ACADEMIC INTEGRITY
RESEARCH
LIBRARY
KNOWLEDGE
SKILLS
COMMUNICATION
EXPECTATIONS
CAREER PATH
IMPRINT
TITLE
Mastering Graduate Studies
EDITION 1
CONTRIBUTORS
Editor: Alexis DiVincenzo
Consulting Editors: Mark Alexander, Nicole Quow-Thomason
ART DIRECTION
Senior Art Director: Miranda Hildebrand
Art Development and Design: Jo DeSnyder-Rolfe
PERMISSIONS CONTACT
Grand Canyon University
3300 W Camelback Rd
Phoenix, AZ 85017
602.639.7500
COPYRIGHT INFORMATION
Grand Canyon University. All rights reserved. No part of this book may be reproduced,
in any form or by any means, without permission in writing from the publisher
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Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Underlined text
Glossary term definition/directive . . . . . . . . . . . . . . . . . . . . . . . .
Chapter waypoint directive . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The name of each chapter’s author appears in the chapter header bars. Clicking on author names will
take you to the Biographies page.
Glossary terms on the Glossary pages will take you back to the page on which the term first appears.
Chapter 1:
Academic and Career Path . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Finding Your Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Program of Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Financial Responsibility. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Career Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Professional Growth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2
Chapter 2:
Expectations of Graduate Students . . . . . . . . . . . . . 12
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Understanding a Graduate Learning Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What Makes a Successful Graduate Student. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Transitioning from Student to Scholar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Time Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Understanding Learning Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
12
13
14
15
16
17
17
18
Chapter 3:
Communication . . . . . . . . . . . . . . . . . . . . 19
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Methods of Effective Communication . . . . . . . . . . . . . . . . . . . . . . . . . . .
Communicating in Forums. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Communicating in Teams. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Classroom Etiquette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
19
20
25
27
28
28
29
4
Chapter 4:
Developing Prior Knowledge
and Academic Skills. . . . . . . . . . . . . 30
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Prior Knowledge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Advancing Basic Academic Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Peer-Review Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Chapter 5:
Using the GCU Library . . . . . . . . . . . . . . . . . . 41
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Finding Books and More . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Search Strategies and Keyword Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Understanding Search Results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
GCU Library Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
30
30
31
38
38
39
40
41
41
43
44
46
47
47
47
Chapter 6:
Academic Research . . . . . . . . . . . . . . . . . . . . . . . . . 48
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Information and Digital Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Getting Started. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Developing Your Thesis and Identifying Research Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Identifying Sources of Scholarly Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using Research to Support Your Thesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Academic Publishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
48
48
49
51
53
55
55
56
56
57
Chapter 7:
Academic Integrity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Citing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Plagiarism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
58
58
62
67
67
68
Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
CHAPTER 1
Academic and Career Path
W
Introduction
elcome to this new chapter in
your life. These next steps in
your personal and professional
development will take your desire
for learning and growth and shape it into a lifetransforming and world-impacting endeavor.
This first chapter will deal with the big-picture
understanding of where you are going and the
fundamental components of success in this
environment. You will gain an understanding of
how your purpose, Grand Canyon University’s
educational format, and the essential areas of
personal responsibility will propel you forward
into your future.
by Todd Forrest
Finding Your Purpose
“What do you want to be
when you grow up?”
Do you remember being asked this question as a
child? The dreams of being an astronaut, fireman,
nurse, and so on provide the framework for
games and role play that are a significant part of
development. As time goes on, many of those
dreams are abandoned for a more “practical” life.
As families are started and bills come due, people
become consumed with their unique lives.
However, the fact that you are reading this is
proof that you have been “doing” life well, but
you sense there is more to it. Few people really
think deeply about their purpose in
life and transcend the “doing” of life
and explore the “being” of life. A
“doing” life focuses on tasks, whereas
a “being” life focuses on values. A
“doing” life focuses on the needs of
today and hopes good will come
tomorrow. While being faithful to
today, the “being” life takes intentional
steps toward a preferred future, not
wasting a moment, but developing the
skills and talents for the path ahead.
As long as our heads are down and
we just do life, many times, we never
stop to ponder our overall purpose. A
graduate degree will move you beyond
what you do to who you are.
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CHAPTER 1:
Academic and Career Path
“Making a living and having a life
are not the same thing. Making
a living and making a life that’s
worthwhile are not the same thing.
Living the good life and living a
good life are not the same thing.
A job title doesn’t even come
close to answering the question,
‘What do you do?’” (Fulghum, 1991).
FIND YOUR PURPOSE
To find your purpose is to break the bonds of
contentment with the status quo and embark
on a journey of discovery. It is not dwelling on
circumstances and inadequacies, but taking stock
of your gifts, talents, and passions and making
a firm plan on how you will change the world.
This may not be accomplished overnight. It is a
decision to begin a journey of discovery fraught
with success and failure, all making you settle
into a deep resolve of what your purpose is and
staying faithful to that purpose, no matter what
comes your way.
Goal Setting For Measured Success
This journey of discovery will never happen if
there is no clear direction. There is no sense of
accomplishment if there is no way to measure
progress. You need to look at where you are
now and begin setting some goals. Goals are not
always reached, but they provide a direction by
which you move forward. The value of goals is
to give something to look forward to, as well as
provide the continuum on which to evaluate
your progress along the way.
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CHAPTER 1:
Academic and Career Path
Figure 1 is a basic plan to begin goal
development. You need short-range and longrange goals. Short-range goals are the “small
wins” that keep you motivated in the process of
pursuing the long-range goals. For simplicity’s
sake, goals can be broken down into four
major areas:
Personal
Goals
Spiritual
Goals
Professional
Goals
Moral
Goals
Purpose
Figure 1
1. Personal Goals - What do you want to
become, and what steps must you take to get
there?
2. Professional Goals - What do you want to be,
not just do, in your career?
3. Spiritual Goals - What are some spiritual
components that you would like to
develop? GCU is dedicated to providing an
environment connecting faith and learning.
4. Moral Goals - There is a great need for
unwavering integrity today. What are some
character-forming and integrity-affirming
goals or practices for which you want to be
known?
One of the distinctive elements that sets GCU
apart from many other universities is the
added component of spiritual goals. To find
out more about GCU’s commitment to its
Christian heritage, visit the Spiritual Life page
at gcu.edu. From live chat, to GCU’s doctrinal
statement, and even streaming weekly chapel
services to your computer, you can find a wealth
of information to encourage you and keep you
connected and grounded in faith. These resources
are available to guide and strengthen the spiritual
goals you are setting, because they play a part in
finding your purpose.
Support Systems
This educational journey is not meant to be
accomplished independently. There is a need to
enlist and maintain a support system to keep
you accountable as well as give you guidance
and encouragement. A support system is the
technology, relationships, and networks that are
woven together to strengthen the educational
experience and promote professional growth.
If you have a family, it is recommended that
you find a way to make them part of your
education. When the family takes ownership of
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CHAPTER 1:
Academic and Career Path
the process and result, there is a shared sense of
accomplishment upon completion.
Ideally, for each of the four previously mentioned
goal areas, you should identify a person who can
coach and encourage you through the process.
Just as it is easier to climb a mountain with
someone who has ascended it before, knowing
someone who has been where you are heading is
a great help and encouragement.
The mentor or mentors in your life will make all
the difference as they reveal to you the preferred
future that you desire but have yet to experience.
They will bring you to where they are, and you
can seek new horizons with the shared experience.
Program of Study
The career goal is the destination, but there has
The intentionality required for further education
to be a planned career path to get there. A career
helps to focus on the final goal. Just as the goal
path is the intentional trajectory one takes to
is intentional on the part of the student, the
progress in a chosen profession. The career path
program of study is an intentional pattern of
becomes the mountain summit, and the program
development and evaluation to prepare a student of study is the route to get you there. There are
for this goal. Programs of study are the courses
many ways to climb to the summit—some will
and requirements necessary to attain a degree. No be an enjoyable but challenging experience, and
matter how strongly you adhere to your goals,
others will be tormenting, exhausting routes.
you need to be equipped to reach them. It is
However, they both arrive at the same destination.
likely that your career goals are aligned closely
Wisdom is taking the route that will get you to
to the graduate degree you are seeking. Your
where you need to be, but also brings you joy
program of study has been designed to prepare
while on the journey. Therefore, the challenge is
you for that career. The program of study assures
to be assured that your chosen program of study
a well-rounded educational experience and guards will help you arrive at the right place within the
against bias or blind spots you may face later in
desired time.
your career. The program of study in which you
are enrolled consists of a series of specific courses As you travel this route to your career path, there
will be many obstacles along the way. It is not a
designed to give you the knowledge and skills
matter of if, but of when. You must be resolved
you need to succeed in that field. The combined
to not let anything deter you from your goal.
efforts of practitioners and requirements of
academic institutions ensures that each program
Do not just skim over this
of study is planned, evaluated, and updated to
provide the best possible preparedness for each
part. Make a plan now.
specific field.
While I was pursuing my
graduate degree, my home
was burglarized, my computer crashed, and my
daughter was injured and
required a serious surgical
procedure. I got tired. I got
stressed. However, I had
people to talk me through
it; but, more importantly, I
decided for myself that the
goal was worth the price
being paid. As soon as I
felt I could not go on, my
resolve and my faith gave
me a fresh reservoir of energy to continue. A source
of encouragement for me
is found in the Bible. Philippians 4:13 states, “For I
can do everything through
Christ, who gives me
strength” (NLT).
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CHAPTER 1:
Academic and Career Path
How will you handle added work schedules,
illness, family issues? Additionally, what are you
going to do when you are tired and cannot see
the goal clearly? These inevitable issues reinforce
the importance of a having a mentor and a
support network around you. Many things
will try to distract or discourage you. Make the
commitment now to keep the summit in sight.
While on this journey, you may find some
things that do not challenge you or that seem
not to pertain to you. However, as stated, the
program of study is designed to develop specific
skills. Some of these skills you may have, others
you may not. The key is to trust the process,
and understand why you need some of these
skills. They may not make sense today, but they
will have significant benefits in the future. The
program of study has been crafted carefully to
provide the most effective and efficient path to
reach your goal. Each skill that is learned will be
in preparation for the next skill. They will build
on each other, so no skill should be avoided
or abandoned. These skills are proven building
blocks for success. If the foundation is not secure,
the height of the building is limited.
Financial Responsibility
As you continue toward your goal, the issue of
finances will probably be on your mind a lot.
You are in good company, because it is probably
on the minds of your fellow students, too. Here
are a few things to ponder:
1. You deserve to be here.
2. Not everyone can do what you are doing.
3. This is not about intelligence; it is about
endurance and faithfulness with a specific
goal in focus.
accomplishes little if you were looking for career
advancement with a master’s degree. A person
can claim to want to play in the NBA, but until
that person can prove that he can master the
game, he is just talk. Keep the goal in mind,
watch the summit, and stay on your route. There
will be times when life crashes in on you, and
you tell yourself you can just drop this class and
take it later. There are some ramifications to a
decision like this. First, you lose the network or
cohort that you currently have. They advance;
you do not. Secondly, you have paid for the
class, and you will have to pay again to take it
the second time. Thirdly, it is a lot easier to quit
than to start again. Life will always take as much
time as you give it. You do not have to feel guilty
if life’s issues cause you to take a break. However,
do not give up. Deal with life’s emergencies, and
get back on track.
Whether you are paying for school out-of-pocket
or are using student loans, if you quit before
you graduate, there is little to no return on your
investment.
Debbie began her college
work in elementary education. While in college,
she met a man, and they
got married. She decided
to take a semester off to
prepare for the wedding.
She was working and adjusting to marriage when
she desired to go back to
school. She then discovered that she was pregnant.
“No sense taking a class
now,” Debbie thought. After her baby was born, she
returned to her studies, but
she failed her classes. At
this point, Debbie found
out she was pregnant with
her second child. Again,
school was put on hold,
this time for 12 years.
Debbie realized she had
some unfulfilled dreams,
but she was unable to act
on them because she was a
few credits shy of her degree. It was a challenge, life
had to be rearranged, and
her support system had to
be strong, but she graduated.
This next chapter of life
will bring great value to
your life, no matter when
you complete it.
Debbie’s story is not the
norm. She is one of the few
that, through the years,
kept that goal clear. Too
many begin strong and
fade into the fabric of life.
No one will make the way
easy for you, so your goal
has to be clear.
There is a lot more at stake than a sense of failure
if you do not follow through. To quit early
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Career Research
Your career is what you want to be. Your job is
what you do. A career in ministry focuses on
helping people. Such a focus can bring about
many jobs, such as camp counselor, youth
pastor, music pastor, lead pastor, missionary,
juvenile counselor, police/fire chaplain, university
instructor, and many more.
do something you are passionate about, or life
can get very bleak.
Look at pictures of graduates as they walk across
the platform at a GCU graduation. It may seem
far away and overwhelming now, but it will come.
Keep breaking down the goal into smaller pieces.
What is the next step to take to be successful? For
some it may be creating a resume. For others it
may be as simple as purchasing some file folders
to stay organized. Perhaps you need to rework
your schedule to dedicate time to study, which
may mean suspending a hobby or group for a
period of time.
As you continue in your program of study, there
are ancillary elements to achieve your specific
objectives. Research your career. Talk to people
who are successful in this field. You can volunteer
to work and learn from someone respected in
your chosen field. Read books about your career.
Become an expert. You will discover new and
exciting aspects of your career in some classes.
Pursue those elements, search them out, and
exhaust every resource. Talk to your instructors
about career questions. They are here for you
and believe in you. Disciplining your life to
become a student of your career assures success.
Knowing the challenges and benefits, as well as
the opportunities and requirements, will propel
you toward your goal.
Your responsibility is to research the program that
best prepares you to reach your goals. Within
each college at GCU, there are programs of study
that focus on the skills needed for different career
paths. Choosing the right program of study can
make or break your efforts in regard to staying
Life is always busy, and the temptation to do just
motivated and keeping the goal clear. Your job
enough to get by will be enticing. Do you really
is to research and compare all the different
need to complete all the reading assignments?
opportunities as you focus your education. This
Does the Discussion Question really have to
is a process of discovery that can be very fulfilling. have all those words and require so much critical
As you continue to look at the possibilities, listen thinking? Do collaborative assignments have
to your heart and assess your skills. This will
any place? It is essential to understand that the
allow your natural passions to arise. Because you
program of study is not just about producing
will still have to get up and go to work every day, work, it is about an experience in which each
component is working in a symbiotic relationship.
6
CHAPTER 1:
Academic and Career Path
PROFESSIONAL
GROWTH
ad
1. Relationships Your faith, family,
friends, and
networks all need to
be balanced in healthy
and growing connections.
tionships
Rela
rea
te
In order to accomplish this, your focus is no
longer on getting through each week. It is about
making each week count, so on Fridays you
can take satisfaction in what you accomplished.
It is about focusing on how next week will be
better. This is because you are one step closer to
e
Rec
“It doesn’t matter how efficient
you are if you are doing the
wrong things in the first place.
More important than efficiency
is effectiveness—getting the
right things done. In other
words, productivity is not first
about getting more things done
faster. It’s about getting the right
things done” (Perman, 2014, p. 43).
The six simple areas shown
in Figure 2 can be used
to assess your
professional growth.
It is not an exhaustive
list, but it is a
starting place.
st
Re
You are no longer a student; you are starting the
process of becoming a scholar. Work is no longer
only about a paycheck, it is living out a purpose
with passion. You are a creative professional
honing the gifts and talents you have to be
effective. It is not merely about being efficient
and getting things done quickly.
This is where professional growth becomes a part
of your life. In the workforce today, you never
have all you need for a career. The professional
world is an ever-changing environment that
forces you to develop, learn, and remain flexible.
An extraordinarily gifted person can stall out their
career merely because they relied on their raw
talent to carry them indefinitely. Conversely, an
average person can rise through the professional
ranks quickly if he or she has the focus and desire
to be someone tomorrow that they have
not yet become today.
Re
Professional Growth
accomplishing your goals as you live out your
purpose.
Reev
alu
at
It is not just reading articles or books, it is
learning to read, comprehend, synthesize and
apply. It is not just about answering a Discussion
Question. You are learning and practicing the
art of articulate written communication that will
inform, generate response, and offer a profound
contribution to the topic at hand. Even the
values of learning to follow directions and meet
all the assignment expectations prepares you
to be a faithful worker who goes beyond basic
expectations to stand out among your peers.
Res
p o n s i b ilit y
2. Rest - As one lives out a passionate
purpose, too many times this is left out of the
equation. If rest is not built into your schedule,
you can add burnout instead.
Figure 2
3. Read - Your competitors are reading and
understanding their careers. Are you? This is
not false motivation. In the information age, it
is imperative to stay abreast of current thought
and trends. Don’t forget to read something for
enjoyment, too.
7
CHAPTER 1:
Academic and Career Path
4. Responsibility - Take responsibility for your
life, your health, and your performance. As
you take ownership of both your successes and
failures, you become comfortable with both
of them. This does not mean you get used to
failure, it means that failure is an opportunity
to assess, adjust, and persevere.
5. Recreate - No one is impressed with someone
who works all the time. You will be much
more productive if you fit in time for exercise,
hobbies, and down time to think or enjoy the
beauty of the process of life.
6. Reevaluate - Life is about small course
corrections. It is much easier to alter your
course a couple degrees than to change
direction radically. Ask the people on the
Titanic. Constant assessment will keep you on
course in all of these areas.
Not all of these will appear to impact your
professional development. However, as a
scholar, you are developing all areas of life. Your
professional growth will blossom when all these
areas are considered and nurtured.
It is imperative to set goals in each of these areas.
Even in the reevaluation area, specific goals in
how you will monitor your success and remain
accountable to yourself will give you an edge in
your career and in life.
One of the common methods of goal setting is
the SMART model (see Figure 3). This simple
acrostic can be used to focus on what you really
want to become and manage the specifics for
accomplishment.
For example, imagine that you begin to feel that
your professional knowledge is not relevant. You
need to find out what information is available
and open new pathways of understanding.
You have found some good resources, you just
need to read them.
Specific
Specific: Is your goal focused enough?
Poor Example: I am going to start
reading books.
Good Example: I am going to read two
books a month about my profession that
are focused on new trends and idea.
Measurable
Goals
Measureable: Is my goal quantifiable?
Example: I will make a list of the
books I want to read. I will put them
on the calendar and cross them off
when completed.
Attainable: Is it possible to
accomplish this goal?
Example: Will I reach this goal with
my personal schedule? If not, what priorities do I
need to change to make this happen?
Attainable
Relevant
Time-sensitive
Relevant: Is this goal going to accomplish my
desired outcome, or is it motion with no results?
Example: Are the books I am reading going to
advance my career and be worthwhile over the
long haul?
Time-sensitive: Does this goal have a start, stop,
and evaluation time?
Example: I will begin my reading plan next week.
After 3 months, I will evaluate whether this goal is
achievable. I will dedicate 1 full year to this process.
This process may seem overly detailed; however,
this is the level of intentionality that brings
professional growth.
Figure 3
Take a minute to work
through a goal in your life.
• My goal is:
• What is the specific
desired outcome?
• How will I measure my
progress?
• How do I qualify that it
is attainable?
• How is it relevant to
my life?
• What is the timeframe
in which it should be
accomplished.
8
CHAPTER 1:
Academic and Career Path
Networking
Networking is a necessary part of any
professional environment today. There is
little, if any, profitable endeavor that is done
in a vacuum; it requires collaboration of many
different types.
to be seen and sought out by others? These are
people of similar passion, similar career goals,
and diverse talents. Find people who will sharpen
you and strengthen your growth areas as you help
them. This only happens when you allow yourself
to be vulnerable, get out there, and connect with
others.
It is important to remember that not only are
A professional network is an inventory of diverse
and carefully selected contacts and relationships
that interact with each other to support, resource,
and inspire ongoing professional development.
