Group Residency Project Due Dates: Each Person Should Review

Group Residency Projectdue Dates Each Person Should Review The Instr

Each person should review the instructions by the end of the day on the Friday that this is assigned. The final project is due at 11:55 pm Eastern on the second Saturday after this is assigned. Students will be divided into groups of 6 or 7, assigned on Moodle. All group members will receive the same grade unless the instructor receives emails indicating that a group member did not fulfill their responsibilities.

Once groups are formed, they must choose a topic from the Moodle-provided list and email the instructor their selected topic, group name, and members by no later than 10 am on the Saturday after assignment. Each student must find five peer-reviewed articles related to the chosen topic, ensuring no overlap of articles within the group. Each student is responsible for four unique articles. The articles should be listed alphabetically by title, cited in APA style, with a concise 150-word summary including author authority, key information, possible biases, and interesting points—avoiding personal pronouns.

After article research, the group will prepare a comprehensive document divided into specified sections:

1. Section 1: List student names involved and the researched subject.
2. Section 2: Present the five articles and summaries completed by each student, organized alphabetically by last name of the student and then alphabetically by article title for each student.
3. Section 3: Group discussion answering questions about research similarities, differences, surprises, and interesting findings, with each answer at least 250 words, totaling a minimum of 3,000 words for the six questions.
4. Section 4: An APA-style reference page with in-text citations used throughout Section 3.

This project must be submitted via TurnItIn to avoid high similarity scores; resubmission is possible if the similarity exceeds 25%, excluding the reference page. Do not use article spinner apps or similar tools, as they result in a zero grade and produce unreadable content.

The group leader must email the instructor reporting on the quality of work, any members who did not participate, and suggested changes to improve the project.

Paper For Above instruction

The group residency project is a comprehensive academic exercise designed to foster collaborative research, critical thinking, and scholarly writing among students. This assignment emphasizes the importance of peer-reviewed sources and organized group effort to produce a high-quality, scholarly product that reflects individual research and collective analysis. The structured process guides students from choosing a research topic to detailed article review, synthesis, and group discussion, culminating in a formal APA-style paper.

Introduction

The purpose of this project is to explore a selected topic through rigorous research using peer-reviewed articles. This approach aims to cultivate skills in scholarly research, critical analysis, and academic writing. The structured phases—from article selection to group discussion—encourage students to critically evaluate sources, articulate their understanding, and synthesize knowledge in a coherent manner. Effective collaboration, organization, and adherence to academic standards are central to achieving the goals of this assignment.

Research and Article Review Process

The initial step involves students selecting a research topic from a provided list on Moodle. This choice must be communicated to the instructor within a strict deadline, fostering timely planning. Once the topic is finalized, students independently locate five peer-reviewed articles related to their research question. It is essential that within the group, articles are not duplicated, encouraging diversity of sources and perspectives. Each student must then craft a 150-word summary for each article, focusing on author credibility, core findings, potential biases, and the most compelling aspects of the work, all articulated without personal opinions. This meticulous review process sharpens students’ critical reading and summarization skills while reinforcing scholarly standards.

Creating the Group Document

The culmination of this process is the assembly of a comprehensive document structured into four sections. The first section catalogs the involved students and the research subject, establishing the foundation for group accountability. The second section requires each student to present their five articles and summaries, formatted alphabetically for clarity. This division emphasizes individual responsibility within group cohesion.

The third section involves a collective analytical discussion addressing three areas of research agreement, three areas of disagreement, and insights into most surprising and interesting findings. Each of these questions demands at least 250 words, encouraging deep reflection and analytical thinking. The collective responses synthesize diverse perspectives, highlight consensus and contention, and demonstrate critical engagement with scholarly literature.

The final section involves compiling an APA-formatted references page, ensuring proper attribution and citation practices essential in academic writing. This section consolidates all sources used throughout the project, facilitating verification and demonstrating academic integrity.

Submission and Ethical Considerations

The final product must be submitted via TurnItIn to ensure originality and prevent plagiarism. Proper paraphrasing and citation are mandatory, and the use of content spinner apps is strictly prohibited. The instructor reviews the submission for originality and project quality, providing feedback and opportunities for resubmission if necessary. The group leader plays a pivotal role in reporting on participation, project quality, and suggestions for improvement, fostering accountability and leadership within the group dynamic.

Conclusion

This residency project combines individual research, group collaboration, and academic writing skills within a structured framework. It emphasizes scholarly integrity, critical evaluation of sources, and effective communication. Through this process, students gain valuable experience in research methodology, academic writing, and collaborative problem-solving—competencies critical to professional and academic success. The project's comprehensive design ensures that students not only acquire knowledge on a specific topic but also develop essential skills in information literacy, teamwork, and evidence-based analysis.

References

• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). APA.
• Babbie, E. (2020). The practice of social research (14th ed.). Cengage.
• Hart, C. (2018). Doing a literature review: Releasing the research imagination. Sage Publications.
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• Kallet, R. H. (2014). How to write the methods section of a research paper. Respiratory Care, 59(10), 1590-1593.
• Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches. Pearson.
• Salkind, N. J. (2017). Exploring research. Pearson.
• Silverman, D. (2016). Qualitative research. Sage Publications.
• Smith, J. A., & Osborn, M. (2015). Interpretative phenomenological analysis. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (2nd ed., pp. 53-80). Sage Publications.
• Yin, R. K. (2018). Case study research and applications: Design and methods. Sage publications.