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For your Graduate Readiness Modules assignment, you must use the
Week one assignment template
available in the online classroom and use the outline to complete a two- to four-page paper.
In your paper,
- Outline insights you gained in each module.
- Discuss how you will apply the information learned in each module to your graduate study.
The Graduate Readiness Modules paper
- must be two to four double-spaced pages in length (not including title and references pages and formatted according to APA StyleLinks to an external site. as outlined in the Writing Center’s APA Formatting for Microsoft WordLinks to an external site. resource.
- must include a separate title page with the following in title case:
title of paper in bold font
Space should appear between the title and the rest of the information on the title page.
student’s name
name of institution (The University of Arizona Global Campus)
course name and number
instructor’s name
due date - must utilize academic voice. Review the Academic VoiceLinks to an external site. resource for additional guidance.
- must include an introduction and conclusion paragraph.
Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
For assistance on writing Introductions & ConclusionsLinks to an external site. and Writing a Thesis StatementLinks to an external site., refer to the Writing Center resources. - must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your PaperLinks to an external site. guide.
- must include a separate references page that is formatted according to APA Style as outlined in the Writing Center.
Review the APA: Formatting Your References ListLinks to an external site. resource in the Writing Center for specifications.
1
2
Title of Your Essay
Your First and Last Name
The University of Arizona Global Campus
MHA 601: Principles of Health Care Administration
Instructor Name
Due Date
Title of Your Essay
Start the first paragraph here, which should introduce your reader to the subject you are writing about. Do not label this paragraph as “Introduction.” Instead, simply write your paper’s title as a level 1 heading: bold, centered, with title case. To learn more about what an introduction should include, see the following resource:
Introductions & Conclusions. You can use this template to help you format your paper. For longer papers, include
level headings
as you will see throughout this paper to help guide the reader through your paper. Your
thesis statement
should go at the end of your introduction.
Graduate Readiness Module 1
In this section, you address both requirements, outline insights you gained in module 1 and discuss how you will apply the information learned in module 1 to your graduate study. You write at least one paragraph for this section. A paragraph should contain at least three sentences with completed thoughts; do not write one- or two-sentence paragraphs. A paragraph should start with a topic sentence, followed by supporting materials in at least two sentences. If you gained lots of insights in module 1, you may organize your insights into one paragraph with at least three sentences. You can start a new paragraph with at least three sentences to discuss how you will apply the information learned in module 1 to your graduate study.
Graduate Readiness Module 2
In this section, you address both requirements, outline insights you gained in module 2 and discuss how you will apply the information learned in module 2 to your graduate study. You write at least one paragraph for this section. A paragraph should contain at least three sentences with completed thoughts; do not write one- or two-sentence paragraphs. A paragraph should start with a topic sentence, followed by supporting materials in at least two sentences. If you gained lots of insights in module 2, you may organize your insights into one paragraph with at least three sentences. You can start a new paragraph with at least three sentences to discuss how you will apply the information learned in module 2 to your graduate study.
Graduate Readiness Module 3
In this section, you address both requirements, outline insights you gained in module 3 and discuss how you will apply the information learned in module 3 to your graduate study. You write at least one paragraph for this section. A paragraph should contain at least three sentences with completed thoughts; do not write one- or two-sentence paragraphs. A paragraph should start with a topic sentence, followed by supporting materials in at least two sentences. If you gained lots of insights in module 3, you may organize your insights into one paragraph with at least three sentences. You can start a new paragraph with at least three sentences to discuss how you will apply the information learned in module 3 to your graduate study.
Graduate Readiness Module 4
Follow the guidelines presented previously to complete this section.
Graduate Readiness Module 5
Follow the guidelines presented previously to complete this section.
Conclusion
You only need to label the conclusion with a heading as shown here if you have a lengthy paper and have included headings for each section. Otherwise, you can simply begin your conclusion as your final paragraph in your paper. The conclusion should do more than summarize what you’ve stated already—it should also include the importance or significance of the topic under discussion. Learn more about
writing a strong conclusion paragraph
.
UAGC Graduate Readiness Module 4 Academic Voice Transcript
Slide 1:
Welcome to the Graduate Readiness Module: The Academic Voice
Slide 2:
As a Graduate student, you will discover the power of your Academic Voice to communicate and
persuade. Your Academic Voice is unique to you and develops as you connect what you are learning
to your personal experiences. Your Academic Voice allows you to share your ideas with the world.