Because you are probably studying a field in
which you have some experience, you may have
already done some networking. The person who
networks your office computers, the Web design
person, the business next door, even the vendors
impact your specific context, and the list of such
people and organizations never ceases to grow.
Your list of contacts and people that resource
your success are integral to your next steps.
These are people that will know you. What is
the reputation you will give to those with whom
you deal? Are you a person of integrity, can
they depend on you as much as you depend on
them? Are you cultivating a mutually beneficial
working relationship with them, or do you just
you developing your network, your classmates are
contact them when you need something? These
developing theirs, too. For this reason, you want
become important investments in your future.
to present yourself well and not be the “weak
link.” You want professional and capable people
Every course you take puts you in contact with
surrounding you and sharpening your thoughts
professionals dedicated to your field of study
and skills. They are depending on you to be that
from all over the world. This is an opportunity
person for them. Therefore, the way you write
to cultivate a career-altering network of people
and express yourself, and your ability to discuss
you know and can trust. These people can be
and clearly present how you feel are all factors
great mentors, peers, and resources in your future your peers consider when determining your
career advancements.
eligibility for their networks. This includes your
ability to express differences of opinion amicably.
However, networks do not just happen—they
Are you judgmental and argumentative? Do you
are made. It requires initiative, not passively
dominate conversations or try to understand how
waiting for it to happen. This is a good time to
others think? These are some of the informal tests
hone leadership skills, step out, and collaborate
to connect people around similar passion and
intentionally. Are you visible enough in the class
Ryan is in the process of
hiring another employee.
He knows what he wants,
has written a job description, and has a budget for
the employee’s salary. Before Ryan posted the position on any job boards, he
contacted his network from
his days of graduate work.
These men and women
gave him insight and leads
for prospective employees.
Ryan trusts them because
they learned, debated, and
coped with the adversity of
life and education together.
Ryan knows they have his
best interests at heart when
he comes to them.
This type of network is before you. It is your choice
how much you allow them
into your life and future
plans. Your professions and
purposes will bring you together, and the adversity of
study will forge deep relationships that are rare in a
world of competition and
mistrust.
9
CHAPTER 1:
Academic and Career Path
purpose. You may not keep in touch with every
person with whom you went to graduate school;
however, the ones that you do connect with are
friends for life. You support each other and are
dedicated to each other’s ongoing mutual success.
You need these people in your life. It begins here
and will continue for the rest of your life.
Professional Code of Ethics
There is a standard by which business will be
done. This is the code of ethics. Whether it is
written or not, whether it is communicated
or not, every business has one. This is very
important for you to understand, because it is
the underlying motivation of a lot the activities
that are carried out in any profession. The way
people care for others, the level of integrity, the
ownership of failure, all have to do with the
code of ethics. A professional code of ethics is
the mutually agreed upon standards by which
business will be carried out, including social and
relational behaviors, as well as ethical business
practices. Whether you take on a new career,
or are starting your own business, this is an
important aspect of your existence both to your
employees and to your customers.
Personal Code of Ethics
Just as the professional code of ethics is a
boundary for the business, there is a personal
side to this, too. Your personal code of ethics is
the outward expression of the internal compass
that provides governance, and is the basis for
evaluation of all outer actions with regard to
values, purpose, and integrity. This code includes
the non-negotiable character traits by which you
live. This code is developed over time and needs
to be nurtured and not compromised. No matter
what happens while conducting business, we all
must look ourselves in the mirror. More than
that, we develop a reputation. It is cultivated
carefully day after day and can be lost in an
instant with a momentary lapse of judgment.
Eric had been the CFO of a
company for a few months.
He loved the job, and the
company was growing rapidly. One day, while reviewing
some expense charts, he noticed some expensive charges
and multiple in-coming
receipts. As he tracked the
items back to their source, he
found it was the CEO making these unbudgeted expenses. The CEO was Eric’s
friend, and they had worked
together on many endeavors prior to Eric coming to
work for him. Eric needed
this job, and all other aspects
of the business seemed to be
conducted correctly. Should
he stay silent and move on,
or should he confront this
issue? His personal code of
ethics would not allow this
unaccountable behavior to
go unchallenged, and he
discussed it with his friend,
the CEO. The response was
quick and sharp. Eric was to
take care of just the finances
and leave the spending to
the CEO. Eric was fired after working there for only 10
months. He had uncovered
more than $300,000 of undesignated expenses. Following his personal code of ethics got Eric fired, not because
he was wrong to do so, but
because it clashed with the
company’s professional code
of ethics. Had Eric inquired
about the company’s code of
ethics prior to being hired, he
may not have wanted the job,
as it wasn’t a good match for
him ethically. Two years later,
the CEO’s actions were discovered, and he lost his company. Eric left with his integrity intact, but he learned a
valuable lesson about ethics.
10
CHAPTER 1:
Academic and Career Path
Conclusion
You have begun a journey in which you take intentional steps forward to a
preferred future. This is the first of a challenging but very fulfilling chapter
in your life. The overall success and value you take from this experience
depends on whether you know yourself, your goals, and what you need to
get from this program to reach them. Your support system will help you in
difficult times, but overall, the motivation to carry on must come from you.
Your character will be built in faithfulness in study, financial responsibility,
and the development of professional and personal ethics.
Chapter Review
Here are a few things to remember as you continue on:
1. Y
our purpose is found in “being” over “doing.” Never cloud life with
mere tasks but with purpose. These two complement each other and
need to be kept in balance.
2. Y
ou will only be as successful as the goals you establish and pursue.
This includes moral, spiritual, personal, and professional goals.
3. Y
our program of study will equip you for your chosen career path and
give knowledge to your passions.
4. P
rofessional growth must be an ongoing part of your life in order to be
effective. It is important to balance all of life and keep your professional
and personal life prioritized and aligned.
5. Y
our professional code of ethics will place you in relationships and
networks that fit your character.
6. Y
ou will live by, and be known for, your personal code of ethics. Make
them clear and never compromise them.
References
Fulghum, R. (1991). It Was on Fire When I Lay Down on It. New York, NY: Villard Books.
Perman, M. (2014). What’s Best Next. Grand Rapids, MI: Zondervan.
11
CHAPTER 2
Expectations of Graduate Students
H
Introduction
ave you ever looked at the ocean and
wondered, “How did people have the
desire, or even the will power, to find
their way across that?” Such explorers
needed not only the determination to take on
such a journey, but also a basic understanding of
what preparations, skills, equipment, and supplies
they would need to accomplish this feat. Being
a graduate student is akin to those adventurers,
but instead of new landscapes, students seek
knowledge and personal growth.
by Rebecca Richey
intertwined with the roots of neighboring trees,
building a network of support that allows them
to grow into the tallest trees in the world (Lukas,
2008). The root system and environment enable
the redwoods to reach heights that create a
habitat in which other plants and animals thrive.
Chapter 2 addresses the ultimate goals of
the graduate student’s journey: a deeper
understanding of self, community, and the longterm impact these characteristics can have on
society as a whole.
Understanding a Graduate
Learning Community
Graduate school is not something you embark
upon, learn some relevant information, and
then apply the new knowledge to something
in general. It is a process in which you are
transformed by the learning community you
become a part of and the information you
consume. A learning community is a group
of individuals who collaborate on ideas, share
knowledge and responsibility, and support
positive growth of the individual, as well as the
group. The environment the learning community
is enveloped in generates an atmosphere where
learning either does or does not thrive.
The large and masterfully created coastal redwood
trees can be likened to a thriving and productive
learning community. Despite their incredible
heights, the redwoods have a shallow root system.
The key to their stability is that they grow in
close proximity to other trees in the grove. Each
tree’s shallow, entangled root system becomes
Like coastal redwoods, students, together as part
of the learning community, build a network of
support that enables them to reach their goals
individually and as a group. The environment
the learning community creates is one that
encourages growth through the acquisition and
application of knowledge.
That may not sound that different from the
community you were a part of during your
undergraduate experience. The difference
between these two levels of academia lies in the
12
CHAPTER 2:
Expectations of Graduate Students
depth of the subject matter and its application.
In general, the undergraduate experience provides
basic knowledge and an overview to various
curricula. It also gives the opportunity to become
a part of a social unit outside of family, friends,
and work situations. This general approach gives
broader points of view and exposure to the world.
It also gives an initial skill set to begin working in
a specific career field. The undergraduate learning
community, in this perspective, can provide
support in terms of learning, problem-solving,
and applying theory to real-world situations
from a beginner’s stance. On the other hand,
graduate students desire a deeper revelation
of the ideas or situations presented within the
world and workplace. They come seeking to
develop the ability to analyze, evaluate, and
create new meaning to cases and problems they
have experienced. Additionally, there is a wish to
push forward and develop further specialization,
or to increase their level of compensation. This
blending of extrinsic and intrinsic motivators
are foundational to the graduate learning
community.
What Makes a Successful
Graduate Student?
As much as graduate school is about the indepth study of a particular subject, indirectly,
it is a study of self. In addition to mastering
the objectives and competencies detailed in
your program of study, you will understand
perseverance, personal responsibility, selfmotivation, self-direction, and self-awareness.
When included in a community, people strive
to be an active member and use talents, skills,
and abilities to bring about achievement and
acknowledgment. However, success rarely is
found in the first attempt, but instead through a
series of near misses and complete failures. The
advancements of these actions ebb and flow just
as a baby learns to crawl and then walk. There
can be many falls along the way; however, each
fall provides an opportunity to observe where
improvements may be needed. Your perseverance
and openness to self-reflection and receipt of
the “fall” can provide deeper introspection and
application for future endeavors. During these
attempts, you can realize more about yourself and
be accountable for your part of the journey.
Encouragement, as Kelly and Daniels (1997)
noted, can help an individual to recall their
sense of personal responsibility, core beliefs, and
values. In turn, this cultivates dependability for
their activities and accolades for the individual
and community. While there may be times
when you need your spirits lifted by those in
your support system, or assistance from your
learning community, successful graduate students
understand that, ultimately, they are responsible
for completing their program of study.
Motivation is defined as “a force or influence that
causes someone to do something” (“Motivation,”
2012). As you persevere through the challenges
that will arise during graduate school, your
goals will serve as that force or influence that
will keep you going and on track. Map out the
steps you need to take to reach the goals you
have established, and take the initiative to direct
yourself toward them. Proceeding in this selfdirected manner is aided when you know the
reason why this is your goal.
If that sounds like a lot of work to get you
through a lot of work, you’re right. Bolstering all
of the previously mentioned traits, characteristics,
and actions is a belief in yourself. This idea comes
from a profound sense of security and faith in
following prescribed life values. There is devotion
and meaning to every step that is taken and
13
CHAPTER 2:
Expectations of Graduate Students
accountability to a larger entity and plan. The
attitude and daily presence of this characteristic
gives you hope. This can be achieved through
self-reflection, identifying unique gifts and
abilities, understanding life roles, establishing
goals that list priorities and keeping them sacred.
With all of these qualities in place, you become
more than a graduate student. You become
someone who embraces the continuous gathering
and application of knowledge—a lifelong learner.
the word “taxonomy,” looks at the “behavior
of an individual and classifies it into cognitive,
affective, and psychomotor contexts.” Within
that context, the “cognitive process” is a means
of taking information and finding a conclusion
or outcome. The steps include “remembering,
understanding, applying, analyzing, evaluating,
and creating” (Halawi, McCarthy, & Pines,
2009, p. 2).
Transitioning from
Student to Scholar
When entering graduate school, students hope
to obtain further knowledge or skills that can
be used within the scope of their work settings
directly, and perhaps immediately. Scholars, in
contrast, take the student role a step further, and
require the learning to go beyond application.
This context allows their knowledge and skill
set to take their problem-solving abilities to
the level of analyzing and evaluation, which
can create new and better ways of addressing
community and societal issues. For scholars, a
master’s degree is more than just credentials, it is
a transformation of self. The degree is merely a
symbol of what has been achieved. Their talents,
abilities, and knowledge are no longer tasks to be
observed or utilized, but rather are internalized as
part of their beliefs and values of how the world
should be interpreted.
Bloom’s Taxonomy (Figure 4), which marks the
occurrences of learning with points of reference
along the way, can be seen in this process.
Once understood, scholars can create their own
yardstick or targets to measure their intentions
and purpose on a daily, weekly, or monthly
basis. According to Halawi, McCarthy, and Pires
(2009), Bloom’s Taxonomy, and specifically
CREATING
EVALUATING
APPLYING
REMEMBERING
Alyson is asked in a learning
situation to remember and
understand a concept. She
complies with this request
and stores this information
in her memory. Taking this
one step further, Alyson is
asked by her employer to
ANALYZING
complete a task. Alyson
remembers characteristics
of something that she has
stored as information and
recognizes the association with the
task.
Alyson is able
UNDERSTANDING
to apply the information to how she completes the assigned task.
Her employer is impressed
by how Alyson took the
task, analyzed, evaluated,
and created new frameworks that save the company time and money. Alyson
now not only remembers
the information, she understands, applies, and sees
how it can be used to create a better way of doing
things, which in turn can
help her to progress in her
career. The result is Alyson
finds respect in the workplace and a deeper sense
of self-worth for following
this process.
Bloom’s
Figure 4
TAXONOMY
14
CHAPTER 2:
Expectations of Graduate Students
Time Management
The demands of family, work, church, and
other social endeavors can be overwhelming and
cause great anxiety. Add graduate school to that
schedule, and it becomes imperative that you
develop a plan in order to manage all of your
priorities and give them an adequate amount of
time. One way to direct your time is to identify
life roles, and oversee the week’s agenda with
the specifics of how these roles will interrupt
particular relationships and tasks. This bit of
pre-planning can offset lack of communication
with others and set clear expectations and
boundaries. Life roles can be put into action by
listing the main roles and duties of the coming
week. Putting them into relationship contexts,
such as husband, father, community worker,
employee, and student, can help you place an
emphasis on the relationship and what you want
to accomplish with that individual or entity
throughout the week. Ensuring you have time to
accomplish necessary tasks throughout the week
is essential; however, so is knowing how you’re
spending your down time. Accounting for how
you are using time on a daily basis will allow
you to find gaps in which you are not using it
in a healthy or useful way. Rather, you can set
aside some time for self-care and a take a bit of
a breather from the strife of life in general (King
& Herb, 2012). Time management can help you
to plan how and when your role as a student and
tasks of homework, reading, and so on will be
organized and completed. Applying all of these
tips and ideas can offer the student less stress and
an overall happier experience.
Andy graduated from high
school with ease. While
working toward his bachelor’s degree in math, he
realized he was not learning new concepts as easily
as he did in high school. He
needed to learn new methods to be successful in college. He also was a college
athlete and his schedule had
to account for travel and
team commitments. Although this was stressful at
first, he managed to come
up with a plan of action to
make it all work. This included study groups, spending time reading in the library, and conferring with
his instructors often.
Andy graduated from college, married his college
sweetheart, and began a
teaching and coaching career. A new life ensued with
responsibilities not previously experienced. When
Andy decided he needed to
move up the career ladder,
he began to explore options
for graduate school. He had
a newfound love for computers and education.
He started pursuing his
master’s degree in computer science at a university located three and a half
hours away from his home.
However, he did not take
into account the hardship
that travel and absences
would have on his family.
Although he managed to
almost complete the program, his lack of planning
and a sudden need to move
out of state compromised
his goal.
A second try at obtaining a
graduate degree years later
proved to be more successful. He still needed to travel
to school, but this time he
had the support of his wife,
a cohort of students with
similar needs, and the access to instructors on a
regular basis for help. Andy
also reduced his coaching
workload to minimize time
needed to complete his
graduate degree.
Not only did the graduate
degree help him move up
on the career ladder, it also
offered him new teaching
opportunities. He is now a
successful, retired teacher,
who followed a plan of action, looked at the season
of his life and roles, and
prepared time management
with a different perspective.
15
CHAPTER 2:
Expectations of Graduate Students
At Grand Canyon University, learners can choose
from three types of learning environments:
Traditional, Hybrid, and Online. All modalities
provide the same level of education, only the
delivery methods are different. Also common to
these three learning environments is the use of a
learning management system.
In a traditional environment, students attend
classes on campus and interact with their
instructors and fellow students face-to-face. As
students schedule their time for school, they
tend to think in parameters of taking classes
around their work schedules. Coming to campus
to attend classes may be too time consuming
or impossible because of the student’s physical
location. Such students will find the nontraditional hybrid and online environments more
suited to their needs.
In a hybrid setting, students may attend some
of their classes on campus and others online.
Other models of the hybrid environment include
courses that are conducted online except for one
day a week in which students attend class on
campus. This model offers students a face-to-face
connection that allows them to clarify lessons
or projects and interact with the instructor and
classmates.
Students who choose the online learning
environment take their courses solely online.
Generally, the course work in the online
environment will have the students attending
one class at a time that runs anywhere from 4 to
8 weeks, depending on the nature of the class.
Students will then continue this same schedule
of course work and classes for the entire degree
program. Often, the student who is working
full-time, has a family, and other responsibilities
LMS
Understanding Learning
Environments
prefers this type of situation, as it affords them
flexibility within their working schedule to attend
classes and maintain a lifestyle with their families
and friends.
While the students in the online environment
do not have the ease of meeting in person to
begin building or becoming part of a learning
community, the learning management system
affords these students alternative methods
of interaction and introduction. A learning
management system (LMS) is a software package
or platform that permits the administration and
delivery of educational content and resources
to students (“What is a Learning Management
System,” n.d.). Through the LMS, classroom
discussions, group assignments, and study
groups occur, just in a different format than
those in a physical setting. Although the same is
true for traditional and hybrid students, online
learners who are active in their participation,
through sharing personal introductions, life and
professional stories, and the exchange of resources
specific to the need of the class (e.g., networking
and learning resources) enrich their education
experience. Just as important is the instructor’s
efforts to help students connect to each other via
discussions and group projects (Shackelford &
Maxwell, 2012).
The LMS is an essential tool for students of all
modalities, as all pertinent course information
is contained in the system: discussion forums,
course materials, assignment information, etc.
Learning to find your way around the LMS is
essential so you know where to locate resources,
policies, directions, important updates, and
any instructor messages. Be sure to review the
contents of the syllabus and any announcements
frequently. Understanding the requirements
16
CHAPTER 2:
Expectations of Graduate Students
and policies, as well as being current with any
updates, are crucial to success.
Chapter Review
If you find yourself in need of assistance with
something for which the LMS does not have a
resource, check the university’s support services,
many of which are located in the Student Success
Center. The resources in the Student Success
Center include tutorials, templates, webinars,
writing assistance, technology support, and
learning resources, as well as links to the library,
tutoring, and student services.
1. P
articipating and becoming a part of the
learning community will enhance your
experience as a graduate student.
Conclusion
Explorers, like graduate students, look to the new
experiences they are pursuing with excitement
and enthusiasm. Both look forward to
accomplishing something bigger than themselves,
and their journeys require courage and fortitude.
Reaching for these horizons can mean a great
difference in the level of compensation, position,
and influence.
Things to remember:
2. W
hile there are resources available to help
you with your studies, ultimately, you are
responsible for your success.
3. H
aving clear goals will help keep you directed
and motivated.
4. Believe in yourself!
5. B
eing a graduate student is a transformative
process that will change how you approach
things throughout your life.
6. T
ime management helps ensure you can
complete your course work while maintaining
your personal and professional priorities.
The personal responsibility, self-direction,
motivation, and belief in oneself needed to
succeed at the graduate level can be applied to
other venues of life. This might be demonstrated
in leadership, caring for family, and modeling
good workmanship. Finding purpose, valuing
life roles, and managing them help the student
become more confident in their abilities and
choices.
17
CHAPTER 2:
Expectations of Graduate Students
References
Halawi, L. A., McCarthy, R. V., & Pires, S. (2009). An evaluation of e-learning on the basis of
Bloom’s taxonomy: an exploratory study. Journal of Education for Business, 84(6), 374-380.
Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?di
rect=true&db=bth&AN=41891185&site=eds-live&scope=site
Kelly, F. D., & Daniels, J. G. (1997). The effects of praise versus encouragement on children’s
perceptions of teachers. Individual Psychology: The Journal of Adlerian Theory, Research & Practice,
53(3), 331-342. Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.
com/login.aspx?direct=true&db=a9h&AN=484700&site=eds-live&scope=site
King, A. E., & Herb, K. C. (2012). Putting “life” back into work-life balance for graduate students.
The Industrial-Organizational Psychologist, 49(4), 125-129. Retrieved from http://library.gcu.
edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ8994
02&site=eds-live&scope=site
Lukas, D. (2008) Climbing into an unexplored frontier. National Wildlife, 46(5), 18-19.
Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?di
rect=true&db=ulh&AN=33382243&site=eds-live&scope=site
Motivation. (2012). In Merriam-Webster’s online dictionary (11th ed.).
Retrieved from http://www.merriam-webster.com/dictionary/motivation.
Shackelford, J. L., & Maxwell, M. (2012). Sense of community in graduate online education:
contribution of learner to learner interaction. International Review of Research in Open and
Distance Learning, 13(4) 228-249. Retrieved from http://library.gcu.edu:2048/login?url=http://
search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1001714&site=edslive&scope=site
What is a learning management system? (n.d.). Retrieved April, 19, 2014, from http://trainingforce.
com/kb/what-is-a-lms
18
CHAPTER 3
Communication
A
Introduction
s a graduate student, you may be
asking yourself, “Why am I reading
about communicating? I have been
communicating my whole life.” Based
on the very basic ideas expressed in the definition
of communication—the process or act of using
sounds, words, behaviors, or signs to exchange
or express information, feelings, thoughts,
or ideas—most people assume that they
communicate well (“Communication,” 2012).
However, in academia, such assumptions can lead
to miscommunication and misunderstandings,
which might result in poor grades. Have you ever
received a poor grade on an assignment on which
you thought you did well? Perhaps this outcome
was because of misinterpreted assignment
instructions, or the assignment expectations
were not written clearly. In an academic
setting, communication includes interpreting
assignment expectations, deciphering feedback
from instructors, and asking specific and detailed
questions for clarity.
This chapter aims to help you to better
understand all forms of communication for the
purpose of ensuring your success at the graduate
level. Understanding communication within the
academic arena, and how it differs from everyday
communication, will help build a foundation for
successful graduate learning.
Methods of Effective
Communication
Whether an eyebrow is raised, a smile is
flashed, a text message is sent, or a telephone
call is made, a message is being conveyed.
Effective communication is the successful
transfer of information from one party to
another with the information being understood
(“Effective Communication,” 2014). If effective
by Lori Cooper and Kristen DiCarlo
communication is achieved, then all parties
involved will have a mutual understanding
without any questions. Information can
be transferred in verbal, nonverbal, and
written form.
Verbal communication is defined as the spoken
or oral means of sharing information (“Verbal,”
2005). Examples of verbal communication
involve interactions when in physical contact
with others, telephone conversations, and
any other type of communication that entails
listening or talking to another human being.
In the online environment, for instance, a
PowerPoint presentation with a voice-over or
recorded video for a lesson would be considered
a form of verbal communication. Additionally,
online students may communicate with
instructors or peers via phone.
While listening in the traditional classroom helps
make communication effective, reading takes
the place of listening in the online classroom
environment. It is important to listen and read
before formulating questions in order to be an
active listener or reader.
Nonverbal communication is the sharing
of information by means of gestures, facial
expressions, or body language (“Non-Verbal
Communication,” 2004). Examples of nonverbal
communication could include waving goodbye,
frowning, or the crossing of legs. Nonverbal
communication is manifested in an online
environment through the use of tone in written
communication to classmates or instructors.
Tone can be articulated in a manner that is either
reinforced as effective communication or used as
a means to be reactive.
19
CHAPTER 3:
Communication
Mismatched communication occurs when
verbal cues do not coincide with nonverbal
cues regarding the transfer of information.
For instance, you might be confused if while
having a relaxed and casual conversation with
someone this person was bouncing his or her leg
constantly. Such body language is inconsistent
with a relaxed and casual conversation.
In the online learning environment, mismatched
communication can be seen when students apply
sarcasm to discussion forum posts. In such posts,
the writer’s tone often is misunderstood as angry
or rude instead of funny or ironic.
In the online environment, a heavy emphasis
is placed on written communication. Written
communication is the means by which students
engage in discussions, e-mail, academic papers,
and interactions with peers and instructors in
print form. Grammar and spelling are basic
essentials that are expected at this level in your
education. You are encouraged to become
familiar with the spelling and grammar functions
in your writing software.
Completing assignments and writing essays are
also forms of written communication. Learning
to communicate your thoughts to the instructor
and the intended audience of the assignment
will help to ensure that you are executing
the assignment’s requirements accurately and
efficiently. This can be accomplished by making
certain that your written communication skills
are capable of conveying your experiences,
research, and ideas.
10 Levels of Intimacy in Communication
10
9
TALKING
7
8
VIDEO CHAT
6
LETTER
4
5
IM
3
EMAIL
Figure 5
PHONE
TEXT MSG
2
FACEBOOK MSG
FACEBOOK STATUS
1
TWITTER
Communicating in Forums
Determining the appropriate writing style for
specific venues and audience is an essential skill
in becoming a scholar. The majority of graduate
students will encounter the need to post to
online classroom discussion forums in a learning
management system (LMS). The proper use of
the discussion forums and the learning platform
is necessary for success. Being familiar with
the components of the LMS will assist you in
communicating effectively and achieving your
academic goals through the successful completion
of each course.
20
CHAPTER 3:
Communication
Forum
Current
All
êSave Link
Forum } Main Forum } Discussion Topic
Topic 4 DQ 1
Total Post: 54
My Post: 6
Change View
Thread Display
€
Max Points: 5.0
List one thing you learned from your reading this week. How will you use it to improve your experience as a s graduate student?
System Admin
--------------------------------------------
-
Figure 6
~
Re: Topic 4 DQ 1
1
GCU Student 1
Mar 20, 2014 10:07 AM
-
Re: Topic 4 DQ 1
1
GCU Student 2
Mar 20, 2014 11:07 AM
-
1
GCU Student 3
Mar 20, 2014 04:13 AM
Re: Topic 4 DQ 1
1
GCU Student 1
Mar 21, 2014 12:59 AM
Re: Topic 4 DQ 1
1
GCU Student 3
Mar 21, 2014 03:07 AM
Re: Topic 4 DQ 1
1
GCU Student 4
Mar 21, 2014 02:55 AM
Re: Topic 4 DQ 1
1
GCU Student 5
Mar 21, 2014 09:27 AM
Re: Topic 4 DQ 1
1
Professor Lope
Mar 21, 2014 10:30 AM
Re: Topic 4 DQ 1
Not only is the content of your posts important,
but the location can also affect your message.
Posting to the correct location and threading
replies properly within the discussion forums
can ensure that your message will be seen by
the right people. Threading refers to the way in
which responses to discussion forum posts are
organized. A thread can also be a representative
term for “topic.” This means, for instance, if
the original thread was entitled “Dogs,” the
discussion underneath this thread would all
pertain to this topic (see Figure 6).
Proper threading keeps the forum visually
appealing and organized. Make sure to reply in
the correct location so your post does not cause
any misunderstanding of how the conversation
should be read. If you are threading correctly,
in most cases, the title or subject line of your
reply should automatically match the title of the
original post to which you are replying.
In addition to discussion forums, there are
forums to communicate with the instructor.
There could be a specific public forum reserved
for content-related questions about the classroom
including clarification of the syllabus, location
of materials, and course expectations. Questions
about such materials should be posted in
these types of public forums, as the answers
may benefit the whole class. However, before
creating a new question, read any instructor
announcements, updates in the discussion
forums, and other existing posts to ensure that
your question has not been addressed elsewhere
in the classroom.
There also may be a private forum in which
students may submit questions of a personal
nature to the instructor. The private forum
should be used to post any delicate issues
or concerns, such as individual grades and
clarification about instructor feedback. This
forum serves as private e-mail between you and
your instructor. The private forum is for any
question that you would not want the whole class
to see. Asking questions is a great way to make
certain that you understand what is expected of
you. Reading and listening make your questions
informed, which indicates that you are trying to
communicate as effectively as possible.
21
CHAPTER 3:
Communication
CLARIFICATION QUESTION
As you move through your program of study, you will encounter assignment requirements, instructor feedback, and
classmate comments that are not quite clear to you. In such
instances, you are encouraged to ask your instructor or classmate for clarification. Stating your question clearly and including as much detailed information will help you to receive
a timely response.
Rita:
“Hi, Instructor Dyer. I am
confused about the week
2 assignment, and I don’t
know what to do. Please help
me.”
Instructor Dyer:
“Rita, thank you for letting me know that you are
confused about your assignment. However, there are
two assignments in week 2,
so I will need more information to assist you.”
Rita:
“I am sorry, Instructor Dyer.
It’s the first one.”
Instructor Dyer:
“Rita, I am unsure what you
mean by ‘first one,’ as both
are due on the same day.
Could you please provide me
with the assignment name?”
Rita:
“I’m sorry, Instructor Dyer.
The assignment is the week
2 Article Summary.”
Instructor Dyer:
“Thank you, Rita. This helps
clarify which assignment we
are talking about. It would
be helpful to know what part
of the assignment you are
struggling with at this time.”
Rita:
“Instructor Dyer, I am not
sure where to locate my assignment and what I am
supposed to do.”
Instructor Dyer:
“Rita, the article can be
found in your course materials. Follow the assignment
details as outlined in the syllabus. I hope this helps. If
you are still unclear, please
highlight the specific objectives in the assignment details and I will address them
with you.”
Rita:
“Instructor Dyer, thank you
so much for letting me know
that the assignment details
are in the syllabus, and that
the article is in the course
materials.”
Clearly stating your question
and providing details results
in timely responses to questions.
Rita:
“Hi, Instructor Dyer. I am
confused about the week 2
article summary assignment.
I don’t know where to locate the article or what the
assignment details are. Can
you please help me?”
Instructor Dyer:
“Rita, the article can be
found in your course materials. Follow the assignment
details as outlined in the syllabus. I hope this helps. If
you are still unclear, please
highlight the specific objectives in the assignment details and I will address them
with you.”
You are encouraged to ask for additional
clarification when a message, assignment, or
excerpt you read in a textbook is unclear.
Always seek out supplementary resources and
ask for further explanations when necessary.
When seeking clarification on something from
an instructor or classmate, remember that the
person to whom you are communicating does
not know what you are thinking. It is best to
offer as much specific and detailed information as
possible when asking a question. To ensure that
your inquiry is addressed in a timely manner, be
clear and direct to avoid miscommunication and
unnecessary dialogue.
There are many benefits to communicating
in online discussion forums. Participating in
discussions in a physical classroom means that
you must know the answer to questions or
be able to form an informed response on the
spot. In online discussion forums, you have
the opportunity to watch as the conversation
develops and ponder what it is you want to
say in return. You can research what is being
discussed and locate supplemental information
to use in your response. One downside of this
environment is it can lead to social loafing
or another form of avoidance. For example,
your discussion contribution is due, but no
one has actively engaged in the discussion.
Because of this, you have no one with whom
to build knowledge or share experiences. The
overall benefits of communicating effectively
in the discussion forums include gaining new
knowledge, learning from others’ experiences,
increased emotional intelligence, sharing your
own experiences, and applying this to the course
objectives in order to maximize your ability to
complete assignments.
22
CHAPTER 3:
Communication
The use of effective communication skills while
actively engaging in classroom discussions will
add to the educational experience. It is crucial
that you participate in classroom discussions
at a level that is acceptable within the graduate
setting, as these forums are an integral part of
learning. Interacting with fellow classmates and
the instructor can bring about conversations and
experiences that lead to networking and a rapport
that benefits and builds effective communication
skills. In the online discussion forums,
participation consists of posting substantive and
quality messages to fellow classmates and the
instructor. Substantive posts contain important
words and contextual information that is
supported by facts and logic (“Substantive,”
2012). Follow-up responses that integrate course
theories with a practical application of the
subject, perhaps referencing real-world examples,
a personal observation or experience, further
research you have conducted on the topic, or
current events are acceptable discussion topics
(Grand Canyon University, n.d.). Be sure to
always use any lectures and course materials to
support your ideas. Interactions in classroom
discussions should demonstrate broader or
deeper thoughts about the discussion topic
instead of just rephrasing what the textbook or
a classmate has presented on the topic. Posts
should encourage ongoing dialogue and further
discussion with the instructor and other students
in the classroom. There is more to critical
thought than merely describing or restating
what was previously said or written by a peer.
Asking additional relevant questions about
the course topics is also encouraged (Grand
Canyon University, n.d.). If these guidelines
are followed, discussions in forums can build
student knowledge and support their written
assignments. Accurately interpreting directions
from the instructor, as well as the meaning of
your classmates’ posts,
will assist you in taking steps to becoming
a scholar and an effective communicator.
Participation in classroom discussions must be
clear, concise, and appropriate. Your posts should
avoid hasty commentary, and always maintain a
professional tone.
23
CHAPTER 3:
Communication
EXAMPLE CLASSROOM DISCUSSION
Undoubtedly, your courses will touch on controversial issues.
Everyone has opinions, and while there may be a few in your
class who agree with you, there will be others who do not. If
emotional intelligence is not utilized before responding to
discussions about controversial topics, conversations can become unproductive.
UNPRODUCTIVE
CONVERSATION:
PRODUCTIVE
CONVERSATION:
Jeff: “I think that religion
has a purpose in our classrooms, and because we live
in a free country, we should
be able to express how we
feel about God freely. Some
of us may not believe there is
a God, while others should
be able to pray during school
hours if they want.”
Jeff: “I think that religion
has a purpose in our classrooms, and because we live
in a free country, we should
be able to express how we
feel about God freely. Some
of us may not believe there is
a God, while others should
be able to pray during school
hours if they want.”
Sally: “Jeff, I find this to
be offensive, as God has
no place in the classroom.
Just because we live in a
free country does not give
people the right to do what
they want. There is clearly a
rule about the separation of
prayer and education. People don’t have a right to pray
in school, and they don’t
have a right to bring religion
into the classroom.”
Sally: “Jeff, although I do
not agree with your point of
view, I respect your thoughts
on the topic. What are your
thoughts on why our government made a valid attempt to keep religion and
education separate?”
Jeff: “Sally, I am not sure
what you are basing your
opinions on, but I think that
prayer should be allowed in
education.”
Jeff: “Sally, thank you for
sharing your thoughts, and I
understand what you mean.
To answer your question, I
believe that the separation of
prayer and education is intended to avoid the conflict
of multiple belief systems.”
If you were in Sally’s position, how you would have interpreted Jeff’s comments? What if you didn’t agree with Jeff?
To avoid misconceptions and accusations, it is
essential to react and respond appropriately when
communicating in any setting. To maintain a
polite and proper tone in the discussion forums
one must use emotional intelligence. Emotional
intelligence is knowing how to manage your
feelings when responding to stimuli (Fabry &
Culver, 2014). Reactive comments can lead to
unproductive discussions. Being reactive entails
hasty and emotionally driven responses to
subject matter that can be perceived as offensive.
An effective communicator might respond to
a reactive comment by asking for clarification
as opposed to further debating the topic of
discussion. An increased level of emotional
intelligence will not only improve your classroom
performance, but will assist in building positive
relationships outside the classroom as well.
24
CHAPTER 3:
Communication
TEAM COMMUNICATION
Members of Team A, Becky, Lauren,
Stefan, and John, have agreed to ground
rules and strategies for completing their
assignment on time. Each member is
given an equal portion to complete and
a deadline to submit his or her work.
This gives each team member an adequate amount of time to review the
final product before submitting it to the
instructor for grading.
The team agreed to turn in their work to
one another on Saturday in preparation
for editing their work and submitting
their assignment on Sunday.
Instead of submitting his portion of the
assignment, John communicated to his
team that there was a crisis in his family
that he had to tend to, and he was not
able to get his portion done on time.
This left the other three members in a
pinch to get John’s portion done in 24
hours.
What should John or the other members have done? How could this have
gone more smoothly to avoid the last
minute stress of completing a portion
of the assignment that was not finished?
Communicating in Teams
Preconceived notions, jumping to conclusions,
and emotions can make interpreting information
challenging at times, whether it is from the
instructor or your fellow classmates. Participating
efficiently and appropriately in classroom
discussions is crucial to your learning experience
regardless of modality. This is true especially
when communicating in teams. As you read
in Chapter 2, community is a vital part of the
learning environment. In addition, being able to
work and communicate effectively with others
is imperative to be successful in academic and
workplace scenarios. Building community through
collaboration is part of learning in teams, and
having professional and appropriate tone and
language is necessary. You should always have an
agreement with your team that offers strategies
and ground rules for assignment completion,
ensuring accountability, as well as guidelines for
mutual respect. Following these guidelines will
foster effective communication when working
with others.
25
CHAPTER 3:
Communication
TEAM COMMUNICATION PART II
Team A Communication on Saturday:
Becky: “We all have our assigned parts completed with
the exception of John. Has
anyone heard from John?”
Two days after the assignment was submitted, John
sends his team a message
explaining what happened.
Stefan: “I have not heard
from John.”
John: “Hi, everyone. I am
sorry I was not able to communicate sooner. I had a
family crisis to tend to, and
I was unable to call or notify
anyone of what was happening. It looks like you excluded me from the assignment?
I don’t think this is fair because what happened was
out of my control!”
Lauren: “I noticed John has
not been in class the last
couple of days, but I have
not heard from him.”
Becky: “Per our agreement
at the beginning of class, if
a member does not meet the
deadline they are excluded
from the project, and we will
divide the remaining work.”
Stefan: “This works for me.”
Lauren: “Should we try
calling and e-mailing John
first?”
Becky: “I have already tried
both, but I was not able to
reach him.”
Stefan: “I say we finish
John’s part, submit the assignment, and let our instructor know that John did
not submit his portion.”
The team spends the few
hours putting together
John’s portion of the assignment and reviewing the finalized paper.
Becky: “I have submitted
our work. Thank you all for
pitching in last minute to
complete John’s portion.”
Becky: “John, we are all
so sorry for what has happened, and we understand
that things come up; however, per our agreement at
the beginning of class, if a
member is not able to complete his or her work, the
other members will pick up
that portion of the work and
divide it among the remaining members. The member
that did not complete the
work does not get credit for
contributing to the assignment.”
Stefan: “Sorry, John. Becky
tried to reach you and could
not, so we defaulted to our
team agreement.”
Lauren: “John, I am sorry
you are feeling frustrated,
but we all agreed if one of us
could not do our work, the
others would cover the missing part, and the missing
member would forfeit his or
her grade.”
John: “I understand what
you are all saying, but it’s
not fair!! I’m going to talk
to the instructor about this.
Building community amongst one another can
help to build support within the classroom. Nearly
everyone has been in a situation that can affect your
performance at school or at work. It is probable
that a member of your team could have a life event
out of his or her control that would interfere with
a collaborative assignment. A scenario may arise
in which a team member does not contribute or
participate in an assigned group project. It is wise
to have a back-up plan in case someone in your
team cannot fulfill his or her obligation. Having set
contingencies in place will decrease stress, improve
communication, and let all members of the team
know the expectations. Another situation that arises
in group assignments occurs when a team member
submits his or her part of the assignment, and it does
not meet the criteria as indicated in the assignment
details. Other team members should remain
respectful when critiquing the work. Constructive
responses entail asking politely for clarification
and pointing out specific areas of opportunity for
improvement; unhelpful responses include namecalling, inconsiderate comments about a teammate’s
work, and exclusion. Whether your courses are
online or on campus, there will always be challenges
in the team learning environment. These challenges
are meant to prepare you for real-life situations in
which you will need to cope with co-workers who do
not put in an equal effort.
I could not get to a phone
or contact anyone to communicate that I was not able
to get my part done. Maybe
we could have asked for an
extension?”’
How can this communication be more effective in
the team setting? Do you
feel that members are being
respectful and professional?
Why or why not?
26
CHAPTER 3:
Communication
NETIQUETTE
There are multiple ideas of what constitutes good etiquette in the online
environment. While the list of what we should do and what we should
avoid can be lengthy, there are basic concepts for consideration.
1. Spell Check – Proofread and spell check all
your posts before responding. It can be frustrating in the online academic environment
to read posts riddled with errors. While this
may not be a reflection on the student’s ability, it looks bad, and students should strive to
catch this. You can cut and paste your answer
into a Microsoft Word document to check
spelling and grammar before posting your reply to the forum (Cooper, 2012).
2. Avoid Capital Letters – Did you know
when you use all capital letters THAT YOU
ARE YELLING? Regardless of your intentions, in the online environment, all caps is
considered a negative thing (Cooper, 2012).
3. Tell the Truth – Just because you are not
face-to-face with your instructors and classmates does not mean you should clam up and
conceal who you are. The environment in the
online learning system is entered into with
trust. (Ross, 2011).
4. Avoid Confrontation – Do not engage
into a conversation that may include offensive and inappropriate material. Report any
perceived misbehavior so appropriate action
can be taken. It is best not to engage another
student in an argument or disagreement, as
this will create a negative environment for all
students attending the class (Cooper, 2012).
5. Firewall and Spam – To keep your computer as well as your peers’ computers void
of viruses, it is best not to follow pop-ups.
Check to see that your security settings do
not allow pop-ups unless you approve them.
Scan all thumb drives before accessing their
data on your computer. This is especially important if the data on the drive was saved using a computer in a public setting, such as the
library (Ross, 2011).
6. Be Clear, Brief, and Appropriate – Short
and to the point is best. If you think you
are reacting in anger or with emotion, save
your post and review it later before replying
to your peer. You never want to put yourself
in a position of violating the student code of
conduct (Cooper, 2012).
7. Forwarding – Do not forward messages,
unless the person who forwarded the initial
message to you gave you permission. Also,
taking information from the classroom and
e-mailing it to another student can be viewed
as a violation of the student code of conduct
(Ross, 2011).
8. Cite Your Work – Even in discussions you
should give credit to sources used for ideas.
As a graduate student, you need to become
familiar with good paraphrasing practices
and acquaint yourself with your college’s approved publication style manual, such as the
Publication Manual of the American Psychological Association (APA) (Cooper, 2012).
9. Flaming – In online discussion forums,
you are expected to be polite and refrain from
being critical of your peers’ posts. Having a
difference of opinion is okay, but when expressing such differences, do so respectfully.
Avoid discussions that will amplify negativity
and result in potential violations of the student code of conduct (Cooper, 2012).
10. Humor and Sarcasm – This is a tricky
one, as individuals can easily misunderstand
what is being said. If you are going to venture
into the creative world of being funny in the
online setting, you may need to support your
post with emoticons such as J or ;) (Ross,
2011).
11. Overuse – Using emoticons, and acronyms are okay, but do not overuse them.
Using color can hurt your classmates’ eyes
and make words difficult to see or read, so
it is best to leave the font color black (Ross,
2011).
Classroom Etiquette
In teams or otherwise, communicating requires
a certain level of etiquette and respect for your
fellow classmates. Communication must be
presented in a supportive and professional
manner with a respectful tone. Graduate
students are expected to be polite and consider
the well-being of others when posting in the
discussion forums. There are many controversial
topics and current events that can provoke
inappropriate arguments and offensive dialogue.
This is not acceptable in higher education and is
considered a code of conduct violation. The use
of communication etiquette, the consideration
of values, morals, and ethical behavior when
conveying information, is expected. Netiquette is
the conveyance of information within a virtual or
electronic environment that adheres to manners
in society (“Netiquette,” n.d.). Appropriate
tone and language include being objective and
considering that others may not have the same
opinion as you, whether you are communicating
through an LMS, e-mail, or social media. It is
perfectly fine to agree to disagree; the classroom is
not the place for going off on a tangent or to be
reactive. When you have a strong opinion about a
particular topic, remember the phrase, “There is a
time and a place for everything.”
A student utilizing netiquette would alert the
instructor of a derogatory comment someone
posted in the discussion forum rather than
respond to the post in anger. There are processes
and procedures in place that instructors follow
for such situations, so let the instructor handle
it according to the university’s policies. It is the
instructor’s job to keep students focused on the
weekly objectives and discussion topics, so do not
take matters into your own hands when a fellow
student is being disrespectful or unreasonable.
27
CHAPTER 3:
Communication
It’s all about COMMUNICATION!
4. F
ollowing guidelines and netiquette can assist
students in creating expectations that set the
foundation for success.
5. U
sing critical thought to decipher and
interpret reading materials becomes an
essential skill as you move forward in your
program. It will also assist you in connecting
how Bloom’s Taxonomy works through
the application of your discussions and
assignments as they unfold.
Conclusion
As a graduate student, you must be able to
explore the various facets of communication,
interpret assignment objectives, understand
feedback from instructors, and ask detailed and
specific questions for clarification. Thus, it is
essential to recognize what communication is,
what it entails in the academic arena, and how
it is different from everyday communication in
order to provide a basis for successful graduate
learning. These communication skills will be
useful long after you graduate.
Chapter Review
Things to remember:
1. V
erbal and nonverbal elements guide the
graduate learner in being effective in his or
her communication.
2. W
ritten assignments will align to a particular
style manual (e.g., APA 6th edition).
3. S tudents will communicate in discussion
settings and forums, as well as work in teams
during their course work. Being polite,
respectful, cooperative, and non-reactive in
your tone and language will create better
communication and alleviate potential
conflicts.
6. T
eams are a necessary part of the learning
environment as your skills adapt and model
to the real world and workforce. Conflicts
may lead to unproductive learning teams, so
having agreements and contingency plans in
place ahead of time offers the foundation for
consistent expectations and reduces stress in
the team.
7. B
eing clear in your communication with
instructors is imperative if you are to gain
valuable resource information and clarification
on assignments and grades. You are
encouraged to ask for additional clarification
when a message, assignment, or excerpt you
read in a textbook is unclear. Always seek out
supplementary resources and ask for further
explanations when necessary. When seeking
clarification on something from an instructor
or classmate, remember that the person to
whom you are communicating does not
know what you are thinking. It is best to offer
as much specific and detailed information
as possible when asking a question. To
ensure that your inquiry is addressed in a
timely manner, be clear and direct to avoid
miscommunication and unnecessary dialogue.
28
CHAPTER 3:
Communication
References
Grand Canyon University. (n.d.). Current classroom policies. Retrieved from http://gcumedia.com/
lms-resources/student-success-center/docs/ssc-policy-update.pdf
Communication. (2012). In Merriam-Webster’s online dictionary (11th ed.). Retrieved from http://
www.merriam-webster.com/dictionary/communication
Effective communication. (2014). In The business dictionary. Retrieved from http://www.
businessdictionary.com/definition/effective-communication.html
Fabry, D. D., & Culver, K. D. (2014). The three Rs of emotional intelligence: What’s your EQ?
Audiology Today, 26(2), 14-23.
Cooper, N. (2012). Online classroom etiquette 101: Top 10 online classroom fails. Retrieved from
http://onlinelearningtips.com/2012/01/19/online-classroom-etiquette-101-top-10-onlineclassroom-fails/
Netiquette. (n.d.). Retrieved April 19, 2014, from http://www.networketiquette.net/
Non-verbal communication (NVC). (2004). In A dictionary of sociolinguistics. Retrieved from http://
library.gcu.edu:2048/login?qurl=http%3A%2F%2Fsearch.credoreference.com.library.gcu.edu%
3A2048%2Fcontent%2Fentry%2Fedinburghds%2Fnon_verbal_communication_nvc%2F0
Ross, S. (2011). Netiquette home page. Retrieved from http://www.albion.com/netiquette/
Substantive. (2012). In Merriam-Webster’s online dictionary (11th ed.). Retrieved from http://www.
merriam-webster.com/dictionary/substantive
Verbal. (2005). In The American heritage guide to contemporary usage and style. Retrieved from http://
library.gcu.edu:2048/login?qurl=http%3A%2F%2Fsearch.credoreference.com.library.gcu.edu%
3A2048%2Fcontent%2Fentry%2Fhmcontempusage%2Fverbal%2F0
29
CHAPTER 4
Developing Prior Knowledge and Academic Skills
I
Introduction
n graduate school, there are challenges that
may arise because the coursework is more
rigorous than at the undergraduate level. This
is not to say that you have come unprepared
for graduate school. The basics of the advanced
academic skills you need to succeed in your
program of study are rooted in the whole of
your life experience—earning your bachelor’s
degree, joining the workforce, and living life.
Utilizing prior knowledge to develop academic
skills further can be a solid foundation that will
support the new knowledge you gain and can
lead to success in the workplace. Knowledge
in the areas of studying, time management,
reflection, writing, and peer reviewing can always
be developed further, regardless of achievement
level. Having the willingness to advance these
skills indicates that you are versatile and openminded, which will help you when feedback
from instructors and peers suggests that you
go outside of your comfort zone. Constructive
criticism from your peers in the educational
environment allows you to see different
perspectives and interpretations of the same
assignment. Gaining such ideas from your peers
can alter your ways of studying and writing. One
student’s prior knowledge is another student’s
new knowledge. Combining this with the
curriculum and guidance from your instructors,
the graduate learning experience can be enhanced
greatly. Honing the skills discussed in this
chapter can help you to prepare for situations
that may challenge you socially, academically, and
professionally.
Prior Knowledge
It is necessary to assess what you already know
and how you process that information in order
to apply and expand upon it in graduate school.
Prior knowledge consists of information you
by Kristen DiCarlo
have learned through personal experiences,
professional endeavors, perceptions, and critical
thought. There are three main concepts to
assist you in accessing and utilizing your prior
knowledge: top-down processing, bottomup processing, and metacognition. Top-down
processing is perception directed by higherlevel knowledge, expectations, experiences,
and motivation (Feldman, 2012). In top-down
processing, context is significant in figuring out
how you perceive things and situations. Keep in
mind, though, that top-down processing does
not happen on its own. Even though top-down
processing permits you to close the gaps in
uncertain and unusual information, you would
be incapable of perceiving such information and
the meaning without bottom-up processing.
Bottom-up processing is the expansion of
identifying information by beginning with
specific parts then moving to the perception of
the whole (Feldman, 2012). Both top-down and
bottom-up processing take place simultaneously
and act together in your perception of the
world around you. Bottom-up processing
allows you to develop the basic characteristics
of information, whereas top-down processing
permits you to link your experiences to
perception. Metacognition is a thinking process
that includes cognitive strategies that anchor
new information to something that you already
know (“Metacognition,” 2012). Prior knowledge
is a great tool to use as a graduate student, and
having the ability to further utilize and develop
it for the sake of gaining new knowledge will
reward you exponentially. Possessing the skills
to apply and use your prior knowledge properly
is part of what will assist you in future scholarly
work.
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CHAPTER 4:
Developing Prior Knowledge and Academic Skills
Advancing Basic Academic Skills
Expanding on what you already know is the
foundation of how to advance basic academic
skills. While completing your undergraduate
degree, you learned how to take notes, study,
manage your time, reflect, utilize resources, and
work with your peers.
Note Taking
Because there is a strong relationship between
taking good notes and student achievement,
advancing your academic skills to the next level
should start with note taking. Taking effective
notes will allow you to have the necessary
information to study for examinations and
complete assignments. Becoming adept at writing
notes in your own words becomes a benefit as
you advance in your program. Graduate students
need to learn not only how to interpret what they
read and hear, but be able to write the meaning
of what it was they heard or read into their own
words. Not writing in your own words can result
in plagiarism.
Effective written communication, as mentioned
in Chapter 3, is an acquired skill that graduate
students must master if they are to be efficient
in academic writing. Good note taking is the
foundation for overall written success and
contributes to your ability to study effectively.
For example, taking notes can help you develop
listening and reading skills so you are able to
capture the lecture’s main points. Effective
note taking consists of three parts: observing,
recording, and reviewing (Ellis, 2009). Taking
notes while reading will help you to engage
in the cognitive processes involved in higher
education. This requires you to analyze the text
so you focus on the most pertinent parts of what
you are reading. Next, you must comprehend
the key points to gain a deeper understanding of
the content being read. Review your notes right
after reading each chosen section. You should also
review your notes as often as possible throughout
the duration of the course to keep your memory
fresh so you retain as much of the information
as possible. The more time in between reviews,
the greater the chance that you will forget the
material (Ellis, 2009).
Some students like to manually write notes on
paper, and others like to type them electronically.
Either way, you can interpret the lectures
according to learning style (Solomon, Wilson,
& Taylor, 2012b). Visual learners might
convert their notes into a diagram. Auditory
leaners might record the instructor lecturing or
themselves reciting any written information and
listen to the playback later. Kinesthetic learners
may apply the notes to an activity.
A popular misconception is the that instructor’s
words, book information, or written lectures
must be transcribed verbatim; however, it is more
efficient, and perfectly acceptable, to write down
only main ideas and themes that will help you
recall what you learned (Solomon et al., 2012b).
INSIGHTS & TIPS
• Categorize or separate
each fact or phrase
according to the main
idea.
• Leave blank space so you
can add more details
later.
• Number or date each
page of your notes so
they can be kept in
order.
• Any abbreviations should
be used consistently.
• Illustrate concepts and
add diagrams to help
you remember what was
learned.
• Highlight and underline
material including
key phrases and major
concepts.
• Organize and abbreviate
the collected information
for future use.
• Label your notes
with the source of
the information so
you can go back and
reference it when needed
(Solomon, Wilson, &
Taylor, 2012a). Needing
to go back and find a
page number because
you do not recall the
information from 2
weeks ago is inefficient.
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CHAPTER 4:
Developing Prior Knowledge and Academic Skills
TAKING NOTES
There are several note-taking strategies, but the Cornell NoteTaking System is one of the most popular and effective. This
method, developed by Walter Pauk, a professor at Cornell
University in the 1950s, divides the page into two columns:
keywords and notes. Below these two columns is a section
for summary. As you listen to or read your lecture, write in
the notes column with the goal of capturing keywords, important terms, and concepts. After the lecture, review what
you wrote in your notes, extract out the keywords, and write
them in the left column.
If your lecture was on note taking, the right column would
contain information on the various methods, and the left
would contain the main idea.
KEYWORDS NOTES
• Cornell: Created by a
university professor to assist
students in organizing their
notes into key concepts.
• Mapping: Draw your notes
out with lines connecting
all your concepts.
Note-Taking
Strategies
• Outlining: Use numbers
and letters to create
topics and subtopics.
• Charting: Organize your thoughts
into a table with categories,
such as how, advantages,
disadvantages, and how to use.
• Sentence: Write out all
ideas, including opinions
and facts on a separate line
with a numbering system.
Summary:
There are many ways to take notes. Some
methods may work better for some courses than others.
The goal of identifying an effective method is to use one
that will assist me in remembering the new information I
am learning.
After you have transferred your notes into the keywords,
cover the notes column and see how well you can recall your
notes by looking at each keyword. In the summary section,
consolidate your thoughts on what you learned in a way that
will later assist you with recall when you need to study. Using
concept anchors may assist you in this process. The end goal
of the Cornell Note-Taking System is to record your notes,
ask questions, recite your work using the columns, reflect
on the materials, anchor the information to something you
know, and then review.
By taking notes during class or while
reading the course material, you
develop better listening and reading
skills for important information
involving the main ideas and
concepts of the lecture. A fellow
classmate may have a different
perspective on which key points
are important, so it is beneficial
to compare notes with each other.
Additionally, taking effective notes
compels you to be engaged in an
active manner instead of just being
involved passively.
Study Skills
Taking notes goes hand-in-hand
with good study skills. If your
notes are concise and organized,
then you will have useful study
aids to help you remember the
course content more accurately.
By learning how to take effective
notes and being engaged in what
you are reading, you will have the
necessary material you need to focus
on when you start to study for tests
or upcoming assignments. Graduate
school may require you to dedicate
more time to studying due to the
content’s level of difficulty. Being
able to study efficiently will assist
you in overcoming test anxiety
and other stressors in class. Study
skills are how individuals learn and
digest information, and reading
comprehension is a big part of
studying (Crespi & Bieu, 2005).
The most common reading
strategy consists of surveying,
questioning, reading, recording,
reciting, and reviewing, which
is also referred to as SQR4.
It is a systematic method that
suggests overviewing the
information, noting questions,
reading in thorough detail,
recording or writing notes,
and then reviewing the data
(Solomon et al., 2012a).
There are various strategies used
to study; some of you may like
total silence, and others may favor
some background noise. Likewise,
some prefer to study in groups,
while others may study better
alone. Creating study guides with
definitions, lists, and fill-in-theblank examples can be effective
to practice key concepts. Concept
anchoring, a study method in
which new information is linked
to an experience, picture, or prior
knowledge in order to help trigger
recall, also may help.
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CHAPTER 4:
Developing Prior Knowledge and Academic Skills
INSIGHTS & TIPS
• Set attainable study
goals.
• Use your classroom
notes.
• Make flash cards to
remember information.
• Schedule and keep study
sessions.
• Stay motivated, and do
what is right for you as
an individual.
STUDY SKILLS
SCENARIO A
• Set aside enough time to
study adequately
As Drew reviewed the syllabus for the upcoming week of
his class, he noticed that there was a test on the methods
of listening at the end of the week. In reviewing his notes
from the previous weeks of class, he saw that they were less
than comprehensive. Because of this, he realized that he was
not as prepared as he should be for the upcoming test. Drew
knew he was going to have to study, but how was he going to
fit 3 weeks of reading and assignments into the few days he
had before the test? Drew decided he would start by rereading and reviewing the four chapters assigned in the previous
weeks. During this time, Drew took some notes, and used a
highlighter to mark some items he believed to be important.
He took each heading in the book and made each one into
a question. Drew studied for a total of 6 hours throughout
the week. When Drew got his test back and saw that he got
a “D,” he was confused because he thought he spent ample
time preparing.
• Do not wait until the
last minute to study
• Take good notes.
• Participate and engage
in class.
• Review your notes
frequently.
• Stay consistent in your
time management.
• Find a quiet space devoid
of all distractions.
• Highlight and underline
important terms in your
notes and textbooks.
• Try to relate what you
learn to an experience
you have had.
• Have a consistent
routine.
• Get plenty of rest.
• Have a good attitude.
The provided course materials, including the
syllabus, can be great resources that might help
in studying. Often, students who have been out
of school for a number of years have concerns
about recovering study skills. Being able to write
academically, read at the pace required, and apply
and retain new knowledge can be challenging.
Like in any other skill, you can reclaim academic
and study skills with practice.
What could Drew have done differently?
SCENARIO B
As Amanda reviewed the syllabus for the upcoming week of
her class, she noticed that there was a test on the methods
of listening at the end of the week. She took out her notes
from the previous 3 weeks of class and separated them into
topics for each of the listening methods. Amanda knew she
had 5 days before the test, so she designated two topics to
study per day in her planner. Amanda blocked off 1 hour
per day to study each method, and because she took meticulous notes using the Cornell Note-Taking System, she felt
confident that her materials were comprehensive enough to
review. As Amanda took notes in class, she highlighted each
method with a different color, so when she took the test,
not only could she recall her colors for each method, she
remembered her notes and the columns she made with all
the main points that were covered in class. Amanda received
an “A” on her test.
Would you have done anything differently?
33
CHAPTER 4:
Developing Prior Knowledge and Academic Skills
Time Management
Scheduling time for family, work, entertainment,
and worship should be considered when planning
your week and allocating time for your studies.
