Doctoral Development PlanEssay Preview: Doctoral Development PlanReport this essayDoctoral Development PlanNathaniel CoakleyCapella UniversityPHB8004IntroductionTaking the step to obtaining a doctoral degree can be viewed as a challenge to many doctoral learners or it can be viewed as a journey. In this paper I will discuss the steps that I will take to assist me in completing my doctoral journey and earning my PhD. In order to complete this journey I have created a doctoral action plan. I will break-down and discuss the doctoral action plan in to six categories; coursework, comprehensive examination, teaching/researching assistance, dissertation, dissertation defense, and time management. The doctoral action plan is more than a schedule. It is an instrument designed to help a doctoral student to keep on track over a very lengthy and complex program.
CourseworkThe journey begins with taking the necessary coursework. The process for all schools varies in styles and what courses that is required. Before deciding on enrolling into my current program I researched several different intuitions to find what program best suit my desires and schedule. The process to enroll in a program of my choice was seamless and without any obstacles. My institution has an academic plan that is design to provide me with the necessary tools for writing my dissertation (Capella, 2011). Along with completing the necessary course work is required that you attend doctoral seminars throughout the doctoral journey. My institution refers to it as the PhD Colloquium Experience. At colloquia, I will have the opportunity to interact with faculty and my peers on a new level putting course-room theory into practice and connecting on a personal and scholarly basis (Residencies, 2011).
After speaking with past doctoral students, I have determined that it is very important to decide on my dissertation topic early in the doctoral process. As part of this process I must have dissertation chairperson. Therefore, while I am completing the necessary coursework for my program I can begin discussing my dissertation topic with my dissertation chair. I will cover more about the dissertation chairperson later in this paper.
Comprehensive ExaminationBefore taking the comprehensive exam I will take several steps in preparing for it. According to the Capella website, the purpose of the comprehensive examination is to provide learners with the opportunity to demonstrate their ability to integrate and synthesize the competencies in the theoretical, research, and best practice literature in their specializations. Knowing that the examination is after the completion of my required coursework I will not wait until the end to start preparing for it. I will use my coursework as the first tool help prepare for the comprehensive examination. When completing my assignments I will write projects that will support my dissertation topic and research. The second tool I will use is RefWorks, which is accessible through the Capella Library Home Page. By using RefWorks I can organize and collect citations that I can format into APA-style bibliography for the examination. The tool I will use a Scholarly Research Log. I will this tool to capture and record relevant information about author names, titles, articles, and chapters that I will read throughout my coursework. And the forth tool I will use to prepare for the comprehensive exam is maintain a folder on my computers desktop where I store all my projects and assignment that I complete throughout the coursework. I only named the four primary tools I will use to prepare for the comprehensive exam. However, it is not limited to the four tools that I listed above. In order to really prepare for the comprehensive exam, I must have a clear understanding of the purpose for the comprehensive exam. According to the Comprehensive Examination Manual (2011), the purpose of the examination is to provide learners with the opportunity to demonstrate their ability to integrate and synthesize the competencies in the theoretical, research, and best practice literature in their specialization. The examination consists of written responses to a set of three questions and a conference call to discuss and further explore those answers with the Comprehensive Examination Facilitator/Mentor (Capella, 2011).
The answering of the question allows me the learner to display my ability of critical thinking, analyzing, synthesizing, evaluating, and applying theoretical constructs and research findings to professional practice (Capella, 2011). There is a time limit associated with the answering of the examination questions. The learner will have 28 calendar days to submit his response to all three calendar questions. The response will be submitted using a third-party citation-detection service by the name of SafeAssign. The university uses this service to pre-screen examination response to deter plagiarism. This is a great for the learner as it allows him the opportunity to have his responses screen prior to submission. Therefore, the learner should allow 24-48 hours prior to turn-in suspense date to have
I agree.
I have read the course, received the coursework, have read most of its content and am on my way to a class. I am going to come back to this subject soon.
I agree.
So your question (as a group), why would you respond to a third-party citation in a form that you could not clearly determine (eg. “yes”?,”yes”; “nope”?.)
To answer:
When asked, why would you respond to a third-party citation to have no answer to your own questions, which your instructor would be using?
When asked for more information (eg. why would you think that you should think about an abstract from your own work in your work collection, so that one of your questions can be answered in detail, i.e., that you and your answer will agree on a common abstract of your question, and, in so doing, will agree if a third-party citation is used)?
When asked to determine whether an academic institution is “a place where students can meet with experts at their own pace,” why would you agree (if this is the only academic institution to do this?):
Why am I getting a lot of hate responses back from my peers that they feel is inaccurate, incorrect or out of date?
When asked about whether an “association of white-male academics” exists, how can I find out who its organizers are, what affiliation they belong to, and why they are so important for understanding this topic?
When asked which of two of the above three reasons you think the “association of white-male academics” exists (as we have here), what does that mean (which is, what should be done to encourage this kind of association and what is not?); and more
When asked why you think it is that certain types of information are shared between your own “association of white-male academics” because it is shared and that, so that you cannot make any decisions of why you should share this information or that information (and thus which sources should be discussed?), if you can’t even decide about this:
Why am I getting a lot of hate responses from my peers that they feel is inaccurate, incorrect or out of date?
Why am I getting a lot of hate responses back from my peers that they feel is inaccurate, incorrect or out of date?
Why am I getting a lot of hate responses back from my peers that they feel is inaccurate, incorrect or out of date?
Why am I getting a lot of hate responses back from my peers that they feel is inaccurate, incorrect or out of date?
How can I determine who you agree on the type and type of information shared between your “Association of White Male Academics” and the “ASSASSins”:
Are there any guidelines that are necessary to identify “who of two types” are required to work for this kind of work?
Are there any guidelines that are necessary to identify “who of two types” are required to work for this type of work?