When you begin sharing your original ideas in a clear professional manner, and support them with
research, experience, and practice, you will be contributing to the world’s intellectual knowledge
base.
Slide 3:
The Academic Voice reflects an author’s original thinking by presenting ideas, facts, arguments and
conclusions that are supported by research.
Slide 4:
In speaking and writing, academic language is formal, clear, and direct. The central components of
Academic Voice include: Original Thinking, Declarative Statements, Authoritative Voice, and Use of
Professional Terminology. Let’s explore each of these in more detail.
Slide 5:
Original Thinking is the foundation of an Academic Voice. Original Thinking is formed through:
Connecting research to your own experiences Discovering and evolving your unique viewpoint
Examining how your own ideas might influence positive changes in your field of study.
Slide 6:
Authoritative Voice. Through research you are able to support your ideas and original thinking with
facts and evidence. Through Careful Attribution, you demonstrate appreciation for others’ works and
how they have contributed to your own writing. You can Properly Acknowledge them through citing
and referencing resources used.
Slide 7:
Qualifiers are words that undermine credibility. Qualifiers include statements like: “it seems to me,”
“it’s likely that” or “many believe.” Use your Authoritative Voice by eliminating qualifiers from your
writing, then add that citation to further support your statement. Here is an example of a statement
with a qualifier: “Many believe that animals can laugh.” Now here is the same statement without a
qualifier and a citation of the author, “It has been demonstrated that animals can laugh (Langley,
2015).”
Slide 8:
Declare your point by making declarative statements! Declarative statements are the same as “I”
statements, only the “I” is hidden. For example here is an I statement: I think that school uniforms
benefit students by reducing attention on clothing. Now here is a Declarative Statement: School
uniforms benefit students by reducing attention on clothing. Often you can create a declarative
statement from your “I” statement by deleting the “I” part of the sentence.
Slide 9:
In Graduate work, you will be introduced to industry-specific terminology by reading professional
journals, books and resources. You will not only become familiar with these terms, but will begin to
feel comfortable using them in your own writing. Here are some tips for becoming familiar with
Industry-specific terminology in your graduate work: Look up the words in a dictionary or through a
web search Try them out by saying them out loud and creating some sentences using the words Use
them in your writing assignments. Also, your instructors will guide you as you test these words out in
your assignments.
Slide 10:
Imposter Syndrome. You may be concerned that your writing doesn’t sound “professional.” Because
you are still learning, you may feel like you are falsely posing as an expert. This is called the Imposter
Syndrome. If you sometimes feel like an imposter, you are not alone. Many lack confidence in
writing when learning about a new topic. When you are unsure in your expertise on a topic, consider
the following: Accept that these feelings are normal. Do your best work, but don’t compare yourself
to others. Acknowledge that you will make mistakes. Work to improve, but not to be perfect. Don’t
give up. Get help when you need it.
Slide 11:
If you are experiencing Imposter Syndrome, keep in mind that your instructors don’t expect you to
be an expert. What they really want to know is how you are processing the material. And they want
to know your own unique perspectives and experiences that bring meaning the learning. Instructors
are usually looking for two things: Proof that you understand the material, and that you are applying
it in new ways that go beyond what you have read or heard.
Slide 12:
Formatting and Style Guides are used in academic and scientific writing. They provide standards for
clear writing and citing.
Slide 13:
Style Guides provide guidelines for uniformity in publications and written documents. They also
provide rules for formally acknowledging the work of other authors. It’s also easier for your readers
to find your sources if you have included a Reference List using a Style Guide format. Most degrees
require either the APA or the MLA Style Manual. When beginning your degree, you may want to
purchase the most recent style manual appropriate for your degree.
Slide 14:
The Writing Center offers extensive guidance and tools around APA formatting, including templates
that you can download and use to get started on your writing assignments. Click this link to check
out the Writing Center’s section on APA formatting and to download the writing center’s APA
formatting template.
Slide 15:
The Writing Center provides an APA template to help you get started in using APA formatting in your
writing. Note that the APA style guide is updated regularly. So be sure you are using the latest
template from the Writing Center website.
Slide 16:
Acknowledge the work of other authors is by properly citing and quoting their words and ideas. The
citation is a notation within your writing that shows where you found your information, facts, quotes,
and research. Once you have cited within your paper, be sure to add a reference page at the end. The
Writing Center provides extensive guidance on citing, quoting and referencing. For details click the
following links.