Time management is the examination of how
hours are spent and how tasks are prioritized in
order to maximize personal efficiency (“Time
Management,” 2005). Some methods and
strategies of time management suggest focusing
on one task at a time, because trying to tackle
more than that at once can take your attention
away from certain areas, which makes it an
inefficient use of your time. Concentrated
attention is best for complex tasks.
INSIGHTS & TIPS
• List your tasks by priority to determine how you manage
your time appropriately. Completing the most timesensitive task first and so on will ensure that you are
analyzing your priorities effectively.
• Do not procrastinate.
• Complete the less enjoyable tasks first to avoid stress.
Knowing that more enjoyable tasks await acts as
motivation to complete the unpleasant work at hand.
• Create a realistic daily schedule and working to-do list
based on the amount of time needed for each task;
doing so helps to develop problem-solving and criticalthinking skills. Intermittently check your progress,
and adjust your schedule as needed. Specify times for
meetings, phone calls, and other responsibilities. If a
task is not completed, move it to the to-do list for the
next day.
• Identify goals and projects to be completed each week,
and break them into daily tasks to create a weekly plan.
• Delegate tasks when appropriate.
• Ask for help.
• Avoid time wasters (e.g., TV, telephone, games).
• Be cautious with multitasking.
• Block off time for priorities.
• Recognize your most productive time of day, and use
it to accomplish the tasks of the highest importance.
Complete any routine tasks during periods in which you
have less energy (Solomon et al., 2012b).
34
CHAPTER 4:
Developing Prior Knowledge and Academic Skills
TIME MANAGEMENT
SCENARIO A
SCENARIO B
Andrea is a nurse at a local hospital. She is excited to begin
graduate school, as she is looking forward to advancing her
career. The week before her classes began, she and her husband prepared a schedule to keep her family and work life
in order. Her husband travels quite a bit for work, so they
worked out a plan that allows Andrea to return to school
without the hassle of single parenting their 5-year-old daughter while working full-time.
Chip worked as project manager for a local utility. He was
returning for his master’s degree in order to hold his position and move up in the company. Chip is a single father of
two boys, and has custody of his children 50% of the week.
Chip’s supervisor told him that the company would suffer
layoffs soon. The local economy was suffering, and he could
not relocate for work because of his children. Chip, being in
a management position, could potentially avoid being laid off
by enrolling into a degree program.
Andrea’s first week of class went well. She knew that she returned at the right time, and everything was going smoothly.
In the second week of her class, Andrea’s boss asked her to
take another shift, because one of the other nurses called out
sick, and her boss could not find anyone else to take it. Andrea had not planned on working a double shift. She had
worked out her schedule this week strategically so that she
could have the evening to complete an assignment due at
midnight. Andrea called her husband and shared with him
that she would have to stay to cover the shift. Andrea was
able to take a dinner break and work on her paper; however,
it was not enough time to get all her work done. She left
work at 10 p.m., and after checking in on her daughter and
husband, went straight to her computer to finish her paper.
Andrea realized she did not e-mail or save her paper to her
thumb drive. Andrea now had 2 hours to finish a week-long
assignment. She worked late into the night and was able to
get her paper submitted, but it was turned in after midnight.
She knew points would be deducted from her grade, but she
did the best she could with the time she had.
What would you have done differently?
Chip was 3 weeks into his fifth course in graduate school and
settled into his routine with work, family, and school when
his boss told him he needed Chip to pick up additional shifts
at work. One of the plants was losing their supervisor on
short notice, so Chip was going to have to oversee two sites
now. Chip let his boss know he was in school and had minimal time with his kids. His boss made it clear that his job was
on the line and work had to get done.
Chip did his best to balance his work and complete his assignments; however, he started to fall behind. Chip called his
instructor to communicate his situation and that he would
do what he needed to in order to pass the class. Chip started
to turn in work that was not his best. Chip’s instructor called
a week later to inquire about the work he submitted. Chip
again explained his situation, and while the instructor was
empathetic, there was also concern. Chip’s instructor asked
about his time management and schedule.
Between them, Chip was able to explore and problem solve.
Chip was going to find a babysitter to come to the house one
hour each night on his parenting days. Chip would set a timer
for his sons so they knew when their dad was free to play and
hang out. Chip would also talk to his boss about having other
plant supervisors help split the additional workload.
A week later, Chip called his instructor about his assignment. His work had improved, and Chip let his instructor
know that his boss agreed to split his workload with other
supervisors. Chip now had two free days without distractions
to focus on his school work and children. Chip blocked off
time during the day for both, and, when time permitted, he
worked ahead on his assignments. Chip was able to pass the
class by problem solving and communicating effectively.
Would you have done anything differently?
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CHAPTER 4:
Developing Prior Knowledge and Academic Skills
The university requires distinct formats and
writing styles for assignment submissions, so it is
imperative to follow those guidelines as closely as
possible, and use all resources available. Resources
are materials, people, periodicals, media, or
anything that offers additional or supplemental
information that can be utilized for help or
support (“Resources,” 2009). Writing resources
may also include style guides, templates, and
external links.
INSIGHTS & TIPS
• Use any provided templates and style guides to your
advantage.
• Follow the provided guidelines in the syllabus and
double-check your work.
• Keep a file of useful resources.
• Utilize any additional materials from the instructor.
• Gather any resources necessary to complete the
assignment properly.
It is expected that the title page, headers,
introduction, thesis statement, body paragraphs,
conclusion, citations, and references page are
completed according to the assignment details
and university standards (e.g., APA 6th edition).
Use the template, if one is provided or required,
because the formatting may be done for you,
which will save you the time and frustration of
trying to format the document from scratch. It is
in your best interest to create an outline or obtain
a template for your paper that is in compliance
with the writing guidelines set by the university
and the instructor. Some graduate students are
STYLE
Writing Skills
It is important to expand and develop your
writing skills. Any mistakes or oversights pointed
out in assignments during your undergraduate
studies most likely will not be acceptable at this
point in your academic career.
so excited when they begin school, that they
put words to paper very quickly; they do not
think about the formatting. This should be done
prior to writing, so that you are as efficient in all
aspects of your time as possible. This can decrease
any unanticipated feedback from your instructor
once an assignment is graded.
At this level of education, it is expected that
you know the proper placement and purpose
of a thesis statement and other crucial parts
to an assignment. As far as formatting in the
online discussion forums, you must be clear in
identifying each part of the assignment criteria
that you are addressing. For instance, repeating
part of the question in your response can clearly
communicate which part of the question you are
answering. Formatting may not be as important
in the discussion forums, but you want to ensure
that you are writing properly, including citations
and references.
In addition to using your university resources
appropriately, it is also expected that you use
the correct point of view or voice in your
writing, whether it is in an essay or in the online
discussion forums. Point of view, or voice, is
the position from which something or someone
is observed (“Point of View,” 2005). At the
graduate level, it is imperative to write from the
point of view of the outlined criteria. In most
cases, third person will be required in professional
and academic writing during graduate school.
However, in some cases, when an assignment
is specifically asking you for your opinion, it is
likely that this will be written in first person.
When in doubt, ask your instructor which point
of view to use.
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CHAPTER 4:
Developing Prior Knowledge and Academic Skills
WRITING SAMPLE
The level of writing that got you through your undergraduate studies will not cut it at the graduate level. In everything from discussion questions to essays, you are expected
to write in a scholarly manner, which includes citing the
sources of your content.
GENERAL QUESTION:
GRADUATE STUDENT RESPONSE:
Choose a milestone in psychology and neuroscience before
the 20th century that intrigues you most, and argue its importance.
One of the neuroscience milestones that intrigues me is the
case of Phineas Gage and how it contributed to brain mapping. Phineas Gage’s brain was pierced by an iron rod in 1848.
The damage inflicted to his prefrontal cortex, in the orbital
and medial regions specifically, resulted in the loss of reasoning
abilities and an alteration of personality. On the other hand,
confabulation, a type of memory disorder, has been associated
with damage in different parts of the prefrontal cortex. How do
we reconcile these findings to understand the functional localization in the brain?
UNDERGRADUATE STUDENT RESPONSE:
There was a theorist named Pierre Paul Broca (1824-1880)
who helped the medical and scientific community learn
more about what happens in our brains and where specific
functions are located. He tested a man who suffered a stroke
and could only say the word “tan” when prompted. Because
of this research, Mr. Broca showed that the frontal lobe of
our brains is responsible for articular speech. Today we call
this area of the brain “Broca’s Area.”
As early as the 19th century, behavioral neuroscience has explored issues related to localization of function. Marc Dax believed that the legions on the left hemisphere of the brain were
associated with aphasia, or language disorder. This opened the
door for discussion that specific language functions were connected to exact regions of the brain within the left hemisphere.
Paul Broca then discovered that those with legions in the front
portion of the left hemisphere were unable to speak, but could
understand language. Carl Wernicke discovered that damage
behind the section Broca explored could lead to a different kind
of aphasia than founded by Dax. Those who have damage to
this area can speak language, but they cannot understand it
(Kowalski & Westen, 2011).
Damage to the prefrontal cortex where Gage was injured is connected to his ability to “show inhibiting thoughts and actions,
loss of social skills, deficits in moral behavior, and disturbances
in personality functioning” (Kowalski & Westen, 2011, p. 256).
The difference between Gage having damage to the bottom
middle portion of the brain is not the same as the disorder that
may damage a different portion. As mentioned with Broca,
Dax, and Wernicke, the impact on each portion of the brain
with language and memory can be different depending on the
damage and location (Kowalski & Westen, 2011). Because different damaged areas within the brain can now be pinpointed,
treatment is different for each issue or deficit, which is contingent upon this localization.
References
Kowalski, R. & Westen, D. (2011). Psychology (6th ed.).
Hoboken, NJ: Wiley.
37
CHAPTER 4:
Developing Prior Knowledge and Academic Skills
Reflection
As with anything else in life, there will be ups
and downs. Mistakes will be made during your
graduate studies. At times, notes and study
skills will be lacking, and time will be managed
poorly. Reflecting on your accomplishments and
mistakes is a skill that will allow you to advance
and improve your work. Contemplate and
interpret the assignment details and expectations
prior to writing and after assignments and tests
are completed. It is important to reflect on your
strengths as well as your weaknesses. For example,
if you receive a less than satisfactory grade on
an assignment, your first inclination may be to
get defensive, or even angry, because you put so
much time and effort into your work. One of the
great skills you will start to acquire in graduate
school is learning to take in the feedback, think
critically about what was said, reflect on what
you can do differently, and then implement
this in your future assignments. Reflection
includes reviewing assignment criteria, instructor
feedback, and making sure you understand the
objectives and reasoning behind the outcome.
Peer-Review Process
As a graduate learner, you will be making use
of peer-reviewed journals and other scholarly
sources to support your work. In addition, you
and your peers will review each other’s work
in the academic setting. There is a distinct
difference between these two types of peer
reviews. A professional peer review is the
evaluative process of conducted research by
colleagues in order to assess appropriateness for
further development and publication (“Peer
Review,” 2009). A professional peer review can
require multiple revisions; however, the final
corrections must be made before submission
for editing and publication. Conversely, a peerto-peer review is a critique conducted by peers
or peer groups of one’s academic work (“Peer
Review,” 2009). Typically, this type of peer
review occurs in the classroom setting where
students read and comment on each other’s
papers that will later be or have been submitted
to the instructor for grading. The peer-to-peer
review is not considered scholarly because the
assignment involved is not being considered for
publication. Peer-to-peer reviews have many
benefits, such as having an objective perspective
from a classmate who has similar knowledge of
the topic materials, but perhaps a different view
on how to disseminate the information. This is
a good way for students to understand how the
same information can be communicated and
interpreted various ways, as well as honing skills
for clarification and critical thought.
Conclusion
Applying prior knowledge and developing that
knowledge through academic skills can lead to
success in the workplace. Regardless of where you
are in your educational journey, knowledge in the
areas of note taking, studying, time management,
reflection, writing, and peer reviewing can always
be developed further. Advancing your basic
academic skills can assist you in being prepared for
situations that may challenge you academically,
socially, and professionally. Constructive criticism
from your peers in the academic environment
provides new interpretations and perspectives.
This might change the way you take notes, study,
read, and write.
When you combine prior
knowledge with guidance from
your instructor and peers, the
graduate learning experience
can be fruitful and dynamic.
38
CHAPTER 4:
Developing Prior Knowledge and Academic Skills
Chapter Review
Things to remember:
1. D
etermine which note-taking method works best for you, or create
your own.
2. T
aking meticulous notes will not only save you time in the long run,
but also will give you a point of reference if you want to go back to
your notes and locate information for later retrieval or use.
3. Forming good study habits is a key to academic success.
4. M
ake sure you set aside time to complete each assignment, read
your lecture and textbooks, and engage in class discussions. Do not
put yourself in the position of having to do last-minute work or the
assignment may receive a poor grade.
5. G
ain the support from family and friends so you have your priorities
straight and are not torn between your obligations.
6. W
hen your instructor takes the time to grade your paper and offer
constructive criticism, go back to that feedback and learn from it. Use
it to avoid making the same mistakes for the next assignment.
7. Y
ou need to be open-minded and accept that you are not perfect. You
will make mistakes, but that is the beauty of the learning environment.
8. Y
our writing skills will get better over time. Be patient with yourself, as
this is an acquired skill.
9. Set a goal to write at the graduate level and know what that means.
10. S eek out the resources that are given to you, and know the expectations
of the university.
39
CHAPTER 4:
Developing Prior Knowledge and Academic Skills
References
Crespi, T., & Bieu, R. (2005). Study skills. In S. Lee (Ed.), Encyclopedia of school psychology.
Thousand Oaks, CA: SAGE Publications, Inc.
Ellis, D. (2009). Becoming a master student (13th ed.). Boston, MA: Houghton Mifflin.
Feldman, R. S. (2012). Psychology and your life. (2nd ed.). New York, NY: McGraw-Hill
Humanities/Social Sciences/Languages.
Metacognition. (2012). In Merriam-Webster’s online dictionary (11th ed.). Retrieved from http://
www.merriam-webster.com/dictionary/metacognition
Peer review. (2009). In The Penguin dictionary of psychology. Retrieved from http://library.gcu.
edu:2048/login?qurl=http%3A%2F%2Fsearch.credoreference.com.library.gcu.edu%3A2048%2
Fcontent%2Fentry%2Fpenguinpsyc%2Fpeer_review%2F0
Point of view. (2005). In Collins English dictionary—complete and unabridged. New York, NY:
Harper Collins. Retrieved from http://www.thefreedictionary.com/point+of+view
Resources. (2009). In The American heritage dictionary of the English language (4th ed.). Boston, MA.
Houghton Mifflin. Retrieved from http://www.thefreedictionary.com/Resources
Solomon, A., Wilson, G., & Taylor, T. (2012a). 100% information literacy success (2nd ed.). Boston,
MA: Wadsworth, Cengage Learning.
Solomon, A., Wilson, G., & Taylor, T. (2012b). 100% student success (2nd ed.). Boston, MA:
Wadsworth, Cengage Learning.
Time management. (2005). In Collins English dictionary—complete and unabridged. New York, NY:
Harper Collins. Retrieved from http://www.thefreedictionary.com/time+management.
40
CHAPTER 5
Using the GCU Library
I
Introduction
n your graduate studies, you will use the
library’s scholarly resources regularly to
support your assignments and research
projects. The Grand Canyon University
Library has extensive resources that will build the
framework for your research interests. In addition
to the library resources, the GCU Library staff
are available to guide you through the research
process. The dedicated library team will help
you navigate the library’s website, and assist with
search strategies and keyword selection. The
library offers personalized research assistance
via phone, chat, and e-mail, as well as regularly
scheduled live webinars all focused on helping
you develop effective research and information
literacy skills. The library has the resources and
support to help you be a successful graduate
student.
by Nita Mailander and Dana Shreve
Finding Books and More
You may need to use different types of resources
in varying formats to support your research.
If you are seeking a comprehensive, in-depth
overview of a topic, a book or a video may have
the information you need. The GCU Library
offers books, in both print and electronic
formats, and streaming films on many subjects,
including business, education, leadership,
nursing, and theology. EBooks and streaming
media are accessible 24 hours a day, 7 days a
week. Physical books can be checked out inperson in the library, or you can contact the
library and request that a physical book be
shipped directly to you with a postage-paid
return envelope.
You can search for books on the library’s website
under “Find Books & More.” LopeCat, the
41
CHAPTER 5:
Using the GCU Library
library’s catalog, allows you to search for a specific
eBook, physical books, and streaming media, or
browse the collections listed. While searching
LopeCat, the “Refine your search” sidebar
provides options to narrow your results to books
in electronic format or GCU authored content,
such as doctoral dissertations and nursing
capstone projects.
Searching for Journal Articles
While books present a comprehensive coverage of
topics, journals, which are often published several
times a year, contain current breakthroughs
in research. Regularly reading and reviewing
journals published in your field of study will help
you maintain an excellent current awareness of
new research and trends. You can locate millions
of articles using the databases on the library’s
website. To become proficient at research, you
need to have an understanding of the library
databases and how they work. A database is
a comprehensive collection of related data
organized for convenient access, generally in a
computer. The library databases include millions
of citations and full-text journal articles, all
searchable with keywords. Some multidisciplinary
library databases that cover multiple subject areas
include, Academic Search Complete, Omnifile
Full Text Select, and ProQuest Central. All of
the library databases are accessible on the “Find
Journal Articles” page of the library’s website.
Academic Search Complete
Omnifile Full Text Select
ProQuest Central
Types of Journal Articles
The library databases contain many types
of journal articles, including scholarly, peer
reviewed, empirical (qualitative and quantitative),
case studies, newspaper articles, and book
reviews. Beginning your research in the library’s
databases ensures that you are searching and
using scholarly content selected for academic
rigor. Content retrieved from the Internet,
including blogs and websites, may not contain
academic information or meet current research
standards. “The big struggle is over what
kind of information Google and other search
engines kick back to users. In the age of social
media where users can be their own content
creators it might get harder and harder to
separate high-quality material from junk” (Pew
Research Center, 2010). Rather than relying on
questionable websites, use the quality, scholarly
resources on the library’s databases.
How do you know that the article you found on
the library databases meets your assignment or
research criteria? Here is a breakdown of some of
the different types of published journal articles
that you will find most important to use.
Scholarly articles are written by academic
experts or authoritative sources in a particular
subject area. These may be found in a journal or
trade publication. They do not include popular
magazines or newspapers.
Peer-reviewed articles have been formally
reviewed and deemed acceptable by experts in the
same subject discipline prior to publication. This
process ensures that the articles published within
the journal are academically rigorous and meet
the required expectations of an article in that
publication.
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CHAPTER 5:
Using the GCU Library
An empirical article is a journal article that
contains original research data collected via
experimentation or observation (qualitative or
quantitative). Common aspects found within an
empirical article include an abstract, literature
review, methodology, results, and discussion.
Qualitative articles are research articles that
contain results from studies including participant
observation, in-depth interviews, and focus
groups, in addition to often containing textual
information rather than numerical. “Qualitative
research is designed to explore the human
elements of a given topic, where specific methods
are used to examine how individuals see and
experience the world” (“Introduction,” 2008,
p. xxix).
Quantitative articles contain structured research
methods that often include numerical values
and emphasis on statistical methods. “The
term quantitative research refers to approaches
to empirical inquiry that collect, analyze, and
display data in numerical rather than narrative
form” (Donmoyer, 2008, p. 714).
Search Strategies
and Keyword Selection
When searching for literature, creating an
effective search strategy starts with identifying
the major concepts of your topic and selecting a
list of synonyms or words that are different but
have the same meaning. The library databases are
not like Internet search engines, and you will not
find adequate and relevant results if you enter
complete, full sentences into the search boxes.
Entering a few important keywords that represent
each concept of your search topic, reviewing
the results, and then revising your strategy will
provide you with a targeted list of relevant results.
Your keywords and search strategy will also
include the use of Boolean operators and can be
enhanced by including a truncation symbol.
