Chapter 1: Definitions

Part of Chapter 1 is a section on definitions; you would think this would be simple wouldn't you? However, even this section has some rules you need to know. First, every definition needs a citation. Do not use Wikipedia for your source. Second, you should not use the word that you are defining in its definition ("Older adult: an older adult is…"). Third, your definitions need to be in alphabetical order.

Which words should you define? Any words or terms that are jargon and may not be known to the average reader. Do not include statistical tests or theories here. This section is where you would define terms related to your population that may have multiple meanings ("older adult," "young adult," "baby boomer"). Terms you are using in a specific way should be listed here ("online education," "synchronous learning," "homelessness," domestic violence," "faculty mentor").

Do not define acronyms here- that should be done in the text, the first time it is used. An example: "The lexical decision task (LDT)…" Per APA 4.21, remember to italicize key terms on first usage, often this will occur in the definition section.

Next time we will look at the nature of the study section in your paper. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu

Theoretical Foundation vs. Conceptual Framework

What is the difference between a theoretical foundation and a conceptual framework? A theory is usually found in the scholarly literature and has been formalized and tested by other researchers, it should explain relationships between variables. Theories are often multilayered and complex. A conceptual framework is a less developed form of a theory and consists of statements that link abstract concepts, in psychology it is often described by the term "model." Here is a great example I ran across in Wu, Viswanathan, and Ivy (2012).

This is a way to lay out your variables and how you think they interact, as opposed to a theory, which is more refined and has had aspects that have often been previously tested.

If you would like more info on conceptual frameworks, take a look at Ravitch and Riggen's (2012) book Reason & Rigor: How Conceptual Frameworks Guide Research.

Next time we will look at definitions in your paper. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! Send me an email with your ideas. leann.stadtlander@waldenu.edu

Wu, J. M., Viswanathan, M., & Ivy, J. S. (2012). A conceptual framework for future research on mode of delivery. Maternal and Child Health Journal, 16(7), 1447-1454. doi:10.1007/s10995-011-0910-x

Chapter 1: Intro

I have been spending a lot of time with students recently working on Chapter 1, so I thought it might be worth discussing it some. I think it helps to think of this first chapter of your proposal as an introduction to your study. It is not a continuation of your abstract- so you need to repeat info given in the abstract.

The introduction to chapter 1 is one of the most important parts of your entire paper. This is where you grab your reader's attention and provide a map of where you are going. You need to explain very concisely the need for your study (the gap you are addressing). This is where you might want to include a few statistics showing the size and concern of the problem. Give enough background literature to put the study into context, and explain briefly what method you will use. By the end of the introduction, your reader should understand  what the gap is, how you will do it, and why your study is needed to fill the gap that you have mentioned.

It is a difficult section to write, because it all needs to be around two pages. The language needs to be clear, without jargon, and to the point. Don't write in "academic" language; at least initially, write to your grandmother, explaining it in normal language. If you must use any terms that might not be known to your grandmother, define them. Avoid using acronyms if you can, I hate having to have a cheat sheet to translate a lot of abbreviations.

Have some friends or family members read the section and ask them questions about it. Why am I doing the study? How am I doing it? Do you get the feeling that my study is needed?

Next time we will look at theoretical foundation vs. conceptual framework in your paper. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! Send me an email with your ideas. leann.stadtlander@waldenu.edu

Baby Steps

Today I want to remind you of the importance of doing even a small amount on your dissertation project each day. Reading an article, writing a paragraph, writing in your research journal all count. Even the smallest baby steps will help you to move forward.

Think of it as there are thousands of steps necessary to complete a dissertation, take one more of those steps today, and get that much closer to the finish line

Next time I will start a series going through the dissertation chapter by chapter. Do you have an issue or a question that you would like me to discuss in a future post? Send me an email with your ideas. leann.stadtlander@waldenu.edu

Accountability

It is easy to blame others when things go wrong, isn’t it? Your chair is compulsive about APA…. The URR is mean and impossible to please. However, today I want to remind you how important it is to be accountable for your own actions in general. Part of being a professional is recognizing that you make your own choices, and ultimately there really is no one else to blame. Accepting your own responsibility that contributed to a problem is part of your growth. No one expects you to be perfect, it is ok to say that you messed up and you will try to correct it.

Let me give you some examples. If you are having many problems with a committee member, first accept that this person on your committee. Second, perhaps there are communication issues and you each are not expressing yourself clearly. Try other forms of communication such as the phone. Third, if this doesn't work, you must accept that it is your responsibility to do something about the situation. Contact your coordinator or program director and lay out the issues as neutrally as possible. Admit that you are probably equally responsible for the problems, but you would like some help in resolving it.