Slide 17:
Paraphrasing is a term for putting ideas of others into your own words. It involves reading and
understanding what you have read and then rephrasing from your own perspective. And then, even
though you have rephrased the original author, the ideas of others must always be cited and
referenced, even when paraphrased. Click this link to visit the Writing Center’s Guidelines for
Paraphrasing Sources.
Slide 18:
The Writing Center: Tools and Coaching and to Support the Academic Voice
Slide 19:
The Writing Center offers a wealth of resources and guidance to support students in their writing.
The Writing Center also offers mentoring through live chats and coaching sessions. Plan to spend
some time exploring the Writing Center by clicking the Writing Center link in your classroom.
Slide 20:
There are two tools available to students. Grammarly is a tool that helps improve your writing skills
by making grammar recommendations. All students have a free account which can be accessed in
the classroom. Click this link to learn more about how to set up and use Grammarly. Turnitin
highlights unoriginal passages in a paper. It compares your paper against a billions of documents,
including internet sites, student papers, and journals. Students have access to Turnitin directly
through the Waypoint grading system. Turnitin is a useful tool to ensure your writing is completely
original and is properly cited.
Slide 21:
In this module you have learned about the Importance of Academic Voice through: Original Thinking
and Writing, Authoritative Voice, Declarative Statements, Industry Specific Terminology Proper
Acknowledgement of other’s ideas and words. There are a wealth of resources available including
Coaching and Tutoring and access to tools such as Grammarly and Turnitin. Be sure to take advantage
of the resources available to you as a student.
Slide 22:
You have now completed Graduate Readiness Module on The Academic Voice. Thank You!
UAGC Graduate Readiness Module 5 Academic Village Transcript
Slide 1:
Welcome to the Graduate Readiness Program: Your Academic Village
Slide 2:
It has been said that to be a successful student, it takes a village. As a new student, your academic
village includes not only the learning community but also your family, friends, colleagues and other
groups important to you. This module will introduce you to the support programs and services and
provide you with strategies to engage with your support network at home.
Slide 3:
Let’s take a closer look at each of these support programs and services in more detail, including: An
Office of Access and Wellness, Military Support Systems, Mentoring Networks, Honor Societies,
Student Clubs, Volunteer Organizations, and a Career Center.
Slide 4:
The Office of Student Access and Wellness fosters student success through equal access to education
and disability-related advocacy. The office is committed to an environment that respects and values
diversity and encourages self-advocacy and self-determination. To learn more about support
services, or to connect a with counselor, click the link to visit the Office of Access Wellness.
Slide 5:
The CHAMPS Peer Mentoring program matches high achieving students, who serve as Mentors, with
new students just beginning their studies. Mentors and mentees embark on a seven milestone
program designed to give new students the opportunity for success through the support of a peer
mentor. Click the link to learn more about the Champs program. Also here is a link to an online article
about CHAMPS mentors.
Slide 6:
There are many clubs available for students to build relationships with peers and faculty in the
learning community. Whether you’re looking to excel in your current profession, network with others
in a new one, or simply connect with new friends, the chances are there is a club for you! Click the
link below to review the current clubs available to online students.
Slide 7:
As you progress through your studies, your hard work will open doors for recognition by our affiliated
Honor Societies. By becoming a member of Honor Societies, you will have the opportunity to build
your professional resume and connect with other successful students. Learn more about the
opportunities to join an Honor Society click on
this link:
Slide 8:
The Sharing Time and Resources or STAR program, gives students a chance to impact change.
Volunteering allows you to hone your graduate skills as mentor and service leader in the community.
STAR events are hosted at local non-profits and other venues across the nation. Click this link to learn
more about STAR events at locations near you:
Slide 9:
Development & Engagement Specialists have created multiple ways for military affiliated students to
connect through the Student Veterans Organizations, newsletters, travel accommodation, disability
support and much more! Click the link below to see all the opportunities available to military
affiliated students:
Slide 10:
Career and Professional Development Center helps you navigate the challenges of today’s job market
to search for jobs, plan your career, and reach your greatest potential. The Career Roadmap provides
coaching and guidance that follows a seven-step process of career development. Visit “My Career” in
your Student Portal to start your journey. You can Discover more about Career Services by clicking
this link:
Slide 11:
Engaging your home team. To create a healthy family/school balance, the first place to look is at
home. Asking significant others, children, and extended family members to assist with home
management is an important step to academic success.