Boolean Operators & Truncation Symbol
Boolean operators are the words “AND,” “OR,”
and “NOT” that are used to connect your
keywords in the search strategy. These operators
are sometimes capitalized to signify that they are
commands.
The Boolean operator “OR” can be used to
expand your search, as it will include results
that contain either one of your keywords. Using
“AND” will narrow your results, as it requires
both keywords to be present in order to be
included in the results. The Boolean operator
“NOT” will eliminate any reference to the second
keyword. The library databases have the Boolean
operator “AND” set as a default in the search
boxes.
For example, if you search for:
• College OR university, your results will
contain either one of the keywords.
• Obesity AND children, only articles
containing both keywords will appear in your
results.
• Social media NOT Twitter, all of your results
will be about social media, but none of them
will contain information on Twitter.
Boolean Operators
College
OR
University
Obesity
AND Children
Social
Media
NOT
Twitter
43
CHAPTER 5:
Using the GCU Library
*
A truncation symbol allows you to replace letters
or shorten a word to its root, so the search
will be for multiple variations of the keyword.
The truncation symbol in most of the library
databases is the asterisk (*) (shift 8). Using
truncation can save time by allowing the database
to search for multiple versions of a word with
one keyword. For example, instead of having to
enter “nurse OR nurses OR nursing” into the
search box, you can simply type nurs*, and all the
alternative endings of the word will be retrieved.
Authors and researchers may not have used your
main keywords in their article titles and abstracts
to describe their published research and data. For
a comprehensive literature search on a topic, it
is important to spend a few minutes identifying
similar concepts and alternative keywords
that might equally represent the topic you are
researching.
Understanding Search Results
Once you feel comfortable with the number of
articles that have been retrieved from your search
strategy, you will need to assess your results. After
entering your keywords and clicking the “Search”
button, review the list of results, including the
brief citation and the date of publication and the
type of publication material. Start by reviewing
the article titles on the first page of the database
result list. Do they contain your search term? Are
the titles relevant? Next, check the date of the
article. If you are looking for current literature,
does the article’s publication date meet your
requirements? Also, review the publication type.
Is it a journal article, magazine or newspaper? Is
the journal article peer reviewed or scholarly?
SEARCH STRATEGY DEVELOPMENT
To find articles for an assignment on the impact
of ethics on plagiarism in higher education, you
need to create a strategy.
Step 1: I dentify the keywords and concepts.
For this topic, the major concepts are
plagiarism, higher education,
and ethics.
Step 2: L
ist some synonyms for the keywords
to include in the search strategy.
For higher education, additional words
to use could be college or university.
A synonym to use for the word ethics
is morals.
Step 3: E
nter the keywords into the search
boxes using the Boolean operator
“OR” to separate the keywords and
each of the synonyms.
Step 4: C
onsider using the truncation symbol
for some of the keywords or synonyms
to maximize the search results.
Truncating the keyword “ethics” to
ethic* will return search results for
ethic, ethics, ethical, and ethically.
By breaking down the concepts, including
synonyms, and using the truncation symbol,
the number of keywords for this topic went
from just three words to many more, thereby
expanding the number of potential results.
44
CHAPTER 5:
Using the GCU Library
If your search results do not contain what you
expected, or the information that you need is
not present, reevaluate your search terms. More
than likely, what you need can be found in the
library databases, you just need to revise your
search strategy. Are there additional keywords
or synonyms you can use to expand the results?
Remember entering a few important words that
represent your research topic, rather than full
sentences will return better results. If you are
not finding relevant results that you can use, ask
a librarian to help develop your search strategy
and selecting keywords that represent the major
concepts for your topic
Once you have reviewed the brief details from
your initial result list, you can click on the article
title to find more information and review a
detailed record, which often contains the abstract
or summary of the article, usually written by
the author. If the abstract is on target for your
topic or research, you can locate the full-text link
and read the entire length of the article. After
selecting an article, you can print, save, or e-mail
it, along with its corresponding citation. Look
for icons and links to these options on the initial
result list and on the detailed record after you
click the article title. Organizing and saving the
articles of interest to you is extremely important,
as you will refer to them frequently during your
writing and research process.
Citation Management & Organization
Now that you have many relevant results that
are applicable to support your research needs,
you need to determine a strategy to effectively
manage and organize your selected citations.
Many of the library’s databases allow you to
create free personal accounts to save your
chosen articles in folders, similar to an online
shopping cart. The library recommends using
citation management software, such as Refworks
or EndNote Web, if you are doing extensive
research and need to organize and cite hundreds
of sources. RefWorks and EndNote Web are
citation or bibliographic management software
tools that are available through the library’s
website for free. Both RefWorks and EndNote
Web allow you to export citations directly from
the library’s databases, organize them in folders,
and create bibliographies or reference lists.
RefWorks
EndNote Web
45
CHAPTER 5:
Using the GCU Library
RefWorks provides lifetime access to your
RefWorks account and your corresponding saved
citations. Refworks also includes a feature called
Write-n-Cite that can be used with Microsoft
Word to insert citations and automatically
generate a bibliography for any content cited in
your writing. This can save you a considerable
amount of time that is typically lost when
locating citation information and manually
entering references. Citation information can
be exported directly to RefWorks from many of
the library databases, and the library staff can
assist you with importing citations from different
bibliographic software programs. Once your
citations are in RefWorks, they can be organized,
edited, and searched.
There are many ways to get help with using
citation management tools. The library offers
a RefWorks webinar in which you learn how
to create an account, export from the library
databases, and manually create citations. You will
also find extensive help on the library’s website on
how to set up a RefWorks account and directions
on how to export citations from the individual
library databases.
GCU LIBRARY SERVICES
Ask a Librarian
The most powerful research tools available to
you are the GCU librarians. The librarians have
advanced degrees in library and information
science, and they are dedicated and eager to
assist you with your research needs. If you are
searching in the library databases for 15 minutes
and are not finding relevant results that you were
expecting, ask a librarian. GCU librarians are
available via phone, e-mail, in-person, and chat
to help with keyword selection, search strategies,
and assistance with formatting citations for
bibliographies or reference lists.
Webinars and Workshops
The librarians teach webinars and workshops,
including an introduction to the library and
subject specific topics. Locate the upcoming
webinar schedule on the “Webinars &
Workshops” page of the library’s website. Plan
to sign up for a general overview of the library’s
resources and services early on in your studies,
so you will be prepared and familiar with the
library research tools available to you.
Interlibrary Loan
If the GCU Library does not own the article
or book you need, request an Interlibrary Loan
(ILL). Interlibrary Loan is a free service for
GCU students. The library staff locates the
material at another library and then sends the
journal article or book directly to you, free of
charge. The ILL request form is on the library’s
website, or locate the ILL icon while searching
in the library databases to send your request to
the library staff.
Research Guides
The GCU librarians have created Research
Guides that are available 24 hours a day, 7 days
a week to assist you with your library research.
Each subject guide features one of the GCU
librarians and offers recommended starting
points for your discipline-focused research. You
will also find quick tips, tutorials, resources on
citations, and information on how to contact
the library for additional help. View the guides
on the “Research Guides” page of the library
website.
46
CHAPTER 5:
Using the GCU Library
Conclusion
As you begin to explore your research interests
at the graduate level, know that you have a
personal research partner in the GCU Library.
The librarians are available to assist you along
your research journey. Information and digital
literacy skills develop over time with practice.
The friendly library staff are here to help you
navigate the library’s website, assist with database
and keyword selection, and help you answer any
other questions you may have about research and
literature searches.
“The only thing that you absolutely
have to know, is the location
of the library.” –Albert Einstein
As a GCU student, the only thing you have to
know is how to contact the library.
Chapter Review:
Things to remember:
1. Th
e GCU Library has millions of scholarly
resources available on the library website.
2. R
esources found through Internet searches are
not always reliable.
3. U
se Boolean operators and the truncation
symbol to maximize your search results.
4. A
uthors may not have used the keywords you
are using, so include synonyms in your search
terms.
5. U
se RefWorks to save your search results and
to help you with citing sources in your papers.
6. Th
e most powerful research tool you have are
the GCU librarians.
References
Donmoyer, R. (2008). Quantitative Research. In L. Given (Ed.), The SAGE encyclopedia of
qualitative research methods. (pp. 714-719). Thousand Oaks, CA: SAGE Publications, Inc. doi:
http://dx.doi.org.library.gcu.edu:2048/10.4135/9781412963909.n361
Introduction. (2008). In L. Given (Ed.), The SAGE encyclopedia of qualitative research methods.
(pp. xxix-1). Thousand Oaks, CA: SAGE Publications, Inc. Retrieved from http://srmo.sagepub.
com.library.gcu.edu:2048/view/sage-encyc-qualitative-research-methods/SAGE.xml
Pew Research Center. (2010, February 10). Does Google make us stupid? Retrieved from http://
pewresearch.org/pubs/1499/google-does-it-make-us-stupid-experts-stakeholders-mostly-say-no
47
6
CHAPTER 6
Academic Research
by Nita Mailander
T
Introduction
he Oxford English Dictionary defines
research as the ability “to investigate or
study closely” (“Research,” 2010). At
the graduate level, the close study of
your chosen subject discipline intensifies. You
will begin both an in-depth, structured
exploration and an independent
exploration of subjects and resources.
Your research and advanced
graduate studies may include
the presentation of original data
and conclusions that add value
to the body of scholarly knowledge
in your discipline. As you begin a
comprehensive exploration of your
program, it is vital to become familiar with
the resources and services that are available to
assist you in conducting research successfully.
The GCU Library, the Center for Learning and
Advancement, academic advisors, faculty, and
mentors are available to support you on the
research journey.
Information and Digital Literacy
As a graduate student, your course work requires
a more advanced level of research and synthesis
than necessary in your undergraduate studies.
While the groundwork of understanding
information resources will be familiar, the
expectations for the level of demonstration of
evaluation, critical assessment, and mastery of
discipline-specific resources will be much greater.
“To be information literate, a
person must be able to recognize
when information is needed and
have the ability to locate,
evaluate, and use effectively the
needed information”
(American Library Association, 1989).
Also, the outcomes of your scholarly work
have a larger impact. In analyzing resources,
research, and information sources more in depth,
your analysis and recommendations are more
meaningful and have a deeper impact on the
body of knowledge in your subject area. Mastery
of information and digital literacy knowledge are
imperative to being a successful graduate student.
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CHAPTER 6
Academic Research
INFORMATION LITERACY COMPETENCY
STANDARDS FOR HIGHER EDUCATION
1. Th
e information literate student determines the nature and extent of
the information needed.
2. Th
e information literate student accesses needed information
effectively and efficiently.
3. Th
e information literate student evaluates information and its
sources critically and incorporates selected information into his or
her knowledge base and value system.
4. Th
e information literate student, individually or as a member of a
group, uses information effectively to accomplish a specific purpose.
5. Th
e information literate student understands many of the economic,
legal, and social issues surrounding the use of information and
accesses and uses information ethically and legally (American
Library Association, 2001).
Digital Literacy
It is predicted that “from now until 2020, the
digital universe will about double every two
years” (Gantz & Reinsel, 2012, p. 1). With the
explosion of resources and digital resources,
are you armed with the proper knowledge and
skills to locate and evaluate high-impact research
sources? Technical proficiencies are a key part
of information literacy. Accessing, storing, and
assessing information requires a commitment
to maintaining a high level of digital literacy
as systems and hardware transform over time.
Not too many years ago, in order to do library
research, you had to be physically present in
the library and search through a paper index
system for books and journal articles. Today, all
of these indexes are searchable online via library
databases and library catalogs. There are personal
online accounts you can create to maximize the
organization of your sources, allowing for the
creation of your own populated database filled
with sources you selected and that you deemed
most important for your research.
Getting Started
Your ease and familiarity with library research
and online searching will be beneficial as a
graduate student. In your undergraduate work,
you became familiar with multidisciplinary
resources and reference sources. As you begin
graduate research, your focus will be on
discipline-specific resources. As content and
references are different across disciplines, it is
important to become aware of what is considered
authoritative and important in your subject field.
Scholarly & Peer-Reviewed Resources
Peer-review is the process under which an
article is scrutinized before it is published.
Experts in the same subject field as the author’s
research, analyze, and review the material prior
to publication. The peer-review process is an
impartial review that adds a level of validity
and quality to the publication. Peer-reviewed
publications are scholarly; however, scholarly
publications may not always use a peer-review
publication process. Other than peer review, the
presence of the author’s credentials, a reference
list or bibliography, an abstract or methodology
section, and conclusions are additional aspects
that can help identify resources as scholarly
publications.
Current Research Awareness
To help you gain a high level of familiarity with
authors and publications in your field of study,
you will need to consult with the library, faculty,
and researchers in your discipline, in addition
to reading broadly in the field of published
literature. Browsing current issues of journal titles
49
CHAPTER 6
Academic Research
in a library database or personally subscribing to
high-impact journals in your field will provide
you a current awareness of research in your area
of interest. The library databases have advanced
features that allow you to subscribe to the table of
contents of journals as they become published. As
new journal issues are added, the library database
will automatically e-mail you the table of
contents. Consult with a librarian for assistance
in setting up the advanced library database
features.
Core Resources in Subject Areas
Reference resources in your field of study
may include library resources, in the forms of
discipline-specific encyclopedias, dictionaries,
reference manuals, or online resources from other
professional and authoritative resources.
In many libraries, the core reference resources
are all accessible online. Two common reference
collections accessible via libraries are Credo
Reference or Gale Virtual Reference Library.
These collections not only have general reference
resources, but also a multitude of disciplinefocused content that is essential for gathering
background information when beginning your
research.
These essential reference resources should be
your starting point to develop effective research
strategies.
Searching in Library Databases
When your research strategy is defined and your
background information has been collected,
the next step is to perform the research in
the appropriate library database. Review the
library’s website for tutorials and other available
aids that will help you become familiar with
the access points to the published literature.
Libraries organize their resources by subject, and
a personal consultation with a librarian will help
you become better acquainted with the available
resources. The librarian will give you a quick
understanding of the available databases that will
be most important when performing research in
your graduate level program of study. Graduate
students are “the most intense and persistent
consumers of library services, collections, and
resources” (Goldenberg-Hart, 2008, p. 1).
Critically Assessing Resources
Critical analysis of information resources in your
area of study differentiates your graduate studies
from your undergraduate research. Peer-reviewed
resources and scholarly resources will dominate
your studies with less time spent on the review of
popular resources, such as magazines or references
written for general audiences and consumption.
Familiarity with authors and journals in your
field of study will result from extensive reading in
your course work and independent exploration
of the literature. Reading broadly and critically
will enhance your literature search experience
(Rempel, 2010, p. 539).
50
CHAPTER 6
Academic Research
Your critical analysis of the scholarly resources in
your graduate studies is heavily emphasized. No
longer are you just summarizing or paraphrasing
the research to support your thesis
statements; the expectation is that
you provide a deeper analysis
of the validity of the data,
methodology, and results of the
literature you select.
Here are a few broad questions
to help you begin to read critically and assess the literature to
communicate your findings.
• Is the source, the author, or
the publisher credible and
authoritative?
• Is the information or research
presented reliable and accurate?
• Is the publication scholarly and peer
reviewed?
• Is there bias presented in the research, or
has the author provided a certain level of
objectivity?
• Has the author presented adequate
coverage of the topic with relevant data
and conclusions?
Developing Your Thesis and
Identifying Research Needs
Prewriting, including organization, outlining,
and brainstorming, is an important first step
to develop the framework for your graduatelevel writing. Brainstorming and identifying
the concepts and related topics for your writing
before beginning the research will allow you to
have a smooth, fully developed project and scope.
Identifying synonyms for your keywords, search
strategies, and discovering background knowledge
regarding your research topic from the beginning
will help narrow and focus your thesis and define
your research needs.
Documenting Research
Strategies and Ideas
Keeping a research journal of related
ideas and topics to research is an excellent
way to stay organized. A collection of
organized concepts and ideas will give
you groundwork to develop questions and
further areas of interest to research. As you
explore those topics of research, you can identify
foundational theories, authors, and references that
will develop the core for your research framework.
Documenting your thoughts and ideas is an
important step in your academic writing, as it will
help you become focused in your research and
identify areas for further exploration.
If you are exploring subject areas you are
unfamiliar with, you will need to take some extra
time to research general sources on the topic
for background information. After familiarizing
yourself with the broader themes, you will be
able to narrow down your focus on a particular
aspect or subset of the subject area. Initial library
research and reading will help you identify an area
in which there is a good body of research relevant
to your topic.
As you identify relevant published literature to
support your thesis, you may find that there is a
literature gap in the research. A literature gap is
an area or aspect of a topic in which little or no
relevant scholarly resources exist. It is important
to identify a literature gap and be able to
communicate how your research may add to the
body of knowledge in such an area.
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CHAPTER 6
Academic Research
Outlining and Concept Mapping
Initial high-level library research and discussions
with librarians, faculty, or colleagues can be
excellent research starters. Armed with an initial
amount of research, you can begin to map out
the relevant concepts. Two efficient methods of
mapping out your thesis and relevant supporting
research are written outlines and graphic
concept maps.
When placing major topic headings in a written
outline, you will list topics and subtopics in a
hierarchical list format, along with ideas and
supporting materials underneath each heading.
A paper on the Association of College and
Research Libraries’ Information Literacy
Standards might be outlined like this:
1. Information needed
a. Identify thesis
i. Brainstorming, concept map, outlining
b. Scholarly vs. popular resources
2. Accessing information
a. Research plan, search strategy
b. Information retrieval
i. Libraries
ii. Librarians
iii. Internet
c. Digital literacy
i. Computers
ii. Systems
iii. Storage of information
3. Critical analysis of information
a. Reliability, accuracy
b. Bias
c. Credibility
d. Coverage, relevancy
4. Application of information
a. Organization
b. Using appropriate style and medium
c. Revisions to search strategy
d. Selection of scholarly resources
5. Legal and ethical use of information
a. Copyright
b. Citations/References
c. Avoiding plagiarism
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CHAPTER 6
Academic Research
Appropriate
Style & Medium
Identify Thesis
Alternatively, developing a graphic
representation, or a concept
Scholarly vs.
map, of your ideas and topics
Popular Resources
and their relationships
Brainstorming,
to each other may be
Concept Mapping,
Outlining
Information
helpful as well.
Organization
Application
of
Information
Needed
Either of these formats
will help you document
and process new ideas,
research, and concepts
that you investigate.
Reliability,
Accuracy
Credibility
Critical
Analysis
Revisions to
Search Strategy
Selection of
Scholarly Resources
Avoiding
Plagiarism
INFORMATION
LITERACY
Citations &
References
Legal, Ethical
Use of
Information
Ethics
Copyright
Coverage,
Relevancy
CONCEPT MAP
Accessing
Information
Storage of
Information
Research Plan
Search Strategy
Information
Retrieval
Libraries
Identifying Sources of
Scholarly Information
The selection of supporting materials for your
topic is of key importance. These sources do
not need to just support your topic, but must
have been analyzed to identify valid findings
and methodology. You will need to locate
authoritative discipline-focused resources to
support your research thesis. For example, if
you are an education major, you will be focused
on databases and journals that are published in
the education field. If you are a theology major,
you will focus on those publications and subject
resources that have the most comprehensive
coverage of religion.
Digital
Literacy
Internet
Systems
Computers
Librarians
Added to your research journal will be notes
on the key resources and relevant literature
on your topic. You will begin then to take
the topics, keywords, and concepts from your
brainstorming, outlining, and concept-mapping
exercises to formulate search strategies to
retrieve the most relevant published literature.
Throughout the process, you should document
what keyword combinations and search strategies
were most effective. You will do multiple searches
in single databases and across multiple databases
to ensure that you have thoroughly explored the
literature and retrieved all relevant resources for
your research.