Why should you take responsibility? First, it shows maturity and professionalism to understand that both parties contributed to a problem. Second, when students start playing the blame game, whining, and complaining, it comes across as the student is probably the real source of the issue- is that what you want?

An illustration:

Dr. Stadtlander,

I need your help! My URR is being totally unreasonable, she wants me to rewrite my paper again for the third time. I have so much going on in my life, I simply do not have the time to respond to her OCD problems. Please how can I rid of her??

Compare the above to this one:

Dr. Stadtlander,

I need some advice, please. My proposal has been rejected by the URR now for the third time. I accept that my writing is at issue; however, I am not sure how best to resolve the problem. I have spoken to my chair and he acknowledges there are still issues in the paper but is not sure how I can best address them. Do you have any suggestions?

The second student is obviously open to suggestions and will be willing follow through with them. The first one does not come across as recognizing that he/she could be part of the problem and will probably fight any suggestions I make.

Finally, I want to remind you that being accountable gives you back control. When you recognize that you are part of the problem you can then become part of the solution.

Next time we will look at baby steps. Do you have an issue or a question that you would like me to discuss in a future post? Send me an email with your ideas. leann.stadtlander@waldenu.edu

Getting Feedback

From Paula: I do not understand why on this level (Ph.D.) – you do not get any feedback about the content of your paper. I am very passionate about my dissertation topic, but no faculty member/committee member ever commented on the subject. For me this was/is weird. I do not advocate for more feedback, but it would help to know this in advance and to understand the reasons for it.

Interesting issue, Paula, I had to stop and think about it for a while. I think there are a number of factors involved. First, unless you just happen to have a chair or committee member very knowledgeable about the topic (I have only a couple that I can think of), the faculty may not know a great deal about the subject. This means that their comments will tend to be related to the logic of the arguments you make and if you appear to have covered the necessary literature.

A second factor is that there is an underlying assumption that you are an expert in the area you are addressing. As a committee member, even if I know something about the topic, in all likelihood I have not gone into a great deal of detail in the literature of your specific subtopic. As someone reading the paper, I will look for the student's understanding of the areas that I do know. I will also look at the type of references used – are they primarily books or textbooks? This shows the student has not dug deep enough into the literature.

A third comment, I know for me (and probably most faculty) I tend to be a generalist in my knowledge, I seem to know a little about many topics and a great deal about some narrow ones. After teaching many different psychology courses over the last 25 years (icky to realize that!), I have learned quite a bit about most areas of psychology. This means I can generally judge if the content seems adequate or if the student has misunderstood something important. Also, I find most faculty will ask questions of the student in the paper rather than make comments on what is written- the idea is to make you think it through not provide the answers.

A final observation, in general I think what I look for in content is a logical argument. If you think back to the posts, where I discussed writing from broad subjects to narrowing it to the subtopics, this makes sense. An example, if John sends me a draft of his proposal, examining the elderly's opinion of their medical care, there are certain content areas I expect to be addressed. He should discuss aging in general, aging and medical care, patient satisfaction, etc. I want to be educated on the topic/ subtopics, if I don’t feel like I really understand the rationale, there is something missing in content.

Do you have an issue or a question that you would like me to discuss in a future post? Send me an email with your ideas. leann.stadtlander@waldenu.edu

Next time we will look at being accountable for your actions. Do you have an issue or a question that you would like me to discuss in a future post? Send me an email with your ideas. leann.stadtlander@waldenu.edu

Courage and the dissertation

In honor of the 4^th of July, I would like to talk about courage. One does not generally think of this word when considering dissertations, however, it is an integral part of the process. It took great courage for you to decide to move from the path you were on, to that of a doctoral program. You may have left on the old path, friends and even family members who did not understand your new direction. That can be painful and lead to second thoughts. You left comfort and went into the unknown, an exciting but also frightening decision.

You have probably questioned that decision many times, wondering if you are "good enough" to finish. While this is normal, it is also takes courage to face your deepest fears and continue. Along the way, you have you have had your writing (and maybe your ideas) criticized and had to rewrite, yet you have bravely continued. Today, reflect on your courage and the example you are to others. Because of your example, your children, grandchildren, friends, and people you do not even know may find the courage to face the unknown in order to find a better future. Today, celebrate courage and independence. You have earned it!

Next time, we will consider getting feedback.  Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu