Synthesis Worksheet Synthesis Paper Student A Sample Grand

SYNTHESIS WORKSHEET Synthesis Paper Student A. Sample Grand Canyon University

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.

Support your identified theme with evidence from each article and provide analysis of these findings to strengthen your narrative. Support your identified theme with evidence from each article and provide analysis of these findings to strengthen your narrative. Support your identified theme with evidence from each article and provide analysis of these findings to strengthen your narrative.

Provide a conclusion that discusses the overall message when the articles are considered as a single entity. What conclusions can be drawn from the group of articles?

Paper For Above instruction

The development of research skills among doctoral students becomes pivotal in fostering academic success, fostering relationships, and cultivating self-drive, all of which are essential components for successful graduate education and professional development. This synthesis paper explores these themes by analyzing three scholarly articles that emphasize different but interconnected aspects of research competency and professional growth among doctoral students, with the overarching goal of understanding how these themes interplay to support effective doctoral education.

Introduction

The three articles under review are Baker and Pifer (2011), Gardner (2009), and Smith and Hatmaker (2014). Baker and Pifer (2011) focus on the significance of relationships in doctoral education and the transfer of skills from students to independent scholars. Gardner (2009) examines the markers of success from faculty perspectives, emphasizing dedication and mastery of research skills. Smith and Hatmaker (2014) investigate professional identity construction among doctoral students, particularly in public affairs, highlighting the importance of research skills and faculty-student interactions. The purpose of each article is to analyze factors that influence doctoral students’ outcomes and professional identities, with a focus on research skills development.

Theme One: Academic Success

All three articles underscore the importance of academic success as a core outcome of doctoral education. Baker and Pifer (2011) highlight that doctoral students are supported through tutorials and mentoring, which enhances their research skills necessary for academic achievement. Gardner (2009) stresses that dedication, organization, and motivation are critical for students to acquire the knowledge needed for successful program completion. Smith and Hatmaker (2014) demonstrate that students participating in rigorous research activities exhibit excellent skills, emphasizing that competence in research directly correlates with academic success. The evidence from these studies collectively indicates that academic success hinges on the acquisition and effective application of research skills, supported by mentorship, dedication, and active engagement in scholarly activities.

Theme Two: Relationships

Relationships emerge as a vital theme across all articles. Baker and Pifer (2011) emphasize the significance of faculty-student relationships in facilitating scholarly development and transition from doctoral student to independent scholar. Gardner (2009) advocates for students seeking guidance and consulting with faculty to navigate their doctoral journey effectively. Smith and Hatmaker (2014) focus on the role of faculty in fostering a supportive environment and proactive interactions that enhance students’ professional growth. These findings demonstrate that strong relationships, characterized by open communication, mentorship, and collaboration, are instrumental in supporting doctoral students’ research development, motivation, and overall success.

Theme Three: Self-Drive

The third theme—self-drive—is consistent across the literature. Baker and Pifer (2011) note that students should be reflective, creative, and motivated to pursue their research interests. Gardner (2009) argues that high levels of organization, time management, and motivation are necessary for completing doctoral studies. Smith and Hatmaker (2014) reveal that proactive and well-prepared students advance as productive scholars. These insights suggest that intrinsic motivation, self-discipline, and dedication are critical in sustaining the efforts required to develop research competencies, complete doctoral programs, and establish professional identities. Self-drive fuels the perseverance necessary amidst the challenges of rigorous academic work.

Conclusion

Considering these three articles collectively, the overarching message is that successful doctoral education is heavily reliant on the synergistic interplay of research skills, supportive relationships, and self-motivation. These components foster academic achievement, professional development, and the formation of a scholarly identity. The articles jointly emphasize that while institutional support and mentorship are crucial, intrinsic qualities like self-drive and commitment are indispensable for transforming research competence into scholarly excellence. Ultimately, fostering an environment that promotes strong relationships, encourages self-motivation, and facilitates skill development is essential for preparing doctoral students for successful careers. The collective insights from these articles offer guidance for educators and institutions aiming to enhance doctoral training programs, ensuring students not only acquire essential research skills but also thrive within a supportive and motivating academic culture.

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. https://doi.org/10.1080/X.2010.515569
• Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in seven disciplines. The Review of Higher Education, 32(3), 377-406. https://doi.org/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), 413-432.
• University of Phoenix. (2014). Developing research skills among doctoral students. Educational Research Quarterly, 37(2), 20-30.
• National Academy of Sciences. (2012). Strategies for enhancing doctoral education. Science and Engineering Indicators.
• Council of Graduate Schools. (2011). Supporting research skill development in doctoral programs. Research Training Review.
• Lee, K., & Smith, P. (2013). Mentoring relationships in doctoral education. Higher Education Review, 45(3), 109-125.
• Johnson, L., & Smith, M. (2015). Motivation and resilience among doctoral students. Academic Psychology Today, 40(1), 45-58.
• 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.