53
CHAPTER 6
Academic Research
Natural vs. Controlled
Language Searching
Using search strategies that include combinations
of natural language and controlled vocabulary
will be essential. In the library databases,
the published literature includes the citation
information and additional metadata, such as
subject headings and other information that
ensures that the record is retrievable. Using
search strategies that use multiple keywords to
retrieve resources by title, author, subject field,
and abstract will provide a comprehensive set of
search results.
Librarians, indexers, publishers, and authors
have provided additional metadata, such as
subject headings, language of publication, and
type of publication (research article, book,
editorial, etc.) that is all searchable in the
library databases. Many databases also have a
thesaurus or a controlled list of vocabulary that
is allowed to be assigned to materials that are
indexed. This controlled vocabulary enhances
your search results, as you are able to identify
a limited amount of keywords to use that will
bring back maximum results. For example, in
the health sciences databases, there are many
terms for certain health conditions and events.
In the PubMed database, the National Library of
Medicine’s premier database, searching using the
Medical Subject Headings (MeSH) allows you to
retrieve articles even though your keywords may
never appear in the title or abstract. Using the
MeSH vocabulary, in addition to your keywords,
will create a more effective strategy and increase
the relevancy of your results.
Becoming familiar with the
features of discipline-specific
databases and resources is
extremely important.
Revising Your Search Strategy
The most important thing to remember is that
your search strategies and research approaches
will change and adapt as you continue to read
and familiarize yourself with the research in your
field. A newly discovered or published article
may change your approach or give you additional
ideas for keywords to broaden your search
strategy. Being methodical in the documentation
of your ideas and search strategies will allow you
to review, adapt, and enhance the relevancy of
your search results. Newly published literature
and research trends, as well as discoveries
and new developments, will also impact your
approach to searching and developing your
current research topic.
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CHAPTER 6
Academic Research
Using Research to
Support Your Thesis
After the completion of your prewriting process,
the framework is in place to begin your academic
writing, including the summary and synthesis
of the relevant literature on your thesis topic.
As you did in your undergraduate writing, you
will paraphrase, summarize, and use critical
assessment to present ideas and relevant research
conclusions in your own words. Academic
writing at the graduate level will require a more
critical analysis of the literature. This differs
from what may have been more expressive
and narrative writing in your undergraduate
coursework. “Writing plays an integral part
in graduate education, and fluency with basic
writing skills is a pre-requisite to advanced
academic writing” (Ondrusek, 2012, p. 185).
Help with Writing Skills
and Thesis Development
Writing at a graduate level takes practice, and
if you are lacking in certain aspects of your
writing skills, there are many resources available
to help you improve. The technical aspects of
your writing can be reviewed with a writing
tutor, your thesis idea development and relevant
research can be discussed with a librarian, and
your understanding of the breadth and scope
of the assignment can be discussed with your
instructor.
Annotated Bibliographies
and Literature Reviews
The required style of writing and level of analysis
will be advanced in your graduate studies. Your
assignments may include an initial summary
of the published literature in the form of an
annotated bibliography or literature review. An
annotated bibliography contains your properly
formatted citation references and a brief
paragraph summary of the main points of the
citation, including some analysis. A literature
review is more developed and comprehensive
than an annotated bibliography. A literature
review will include the most important references
and significant research on a specific topic.
The literature review is not just a listing of
citations, but incorporates the relevant literature
throughout the entirety of the review rather than
brief, independent summaries as presented in
an annotated bibliography. The literature review
also has a more defined scope and focus than an
annotated bibliography. In the literature review,
an in-depth analysis of the subject is included
and should also identify or address any literature
gaps.
Academic Publishing
Just as your prewriting organization and outline
was the precursor to your academic writing,
your academic writing leads to opportunities
in academic publishing. Your original research
and writing may add to the body of knowledge
on a subject area, and in order to share the
findings and importance of your work, you may
choose to seek out publishing opportunities.
Your instructor and research advisors are
great resources for feedback on the academic
publishing process. The library can also
provide you with journal lists and publishing
requirements in your field of study. Identifying
manuscript requirements, for specific journals,
such as format and style, can be searched in a
resource called Cabell’s Directory of Publishing
Opportunities. This directory is subject and
title searchable and can retrieve lists of relevant
subject journal titles and their corresponding
manuscript submission requirements.
55
CHAPTER 6
Academic Research
Conclusion
“Information literacy forms the
basis for lifelong learning.
It is common to all disciplines,
to all learning environments,
and to all levels of education.
It enables learners to master
content and extend their
investigations, become more
self-directed, and assume greater
control over their own learning”
(American Library Association, 2001).
Familiarity with library databases, organization and documentation
of research and ideas, along with efficient digital literacy skills are all
requirements for successful academic research. Identifying scholarly and
peer-reviewed resources and keeping abreast of current research trends
and new developments will be the framework for your graduate research.
Your academic research at the graduate level will add to the expansion of
scholarly knowledge and drive new research and questions to pursue.
Chapter Review
Things to remember:
1. I nformation and digital literacy influences our personal, academic, and
professional lives.
2. C
ritical analysis and synthesis of published literature will help to develop
a focused, comprehensive understanding of the subject matter.
3. M
ethodical documentation of strategies and organization of research
methods will save countless hours when your strategy needs to be revised
or recreated.
4. A
cademic publication or professional conference presentations
are a prestigious way to highlight academic research and promote
collaboration.
56
CHAPTER 6
Academic Research
References
American Library Association, Association of College and Research Libraries. (2001).
Information literacy competency standards for higher education. Chicago, IL: Author.
Retrieved from http://www.ala.org/acrl/standards/informationliteracycompetency
American Library Association, Presidential Committee on Information Literacy. (1989).
Final report. Washington, DC: Author. Retrieved from http://www.ala.org/acrl/publications/
whitepapers/presidential
Gantz, J., & Reinsel, D. (2012). The digital universe in 2020: Big data, bigger digital shadows, and
biggest growth in the far east. Retrieved from http://idcdocserv.com/1414
Goldenberg-Hart, D. (2008). Enhancing graduate education: A fresh look at library engagement.
ARL: A bimonthly report on research library issues & actions, (256), 1-8.
Ondrusek, A. (2012). What the research reveals about graduate students’ writing skills: A literature
review. Journal of education for library & information science, 53(3), 176-188.
Rempel, H. (2010). A longitudinal assessment of graduate student research behavior and the impact
of attending a library literature review workshop. College & research libraries, 71(6), 532-547.
Research. (2010). In Oxford English dictionary online (3rd ed.). Retrieved from
http://dictionary.oed.com.
57
7
CHAPTER 7
Academic Integrity
T
Introduction
he topics preceding this chapter
illustrate the skill set required to be
successful as a graduate student. If
any of these skills are not developed
and implemented to deal with the amount and
quality of work required in any given program
of study, slipping into some less than honest
practices may become appealing. Establishing
this skill set early in your program will help you
to maintain your academic integrity. Conducting
yourself with academic integrity means that
you employ the values of honesty, fairness,
respect, trust, accountability, and responsibility
in academia (Grand Canyon University, n.d.c).
While cheating on a test is an obvious example of
academic dishonesty, unintentional plagiarism is
still plagiarism. This chapter will educate you on
the importance of citations in your written work,
as well as ways to identify, recognize, and avoid
the different kinds of plagiarism.
by Lori Cooper
Citing
An integral part of academic integrity is making
sure that you use your own original ideas in your
work as much as possible. Citing means to refer
to, quote, or mention in substantiation as proof,
an authority, or example (“Citing,” 2005).
Understanding the importance of citing is an
indication of proper application and synthesis
of incorporating another person’s work into
your assignments, which adds validity and
credibility. While supporting your work with
citations and references enhances your ideas,
sometimes, students get overzealous when
starting in graduate school, and want to do a lot
of research. This is great; however, you need to
be careful that you are applying this information
appropriately to your studies. Using too much
of someone else’s work can compromise your
integrity as a graduate student. References should
be used only as support, not as the sole resource
of information. If your ideas are conveyed mostly
through cited material, your
instructor will not be able
to assess your understanding
of the assignment objectives
properly. GCU’s guidelines
state, “academic writing
should contain no more
than 20% quoted material.
However instructors are
permitted to indicate that a
lower percentage is required
for an assignment” (Grand
Canyon University, n.d.b). It
is important you know what
level of original content is
expected before you begin
each assignment.
58
PARAPHRASING EXAMPLES
When reading this example, reflect on how you can apply this to future
assignments in your graduate program. Also, think of reading and notetaking strategies that may be of assistance when paraphrasing.
PASSAGE FROM
ORIGINAL SOURCE
A rainbow is made up of six colors, which are
red, orange, yellow, green, blue, and purple.
However, some people may argue that the last
color is indigo rather than purple. The primary colors are red, yellow, and blue. First,
if red and yellow are combined, it makes orange. Second, if red and blue are combined,
it makes purple. Third, if yellow and blue are
combined, it makes green. Orange, purple,
and green are known as secondary colors. The
order of these color combinations is what
people see when they look at a rainbow in the
sky. A rainbow forms when sunlight shines
through raindrops. Rainbows symbolize happiness and beauty to most people. When
there is a rainbow, some people like to take
pictures to send to their friends and family
with love.
Reference
DiCarlo, K. (2014). Rainbows are pretty. Retrieved from http://www.iknowhowtoparaphrase.com/thisisnotarealwebsite
BAD PARAPHRASE OF PASSAGE
The six colors in a rainbow are red, orange,
yellow, green, blue, and purple. Yet, some
people may claim that the last color is indigo
instead of purple. Red, yellow, and blue are
the primary colors. First, if yellow and red
are combined, it makes orange. Second, if
blue and red are combined, it makes purple.
Third, if blue and yellow are combined, it
makes green. The organization of these color
arrangements is what people see when they
notice a rainbow in the sky. A rainbow is
made when sunlight gleams through drops of
rain. Rainbows represent beauty and happiness to most people. When there is a rainbow, some people like to take photographs to
maybe send to their family and friends with
affection (DiCarlo, 2014).
GOOD PARAPHRASE OF PASSAGE
Rainbows can be looked at as a symbol of positive meaning through the eyes of most people. With all the colors that a rainbow encompasses, it is hard to believe that is produced by
the collision of rays of sunshine and water in
the air. In addition, the main colors in a rainbow consist of both primary and secondary
colors. When combining the primary colors
in different mixtures, the secondary colors are
created. These color combinations are represented in a rainbow in a certain order, which is
part what makes rainbows so interesting. People like to share this phenomenon with their
loved ones by various means of social media
(DiCarlo, 2014).
Note that the bad paraphrase was simply
rewording and substituting words found in
the original passage. However, the good paraphrase shows an expansion of critical thought
on the ideas from the original passage without copying the same meaning. The good
paraphrase uses the original source as a basis
to support a new way of thinking about the
same topic.
Paraphrasing
Paraphrasing is an effective technique of
illustrating your understanding of the subject
material and how it aligns with your thoughts.
It allows you to synthesize ideas from another’s
work into your own research. Paraphrasing is
the restatement of a passage or text in one’s
own words to clarify meaning (“Paraphrasing,”
2009). This does not mean simply rewording a
passage from a source. You should expand on
the meaning of that passage and enhance it with
your own critical thoughts. Even though you
are not copying the passage word-for-word, you
still need to cite the source of the material. A
good paraphrasing strategy is to read an excerpt
from one of your supporting sources, then put it
away. After reflecting on the excerpt, start writing
down your thoughts without looking back at
the source. This is effective because you are
forcing yourself to use your own critical-thought
processes in interpreting the information that you
read instead of using the source as a crutch.
How would you have
paraphrased the same
original passage?
For further practice,
you can select another
passage through your
own research, and
have a friend or classmate paraphrase the
same passage. When
you are both finished,
review the differences.
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CHAPTER 7:
Academic Integrity
When to Cite
Citing properly can ensure that you are not only
giving credit where it is due, but that you are
also attempting to provide scholarly backing to
support your thoughts and ideas. If there is ever
a question as to whether or not you should cite
something, you should cite it.
Any time you use information
other than your own creative
thoughts, you need to provide
a citation and reference listing.
This includes directly quoted
text and paraphrased material.
Each instructor may have policies regarding the
use of citations in the discussion forums. Make
sure you are clear about these policies before
making any assumptions. Typically, all graduatelevel essays will have similar requirements
regarding citations,
no matter what
format or style is
required. Again, it
is crucial to your
success that you are
aware of any reference
and citing guidelines
before you start any
of your work.
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CHAPTER 7:
Academic Integrity
CITATION EXAMPLES & TIPS
This example uses the American Psychological Association Style (APA)
to cite and reference sources.
INCORRECT CITATIONS
The grass is green according to the article entitled Citing Correctly Is Fun. (DiCarlo, K.,
2014). The sky is blue. (DiCarlo, K., 2014).
Furthermore, it has been reported that the
sun is yellow (Anonymous) (2014).
CORRECT CITATIONS
The grass is green according to DiCarlo
(2014). The sky is blue (DiCarlo, 2014). Furthermore, it has been reported that the sun
is yellow (“Citations Are Important,” 2014).
INCORRECT
REFERENCE LISTINGS
Anonymous. (2014). Citations are Important. Accessed online from EBSCOhost.
DICARLO, K. (2014). Citing Correctly is
Fun. Citing Journal, 11(2), 100-101.
CORRECT REFERENCE LISTINGS
Citations are important. (2014). Retrieved
from http://www.ilovecitations.com/thisisnotarealwebsite
DiCarlo, K. (2014). Citing correctly is fun.
Journal of Citing, 11(2), 100-101. Retrieved
from http://www.iknowhowtocite.com/thisisnotarealwebsite
TIPS:
• Do not include the first name or first
initials of the author(s) in the in-text
citation.
• Make sure you are using proper
capitalization and italics in your reference
listings.
• Be sure to refer to the appointed style
guide for how to cite sources with no
authors properly. Do not make up
fillers in your reference listings, such as
‘anonymous’ as shown in the incorrect
reference listings. There is a proper way
to cite and list every type of resource.
• Make sure the Internet source is provided
in the listing for the reader, so credibility
can be verified for all electronic resources.
Merely indicating that you accessed
your resource online is not enough
information; the actual link must be
provided.
Source Credibility
Just as important as citing your sources, are the
types of sources you use. For instance, Wikipedia,
About.com, Ask.com, eHow.com, Hub Pages,
social media, blogs, and other similar websites
likely will not be accepted as references on any
assignment. You are advised to use any course
materials, such as the assigned textbook, and the
GCU Library whenever possible to ensure that
your sources are reliable and valid. It is essential
that you analyze the authority of any source you
find outside of the LMS or university library by
using your critical-thinking skills. You should
make any online sources accessible by providing
the Internet source, DOI, permalink, or URL in
the reference page of each assignment. This way,
the instructor can verify the validity of all sources
used. Instructors may reserve the right to reject
any noncredited sources used in any assignment.
If you have any questions regarding outside
sources, always ask your instructor. As far as the
specifics and mechanics of citing in your written
assignments, you will always want to follow the
guidelines in the style manual appointed for
your major.
The grass is green according to DiCarlo (2014).
The sky is blue (DiCarlo, 2014). Furthermore,
it has been reported that the sun is yellow
(“Citations Are Important,” 2014).
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CHAPTER 7:
Academic Integrity
Plagiarism
Plagiarism in higher education is a breach of
academic integrity. Plagiarism is the use of
another person’s thoughts, words, quotations,
ideas, or phrases without showing proper
acknowledgement from where the information
came, whether intentional or unintentional
(Grand Canyon University, n.d.a). In other
words, plagiarism is a form of stealing or
cheating. Cheating is to act dishonestly,
violate rules, mislead or deceive others, or to
take something from someone else without
permission (“Cheating,” 2009).
language barriers, lack of confidence or
knowledge about how to cite, or even feelings of
being overwhelmed and not knowing what to do
or where to start.
The consequences of cheating may result in
zero credit for work, a failing grade for a course,
loss of scholarships, academic suspension, or
expulsion (Emma, n.d.). While there is such a
thing as accidental plagiarism, policies do not
differentiate it from blatant plagiarism.
Types of Plagiarism
Unintentional plagiarism occurs when the
citation and/or reference note for information
According to the American University of Beirut
taken from another source was not omitted on
(n.d.), there are multiple reasons why people
purpose. This type of plagiarism occurs a number
plagiarize. Some are confused about how to cite,
of ways. If a student cites a source in a paper, but
while others may be impacted by culture,
forgets to include it in the references page or vice
versa, that is plagiarism. If paraphrased excerpts
remain closely worded to the original text, that
Ethical
issue:
is plagiarism. Another common mistake occurs
Academic
during the research stage. Imagine you copy
honesty
Deliberate
information from a source into your notes, but
deception
forget to include the reference information.
Later, when you are writing your paper,
Lacks
understanding it is unlikely you will remember that
of plagiarism information should be quoted, cited, and
Not
included in your references page. Lack of
proper punctuation also poses a problem.
deliberately
For instance, forgetting to enclose quoted
Lacks
intending to
material within quotation marks is
knowledge
plagiarism—even if you include the indeceive
of citation
conventions
text citation and a reference note.
Learning
Plagiarism
style is
memorizing
text
New
user of
English
Poor
note taking
summarizing
skills
Coping
with
information
overload
Blatant plagiarism, on the other hand, is
a bit more obvious. Blatant plagiarism is the
intentional use of another person’s thoughts,
words, quotations, ideas, or phrases without
showing proper acknowledgement from where
the information came (“What is Academic
Integrity,” n.d.c).
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CHAPTER 7:
Academic Integrity
The two most common types of plagiarism are
self-plagiarism and collusion. Self-plagiarism is
submitting work that you have prepared and
used for a different course, entirely or partially,
without proper citation of the original work
or prior approval from faculty (Grand Canyon
University, n.d.a). Some universities may allow
you to resubmit work and some will not. For
example, if you are retaking a course you had
withdrawn from previously, the university may
decide, because the course was not completed,
you may turn in the same work. This does not
mean, however, that the university will allow
you to take the same paper and use portions
of your graded work from class to class just
because it has the same topic for the assignment.
If you fail a course and have to retake it, rather
than resubmitting work you created in your
first attempt, it is beneficial for you to use that
opportunity to improve your work. Because the
subject area of your program is so focused, some
of your course work may seem redundant. This
may mean topics and assignments may seem
familiar. When in doubt, review the university’s
policy on turning in previously graded work, and
ask your instructor. There may be an instance in
which you have a paragraph from a paper that
you know is applicable to a current topic and you
wish to use this small part in your current paper.
While you should still gain permission from
the instructor, it is also wise to include an intext citation and a reference note crediting your
previous work.
Many students are motivated to enroll in a
program with a colleague, spouse, or friend. The
idea of having someone go through the process
with you can make this new endeavor seem less
daunting. Many universities allow students to
move through their program of study together in
a cohort or group so that this experience can be
as beneficial as possible to all.
Unless, the assignment guidelines
stipulated that students are to work
collaboratively, helping to complete
each other’s work is dishonest
Working in groups is not discouraged; however,
when preparing individual assignments, each
person within such groups must turn in his or
her own original work. Collusion is a confidential
agreement between two parties, with the
intention of being deceitful (“Collusion,” 2009).
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CHAPTER 7:
Academic Integrity
COLLUSION SCENARIO
SCENARIO A
SCENARIO B
Mike and his wife, Lisa, enrolled into a graduate program in
counseling at a popular online university. The couple hopes
to eventually open a private practice where they offer couples
therapy with a team approach. They feel that by enrolling at
the same time, they can motivate each other, while still using
accountability as the foundation for not only each other, but
for themselves.
Allie’s friend Monica graduated with her Master’s in
Psychology last week and
found a job that she loves.
Monica encouraged Allie to
enroll into the same degree
program so she can come
and work with Monica
when she has completed
her program. The possibility of working with Monica
has motivated Allie to get
started on her degree.
