What specific attitudes and behaviors will make you a valuable member of the doctoral community?
The attitudes and behaviors that I believe will make me a valuable member are patience, a sense of humor, discipline, collaborative, creativity, inquisitive, positive thinking, reflective, truthful, perseverance, and professionalism.
- What adjustments might you need to make?
I will need to make adjustments to any procrastination whenever necessary, plan ahead in case I need to attend any social events, and practice critical thinking.
- How can you positively influence the SAS culture and the university’s public standing?
By offering my skills, research, and professional experience along with an open mind and out of the box thinking, I can positively influence the SAS culture and the university’s public standing.
- Consider the readings you were assigned this week. How did those readings help shape your understanding of your role in the scholarly community?
The readings have helped me to understand that I will need to think and plan ahead for my dissertation and thesis. Preparation is a key element towards successfully completing the doctoral program as well as will help in my current and future lifestyle. By involving my professional experience and truthfully presenting data and research, I am helping the scholarly community to grow and expand.
Week One: Learning Activity 4 – Doctoral Demeanor
Earning a doctorate means reaching the highest educational level in your field. As a member of the doctoral community, you assume a privileged role in society. Your behavior, attitudes, and way of thinking all reflect your role—inside and outside the classroom.
At SAS, the term doctoral demeanor refers to the personal attributes that shape a learner’s doctoral identity. For example, doctoral demeanor may entail balancing confidence, competence, and high achievement with the humility that comes from continuous learning. As you progress in the program, your ongoing challenge will be to shape your doctoral identity to accept increasing levels of accountability and leadership in society.
Reflection Question
How do you demonstrate a doctoral demeanor in your personal, professional, or community life? How do you envision your demeanor changing as a result of participating in the doctoral program?
My response:
How do you demonstrate a doctoral demeanor in your personal, professional, or community life?
In my personal, professional, or community life, I will try to demonstrate a doctoral demeanor by researching subject manner before I voice an opinion, arguing facts but avoiding conflict, and to be truthful and ethical to myself and others around me.
How do you envision your demeanor changing as a result of participating in the doctoral program?
My demeanor will probably change as a result of participating in the doctoral program in that I may become humbled by what I am learning and the people who are providing constructive feedback to me. I will probably be less aggressive and more of a listener towards others that want to critique and argue details. I will also attempt to utilize critical thinking skills towards understanding my personal, professional, and community life.
In my personal, professional, or community life, I will try to demonstrate a doctoral demeanor by researching subject manner before I voice an opinion, arguing facts but avoiding conflict, and to be truthful and ethical to myself and others around me.
How do you envision your demeanor changing as a result of participating in the doctoral program?
My demeanor will probably change as a result of participating in the doctoral program in that I may become humbled by what I am learning and the people who are providing constructive feedback to me. I will probably be less aggressive and more of a listener towards others that want to critique and argue details. I will also attempt to utilize critical thinking skills towards understanding my personal, professional, and community life.
Week Two: Learning Activity 1 – Doctoral Thinking
Read the University of Phoenix Material: Doctoral Thinking on your student website. Then, in this thread, click Reply, and clickQuote Original. Read the following passages and complete the tables for each passage. Type your Reflection Question response and post your message to the thread. Review the answer key in the Course Materials forum after the activity due date.
Low-Rigor Passage
Note. The following references have been fabricated for this sample passage.
For centuries people have been debating whether leaders are born or made. Perhaps leaders are both. There are hundreds of different leadership styles, and they can all be effective depending on the leader and the situation. Leaders can choose which style is best for their particular needs. According to Koffer (2007), situational leadership is the preferred leadership style among executives in multinational companies. As society becomes increasingly global, leaders must have situational leadership skills to remain competitive and achieve the mission. Global organizations can greatly benefit when leaders use the situational style. The situational style is just one of many styles, but it has advantages that other styles do not have. In a global market, situational leadership is necessary for success.
Low-Rigor Indicators
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Examples From the Text
(copy and paste phrases or sentences from the passage)
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Vague statements
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Unsupported opinions
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Inadequate explanations
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High-Rigor Passage
Note. The following references have been fabricated for this sample passage.
Twenty-first century leaders may choose from many leadership styles, including transformational, situational, and servant leadership. While all these styles can be effective, Koffer (2007) found situational leadership to be the most favored style in multinational organizations. According to Koffer, situational leaders are those who can adapt their behaviors to changing circumstances. For example, a situational leader might provide intensive coaching and supervision to unify two groups of employees after a merger. However, as the team becomes unified, the leader offers less supervision and requires the employees to be more self-sufficient. This adaptive leadership style can be especially beneficial in global companies as leaders modify their behaviors to accommodate culturally and geographically diverse workforces (Ming-Lee, 2008).
High-Rigor Indicators
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Examples From the Text
(copy and paste phrases or sentences from the passage)
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Ideas supported by research
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Explanations of key concepts
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Examples to illustrate ideas
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Reflection Question
Note that both passages addressed the same topic—leadership—with the same word count of 125 words, using correct grammar and APA citations. What insights can you gain from comparing the two passages? How will you apply these insights to your own writing?
The first paragraph is a low-rigor passage. There are vague or insufficient explanations, sweeping generalizations, and I noticed that there were no examples. I realize that I have written in the same way for a very long time and will need to practice to write similar to the high-rigor passage, and practice critical thinking in my writing as well.
