Synthesis Worksheet

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STUDENT TO AN INDEPENDENT SCHOLAR 2

Transition from a student to an Independent Scholar
David J. Borowski
Grand Canyon University
May 30, 2018

Running head: STUDENT TO AN INDEPENDENT SCHOLAR 1
STUDENT TO AN INDEPENDENT SCHOLAR 14

Synthesis Worksheet Introduction

Capture interest: To be able to take direction and complete a task is amiable, but when you are able to study the undertaking and enrich the way it is achieved is magnificent.

Context: In their study, Baker and Pifer (2011) investigated the conversion from scholarly dependence to independence during Stage 2 of the doctoral education process. In this period the student transitions from a structured classroom into a self-directed curriculum environment. The study …show more content…
They interviewed 27 students conducting public affairs research from 25 different universities for their demographic sampling. The study draws attention to relationships between students and staff, and the effects on their professional development, as well as the students self-initiative attributing to their success.

Statement of common themes: As seen throughout all three articles, three common themes emerge as dominant in the transition to a doctoral professional. First, the realization that academic success, whether quantitative or qualitative as a necessity to achieving doctoral success and professional identity. Second, the influence of socialization in the form of peer to peer, student to faculty, or mentorship as a driving force in forming a professional identity. Lastly, a student?s own self-initiative and increasing their visibility to make the necessary connections for advancement and research.

Thesis statement: Although many factors contribute to the transition from a student to independent scholar, there are three main influences that are essential for the conversion: academic success, relationships, and a student?s …show more content…
(p. 8)

?Relationships both in and out of the academic community became paramount for helping students deal with the isolation associated with Stage 2.? (p. 9)

?Relationships within the academic community, primarily one?s academic program or department, serve as conduits to the academic community and help keep students informed of events and professional development opportunities.? (p. 9)

?Family and friends who have known students well before their engagement in doctoral studies provided perspective and support that help students remain focused on their work, as well as their motivations for success, their prior accomplishments, their identities and roles outside of their profession, and other sources of encouragement.? (p. 9)

?Students who do not have such relationships, or whose relationships do not provide this bridging function, subsequently do not have the key experiences and access to resources that their better-connected peers may receive.? (p.
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