A few months pass and the couple enroll into the same Ethics
and Law class. Lisa, with her current work schedule and time
commitment to other obligations, submitted her work a few
days before the assignment was due. Mike was struggling with
his assignment and asked his wife for help. Lisa told Mike her
paper was on the desktop of the home computer, and he could
look at it to see how she approached the questions being posed
in the assignment. Mike reviewed his wife’s paper and then
started writing his own. Mike submitted his work that night,
and the couple went to bed.
A week passed, and Lisa and Mike did not yet have grades
for their papers. Lisa received an e-mail from the instructor
asking her why her paper was used by another student. Mike
received an e-mail from the instructor letting him know that
the plagiarism software that the university uses reported that
large portions of his paper were submitted by another student.
Lisa asked Mike if he used portions of her paper, and he said
he used it to review and get ideas from, but he did not feel
that he had used her work in whole. Lisa responded to her
instructor to explain that her husband is also enrolled in the
class, and they work together sometimes on their assignments.
Mike responded to the instructor and let him know that he
was struggling with the assignment so he reviewed his wife’s
paper for ideas, but did not think he had used her paper in
any way for his own work. The instructor communicated back
to the couple that the percentage in the similarity match was
too high, and the papers would have to be turned over to the
university board for review.
Mike and Lisa received a zero on their assignment and finished
the course without further incident. A month later both Mike
and Lisa received a letter from the university charging them
with collusion and issued them a warning. The couple was
told if there was further occurrence of this issue that it could
result in suspension or expulsion from the university.
What could Mike and Lisa have done differently?
Four classes into Allie’s
program, she took a class
on personalities and had a
hard time with some of the
concepts. Allie called Monica and told her about the paper she had to write. Allie communicated that the theories were hard, and the textbook was
not as helpful as she needed it to be. Monica told Allie not to
worry, and she would e-mail the paper she wrote for this class
on that same topic. Allie received Monica’s paper and read
what Monica wrote. Allie thought Monica did such a wonderful job articulating everything that she felt she would not be
able to do any better. Allie changed the title of Monica’s paper,
put her own name on it, and submitted it to her instructor for
grading as her own.
Allie received a call from the instructor a week later asking
what happened with her paper. Allie was embarrassed, so she
denied using Monica’s paper. Allie told her instructor that she
shares a computer with her roommate and must have uploaded the wrong one. The instructor pointed out that the name
had been changed, as well as the title, but all the content was
the same otherwise. Allie confessed. She admitted she felt desperate since the concepts were difficult, and instead of asking
for help, she used her friend’s paper.
Allie was issued a failing grade for the paper, and her instructor told her that it would be sent to Academic Affairs for further review. A month later, Allie received a notification that
she would have to write a letter to the ethics committee and
petition her case. Another month passed and Allie heard back
from the committee that she was on a 3-month suspension for
her actions and could not appeal her case.
What could Allie have done differently?
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CHAPTER 7:
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Turnitin
To help you ensure that you are paraphrasing
and citing efficiently, most universities use a
plagiarism checker, or some kind of software
that measures the percentage of similarities
between student papers and sources available
on the Internet. Turnitin, a third-party support
tool used to check students’ written work for
plagiarism, is of the most commonly used
software packages (Grand Canyon University,
n.d.b). This tool can help you to see where
you are citing and paraphrasing appropriately
in your work, not just to check for plagiarism.
Turnitin should be utilized to enhance your
essays. However, this should not be the sole
® source to check for similarities, as there
may be some flaws in the software. This
software uses a color-coded highlighting
system to show you areas of your work
that are similar to sections of wording
on the Internet and other student submissions.
When you see these highlighted similarities,
you will know which areas of your assignment
need editing or more original thoughts and ideas
before submitting to the instructor for a grade.
There are always exceptions to these highlighted
sections in Turnitin, and your instructor is highly
trained and knowledgeable in reading these
similarity reports. For instance, if one of your
reference listings is highlighted, your instructor
will know it means that the source was used as
support elsewhere in an electronic document. If
you are making a conscious effort to paraphrase
and cite appropriately, then your work will not
be considered plagiarized. By reviewing your
Turnitin report, your instructor will be able to
coach you on how to improve your citation and
paraphrasing skills.
turnitin
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CHAPTER 7:
Academic Integrity
PLAGIARISM SCENARIO
SCENARIO A
Sarah works full time as a sixth-grade teacher and
is pursuing her master’s degree in education. She
wants to move up the career ladder in her school
district. As Sarah was working in her second-tolast class in her program, she was asked to coach
track after school 4 days a week. Sarah agreed to
take this additional responsibility because she can
use the extra money to pay for her last graduate
class. With this extra duty, Sarah doesn’t leave
school until after track practice at 4 p.m. When
she gets home, she cooks dinner for her husband
and three children, so she can spend some time
with her family before the kids go to bed.
The assignment in the sixth week of Sarah’s current
class requires her to develop a difficult lesson plan
on a topic with which she is not familiar. She has
created lesson plans in the past, and while confident
that she knows what is expected, she is struggling
with some of the concepts and confused about how
to put her plan together. With her work and family
schedule, Sarah’s time to complete her assignment
is slipping away.
Sarah decides to search the Internet for ideas, and
comes across a lesson plan created for this assignment by another student who previously completed
this course. The paper warehouse website claims
that each paper is changed out and can be used only
once, so Sarah feels it might be worth it to spend
the $20 to purchase the paper to assist her with her
own work. After downloading the paper from the
online paper repository, she pieces together her lesson plan using sections from the paper she downloaded. She changes some words around to fit her
style and personality; however, she does not take
the time to submit her work into Turnitn prior to
submitting her work.
Sarah’s instructor calls 4 days later with a concern
that 92% of her paper matches a source found
on a paper repository. Sarah was embarrassed and
explained to the instructor that she did not have
intentions of plagiarizing, but she had taken on a
second job to pay for her last course and was having
trouble balancing her time. She told her instructor
she did not want to be late with her work, so she
used portions of the other student’s work to assist
her. The instructor let Sarah know that using others’ work was not acceptable, and the paper would
have to be turned over to Academic Affairs for
review. Sarah inquired as to what would happen,
and the instructor let her know that the university
would follow the protocol for situations like this.
The instructor also informed her that, as a minimum sanction for her actions, she would receive
a failing grade for the course and would have to
repeat it.
Sarah did not know how she was going to tell her
husband that she received a failing grade because
she plagiarized an assignment. Sarah was so embarrassed by what happened and scared because she
was at risk of being suspended or expelled from
school.
What could Sarah have done differently?
SCENARIO B
Kyle works in a call center as a customer service
representative for a major credit card company. He
is pursuing his master’s degree in business so he
can seek a promotion into management, or leave
his field for something more lucrative. Kyle enrolled in his first evening class and was surprised
at how many students attend these courses to accommodate their full-time work schedules. He was
excited to get started on his degree and knew that
the next 3 years were going to offer an abundance
of knowledge for him to draw on when he becomes
a manager.
Introductions were made, and the instructor passed
out the syllabus to the students. Kyle noticed that
there was not an assignment for the first 2 weeks
of class. He planned to spend this time reading in
preparation for the first assignment. He felt a little intimidated that this assignment requires him
to develop a business plan for a company that is
not thriving in the current market. However, he
was confident that he would gain new information
from his reading and lectures to assist with his assignment.
One evening, the instructor broke the class into
groups to work on small vignettes that mimic the
upcoming assignment to promote brainstorming.
Kyle learned from a classmate that there are numerous businesses plans on the Internet. The classmate
told him not to worry about the lack of supporting
material in the textbook, and that he would do just
fine. The next night Kyle started on his assignment
after work and was still lost. He did not feel that he
had read anything useful. Remembering his peer’s
suggestion, Kyle conducted an Internet search, and
found a lot of information online he could use.
Kyle had multiple windows open to each business
website, and he cut and pasted the most important
information into a working document with the link
to the page so he would not forget. He used this
information in his paper, so he wanted to make sure
he was citing the websites accordingly. Kyle used
in-text citations, as well as a reference page, so he
was confident to turn in his work for grading.
The next day, Kyle’s instructor asked him to stay
after class. His instructor let him know that she was
familiar with the websites he listed in his references
list and that using them to this extent would not
be accepted. Kyle’s Turnitin report showed more
than 60% of the content matched other sources,
and when reviewing the report, there was what appeared to be large chunks of paragraphs cut and
pasted directly from the sites he used. The instructor told Kyle he could resubmit his work this time,
but there would be a penalty assessed due to the
lack of effort on his part. Kyle was thankful for the
opportunity and took the feedback to heart. He
went home and attempted to paraphrase his assignment in his own words. He looked up how to paraphrase and practiced using the sites and resources
provided. Kyle submitted his work into Turnitin to
check for plagiarism, and this time he was now below 15% on his matches. Kyle turned in his work
and received a passing grade.
What could Kyle have done differently?
Kyle’s time over the next 2 weeks is limited, but he
did his best to work on a chapter each night in his
textbook so he can get ahead and participate adequately in the class discussions. So far, Kyle felt that
the reading was not helping much with the scope
of business strategies or sustainable companies. He
was feeling overwhelmed and lost, but did not ask
for help.
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CHAPTER 7:
Academic Integrity
Conclusion
It is important to reflect back on the previous
chapters in this book, because all the information
ties together. Academic integrity in higher
education, and how it should encompass
everything you do throughout your academic
career, must be the main focus. Understanding the
types of plagiarism, how they occur, ways to avoid
it, and why students commit this violation should
help you to steer clear of this dishonest practice.
Chapter Review
Things to remember:
1. A
cademic integrity is one of the foundations to
academic success.
2. H
old yourself accountable to do your own
work, be honest, follow policies, and be
respectful.
3. K
nowing how and why to conduct yourself
in a scholarly way is critical as you build
relationships, not only with your peers
and instructors, but with other collegiate
professionals as well.
4. I f you notice someone plagiarizing, it is best
to inform your instructor. There is anonymity
in reporting and policies in place to deal with
these scenarios.
5. Know what plagiarism is and how to avoid it.
6. A
llowing yourself enough time for your
assignments and readings, as well as accessing
the resources provided to you, will decrease the
likelihood of plagiarism.
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CHAPTER 7:
Academic Integrity
References
American University of Beirut. (n.d.). Why students plagiarize. Retrieved from http://www.aub.edu.
lb/it/acps/Documents/PDF/WhyStuPlagiarize.pdf
Cheating. (2009). In The American heritage dictionary of the English language. (4th ed.). Boston, MA:
Houghton Mifflin Company. Retrieved from http://www.thefreedictionary.com/cheating
Citing. (2005). In Collins English dictionary—complete and unabridged. New York, NY: Harper
Collins. Retrieved from http://www.thefreedictionary.com/cite
Collusion. (2009). In The American heritage dictionary of the English language. (4th ed.). Boston,
MA: Houghton Mifflin Company. Retrieved from http://www.thefreedictionary.com/collusion
Emma, L. (n.d.). Consequences of plagiarism and cheating. Global post. Retrieved from http://
everydaylife.globalpost.com/consequences-plagiarism-cheating-6118.html
Grand Canyon University. (n.d.a). Policy violation examples. Retrieved from http://www.gcu.edu/
Academics/Academic-Integrity/Policy-Violation-Examples.php
Grand Canyon University (n.d.b) Turnitin FAQ’s. Retrieved from http://www.gcu.edu/Academics/
Academic-Integrity/About-Turnitin/Turnitin-FAQs.php
Grand Canyon University. (n.d.c). What is academic integrity? Retrieved from http://www.gcu.edu/
Academics/Academic-Integrity.php
Paraphrasing. (2009). In The American heritage dictionary of the English language. (4th ed.).
Boston, MA: Houghton Mifflin Company. Retrieved from http://www.thefreedictionary.com/
paraphrasing
68
GLOSSARY
Academic Integrity: Employing the
values of honesty, fairness, respect, trust,
accountability, and responsibility in
academia.
Boolean Operators: The words “AND,”
“OR,” and “NOT” that are used to connect
keywords in the search strategy.
Bottom-Up Processing: The expansion of
identifying information by beginning with
specific parts and moving to the perception
of the whole.
Concept Map: A visual representation of ideas
or topics and their relationships to each
other.
Database: A comprehensive collection of
related data organized for convenient access,
generally in a computer.
Effective Communication: The successful
transfer of information from one party
to another with the information being
understood.
Career Path: The intentional trajectory one
takes to progress in a chosen profession.
Emotional Intelligence: Knowing how to
manage your feelings when responding to
stimuli.
Cheating: To act dishonestly, violate rules,
mislead or deceive others, or to take
something from someone else without
permission.
Empirical Article: A journal article that
contains original research data collected via
experimentation or observation (qualitative
or quantitative).
Citing: To refer to, quote, or mention in
substantiation as proof, an authority, or
example.
Learning Community: A group of
individuals who collaborate on ideas, share
knowledge and responsibility, and support
positive growth of the individual, as well as
the group.
Collusion: A confidential agreement between
two parties, with the intention of being
deceitful.
Communication: The process or act of using
sounds, words, behaviors, or signs to
exchange or express information, feelings,
thoughts, or ideas.
Communication Etiquette: The
consideration of values, morals, and ethical
behavior when conveying information.
Concept Anchoring: A study method in
which new information is linked to an
experience, picture, or prior knowledge in
order to help trigger recall.
Learning Management System:
A software package or platform that
permits the administration and delivery
of educational content and resources to
students.
Literature Gap: An area or aspect of a topic
in which little or no relevant scholarly
resources exist.
Lifelong Learner: Someone who embraces
the continuous gathering and application of
knowledge.
69
GLOSSARY
Metacognition: A thinking process that
includes cognitive strategies that anchor
new information to something that you
already know.
Mismatched Communication: The notion
by which verbal cues do not coincide with
nonverbal cues regarding the transfer of
communication.
Motivation: A force or influence that causes
someone to do something.
Netiquette: The conveyance of information
within a virtual or electronic environment
that adheres to manners in society.
Nonverbal Communication: The sharing
of information by means of gestures, facial
expressions, or body language.
Paraphrasing: The restatement of a passage or
text in one’s own words to clarify meaning.
Peer-Reviewed Articles: Resources that
have been formally reviewed and deemed
acceptable by experts in the same subject
discipline prior to publication.
Peer-to-Peer Review: A critique conducted
by peers or peer groups of one’s academic
work.
Personal Code of Ethics: The outward
expression of the internal compass that
provides governance, and is the basis for
evaluation of all outer actions with regard
to values, purpose, and integrity.
Plagiarism: The use of another person’s
thoughts, words, quotations, ideas,
or phrases without showing proper
acknowledgement from where the
information came, whether intentional or
unintentional.
Point of View: The position from which
something or someone is observed.
Popular Resources: Written for general
audiences and consumption, such as
newspapers and magazines.
Prior Knowledge: Information you have
learned through personal experiences,
professional endeavors, perceptions, and
critical thought.
Professional Code of Ethics: The mutually
agreed upon standards by which business
will be carried out, including social and
relational behaviors, as well as ethical
business practices.
Professional Network: An inventory of
diverse and carefully selected contacts and
relationships that interact with each other
to support, resource, and inspire ongoing
professional development.
Professional Peer Review: The evaluative
process of conducted research by colleagues
in order to assess appropriateness for further
development and publication.
Program of Study: The courses and
requirements necessary to attain a degree.
Qualitative Articles: Research articles that
contain results from studies including
participant observation, in-depth
interviews, and focus groups, in addition to
often containing textual information rather
than numerical.
Quantitative Articles: Resources containing
structured research methods that often
include numerical values and emphasis on
statistical methods.
70
GLOSSARY
Research: The ability to investigate or study
closely.
Research Journal: A collection of organized
concepts and ideas that provide the
groundwork to develop questions and
further areas of interest to research.
Resources: Materials, people, periodicals,
media, or anything that offers additional
or supplemental information that can be
utilized for help or support.
Scholarly Articles: Resources written by
academic experts or authoritative sources in
a particular subject area.
Time Management: The examination of
how hours are spent and how tasks are
prioritized in order to maximize personal
efficiency.
Top-Down Processing: Perception directed
by higher-level knowledge, expectations,
experiences, and motivation.
Truncation Symbol: A character that allows
you to replace letters or shorten a word to
its root, so the search will be for multiple
variations of the keyword.
Turnitin: A third-party support tool used to
check students’ written work for plagiarism.
Self-Directed: The ability of an individual to
Unintentional Plagiarism: The accidental
establish goals, map out steps to reach goals,
omission of proper credit for information
and take action.
taken from another source.
Self-Plagiarism: Submitting work prepared
and used for a different course, entirely or
partially, without proper citation of the
original work or prior approval from faculty.
Study Skills: The process by which individuals
learn and digest information.
Verbal Communication: The spoken or oral
means of sharing information.
Written Communication: The means by
which students engage in discussions,
e-mail, academic papers, and interactions
with peers and instructors in print form.
Substantive Posts: Responses in discussion
forums that contain important words and
contextual information that is supported
by facts.
Support System: The technology,
relationships, and networks that are woven
together to strengthen the educational
experience and promote professional
growth.
Threading: The way in which responses to
posts to discussion forums are organized.
71
BIOGRAPHIES
LORI COOPER
Lori Cooper has worked in higher education for more than
11 years and is an Assistant Professor for Grand Canyon
University’s College of Arts and Sciences. She holds a
Bachelor of Arts in psychology, a Master of Business
Administration, and a Master of Science in psychology.
Lori is currently pursuing a doctoral degree in general
psychology at GCU. Her professional interests include
student achievement, professional development, research,
and academic integrity. She is a proponent of using media
in the classroom to support various learning styles. Lori
has a passion for studying autism and spectrum disorders,
in both children and adults, and currently is considering
topics aligning with these interests for dissertation ideas.
KRISTEN DICARLO
Kristen DiCarlo has worked in higher education for more
than 7 years. She is an Assistant Professor in Grand Canyon
University’s College of Arts and Sciences and the Colangelo
College of Business. She thinks that innovative teaching
styles can assist in students’ academic successes, despite
modality. Kristen earned her master’s degrees in the areas
of secondary education and business administration. She is
currently on track to graduate with her doctorate in general
psychology in December of 2014. Her professional and
research interests include instructional design, learning
assessments, and historical conceptions of psychology.
TODD FORREST
Todd Forrest is a full-time faculty member of Grand
Canyon University’s College of Theology. Some of the
courses he teaches include Christian Worldview, University
Success, and Spirituality in Health Care. With a master’s
degree in Christian ministries, he has dedicated more than
24 years to helping people find their purpose as a pastor
in America, a missionary in four countries, and a churchgrowth consultant at multiple churches. He is dedicated
to helping people unlock their gifts and potential—to go
beyond what they can see in order to discover what they
can become.
NITA MAILANDER
Nita Mailander is the Director of Library Services at
Grand Canyon University. She has 17 years of experience
serving special libraries and university students. Nita is a
graduate of the University of Illinois, Urbana-Champaign,
where she received her graduate degree in library and
information science. Her professional interests include
medical librarianship and personalized library services. She
empowers the Grand Canyon University library staff to
make high-quality, personal connections with distance and
traditional students. When not promoting good research
techniques in the library, she enjoys spending time with her
three children.
REBECCA RICHEY
Rebecca Richey has worked in higher education for more
than 20 years and is an Assistant Professor at Grand
Canyon University. She holds master’s degrees in education
and counseling and is currently pursuing a doctoral degree
in clinical psychology. She is a nationally certified counselor
and an independent licensed mental health counselor in
the state of Hawaii. Rebecca enjoys using her vast range of
experience and skills to teach, assist, and mentor students
who look forward to their own professional growth and
development.
DANA SHREVE
Dana Shreve is the reference manager at the GCU Library.
Her focus is on ensuring the best customer service for
students, faculty, staff, and the community through all
avenues of contact. She holds a master’s degree in library
and information science and a Master of Science in
information architecture and knowledge management from
Kent State University. Involved in the library community
for more than 15 years, Dana has extensive experience with
library procedures, practices, and techniques. She believes
in connecting people with the knowledge and tools needed
to help them succeed in school and life.
72