Some of the insights to my personal writing skills and from comparing the paragraphs made me realize that I often have a tendency to write vague statements and short explanations. When I see the word "many", I can use that as an indicator that I need to think and possibly re-write the sentence to make sure that it is not too general. Also, I can use many of the guidelines from the doctoral thinking document to practice writing high-rigor essays.
Week Two: Learning Activity 2 – Scholarly Sources
Read the University of Phoenix Material: Scholarly Sources on your student website. Then, briefly read the two articles on the SEM/700R Electronic Reserve Readings page—Smith text and Ballinger & Schoorman text. You do not need to read the articles in depth. Instead, focus only on the aspects of each article that indicate its credibility as a doctoral research source.
Note. In addition to skimming the articles, you may wish to use a search engine such as Google™ to find out more about the source publication.
In this thread, click Reply, then, click Quote Original. Complete the Source Comparison Worksheet by noting your perceptions of how each source meets the evaluation criteria. Type your Reflection Question response, and post your message to the thread. Review the answer key in the Course Materials forum after the activity due date.
Example:
Smith text
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Ballinger & Schoorman text
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Use of APA format for in-text citations and references
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No in-text citations or references
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APA format for in-text citations, but not for references
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Source Comparison Worksheet
Source Evaluation Criteria
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Smith text
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Ballinger & Schoorman text
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Authors’ credentials and affiliation
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Anthony F. Smith is co-founder and a managing director of Leadership Research Institute, recognized as one of the leading management consulting firms specializing in leadership development and assessment. An active writer and researcher Smith, whose articles have appeared in numerous publications, was a contributor to the books The Leader of the Future and The Organization of the Future.
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Gary A. Ballinger (ballinger@virginia.edu) is an assistant professor at the McIntire
School of Commerce, University of Virginia. He earned his Ph.D. from the Krannert
Graduate School of Management, Purdue University. His research interests are in leadership and leadership succession and the emotional and cognitive bases of relationship formation.
F. David Schoorman (schoor@purdue.edu) is a professor of management at the Krannert Graduate School of Management, Purdue University. He earned his Ph.D. from Carnegie Mellon University. He has published research in the areas of trust, leadership, decision making, and organizational effectiveness.
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Source publication (i.e. publication venue)
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Publication: Academy of Management Review
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Intended audience
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Intended purpose
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To allow people to read an article about the process of leadership.
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Use of supporting evidence
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Supporting evidence is not provided.
| Supported theories from different publications with interviews. |
Value as a doctoral research source
| High-rigor source, with examples and support from several publications |
Reflection Question
Note that both sources cover the same topic—leadership. What insights can you gain from comparing the two sources’ research value? How will you apply these insights in your doctoral research?
I can tell from skimming over the two sources that the Smith article explains his views about his own experience and research from his books whereas the Ballinger and Schoorman article based it on other people's experiences and other's research in addition to their own. I plan on applying these insights to my own doctorial research by collecting data from my experiences as well as other supportive resources and documentation.
Week Two: Learning Activity 3 – Dissertation Criteria & Rating Scale
Read the University of Phoenix Material: Minilecture – Dissertation Criteria & Rating Scale, located on your student website. Review the Microsoft® Excel® document that contains the criteria and rating scale. Review the Dissertation Criteria & Rating Scale overview document. Post your response to the Reflection Question.
Reflection Question
What do the criteria on each tab of the rating scale mean to you? How do you envision meeting the requirements of the criteria for each tab? How can having an evaluation tool for your dissertation now influence your future studies?
My response:
The criterion on each tab of the rating scale contains data with how a dissertation is graded by the committee to get it published. The rating scale is a guideline and evaluates if the dissertation demonstrates an understanding of the context, how well the dissertation provides knowledge or contributes to the doctoral community, critical thinking about the subject matter, high-rigor, research methods, and overall design. The rating scale will be one of the most important guidelines in my quest towards obtaining a doctoral degree and becoming part of the doctoral community. I envision using the requirements as a guideline while meeting the requirements through consistent modification to my dissertation to practice. I also envision making it into something that will be beneficial and contribute to the doctorial community as best as possible with the advice and feedback from others. Having the evaluation tool for the dissertation now rather than later will benefit my goals with the creation of the dissertation. It allows me to provide a better scope, and create a process for myself to complete the dissertation with the most accuracy of the rating scale.
Wrap-Up: Course Reflections
Post a 1- to 2-paragraph reflection on how you will apply insights from SEM/700R in your future coursework. Include comments on how your doctoral readiness has changed in the past 2 weeks. Share thoughts on how you will raise the bar of expectations for yourself and your peers in SAS as you take the next step on your doctoral journey.
My response:
In this course, I have learned several things that will help me in my pursuit towards earning my degree as well as helping contribute to the doctoral community.
- I have learned the differences between low-rigor and high-rigor sentences and subject matter.
- I have also learned that I will need to schedule, prepare, and plan for my future coursework and dissertation.
- I have learned that I have support within the school's administration if I have any questions, concerns, or need assistance.
- I learned how to distinguish the difference between low- and high-value resources.
- I have learned to learn from my mistakes and constructive feedback, and to continue to remain calm about the feedback.
- I learned that the rating scale can be used as a guideline for the construction of my dissertation.
Final grade for SEM/700R: P