Slide 12:
Going back to school not only impacts your own life, it also impacts your family members. It’s
important to explain to them that you are about to embark on an academic journey. Because you will
be spending several hours a week on your college work, you will need to provide a realistic picture of
the amount of focused time that will be required. Work with your family to identify and agree on
shared roles, schedules and obligations. Also emotional needs of all family members must be
respected and balanced.
Slide 13:
Lifelong learning is an important value you can share with your family. Here are some activities that
may help you connect with your children about the academic process. One. Find opportunities for
Joint Study Time with your children, modeling how to approach homework and time management.
Two. Demonstrate resilience by sharing frustrations and challenges and how you approach them.
Three. Be Accessible to your children when they ask questions about their own learning process.
Four. Create the space. Eliminate distractions, turn off the TV and social media., and gain control of
time and activities. And Five. Help them learn critical thinking skills by being open to learning new
things, changing your mind, and expanding your perspectives. Help them see that thinking must be
flexible based on new information and influences.
Slide 14:
Ask your family to support you in creating a dedicated learning space to help you get away from
distractions and noise. Agree on blocks of quiet and focused study time in order to stay on top of
your schoolwork. Use patience and coaching skills to help family members take on new skills and
responsibilities. Learn to say “Not right now.” Of course flexibility will be important to minimize
frustrations and family disruptions.
Slide 15:
Now that you have ideas for how to engage your family members, let’s look at members from your
community who will be impacted by your education program. You will want to include coworkers,
friends and other groups in your education journey. Here are some tips for building a support system
in your community: Have an accountability partner and set up reoccurring meetings at a café or
favorite coffee shop. Get social – share your education journey with friends on social media. Become
a mentor by helping a coworker or family member in their own academic journey. Ask for help from
your support team when you find you are slipping or just need a friendly ear.
Slide 16:
Let’s take a few minutes right now to think about how your college program will impact those in your
life. How can you mutually support each other during your education degree? Use the pause button
below to take a moment to find a paper and pen, or open an electronic document. Ready? Now
consider who lives with you or will be affected by this new life goal. What are some ways they can
support you in your degree? And in return, how can you support their needs? Continue this process
for at least 2 to 3 different individuals that will be impacted by your program. Brainstorm activities
that you can put in place to help balance demands between your personal and education life.
Slide 17:
You now have the knowledge and strategies to build your academic village, along with strategies for
engaging your home support network. The final step is to solidify this network by completing an
Education Support and Accountability Agreement. Click the link to download a copy of this
agreement so you can share it with others who you want to include in your academic journey.
Slide 18:
The University provides many wonderful supports and resources to ensure your success as a
graduate student. Your family, colleagues and community members will also be an important part of
your success formula. Include them in your plans by asking for their input and help. By sharing your
journey with your support network, your successes and achievements will be celebrated by those
around you.
Slide 19:
You have now completed Module 3 of the Graduate: Readiness Program: Your Academic Village.
Thank you!
UAGC Graduate Readiness Module Welcome Transcript
Slide 1:
Welcome to the University of Arizona Global Campus Graduate Readiness Program! In this module
you will learn more about the University, your college, and what it means to be a Graduate
Student.
Slide 2:
As a new student you are ready to get started in your classes. So we want to be sure that you are
prepared for Graduate work. In the first few weeks of this course, you will complete several Graduate
Readiness Modules. These are short modules that give you a good overview of your role and
responsibilities a graduate student. The modules comprise only a small portion of your weekly class-
work, but will serve you well as you move through your degree.
Slide 3:
Being a graduate student is different than your experience as an undergraduate. In the graduate
program you will be challenged to examine theory and research. You will push yourself to
communicate what you are learning through new eyes. And you will find yourself in leadership roles
as you share what you are learning with others and take on a greater role in serving those around
you.
Slide 4:
Let’s start with some background around UAGC and the College of Arts and Sciences.
Slide 5:
UAGC prides itself on offering High-Quality, Accessible, Affordable, and Innovative educational
programs that meet the diverse needs of individuals pursuing advancement in their lives,
professions, and communities.
Slide 6:
Faculty and staff are here to guide you in your graduate work and to ensure you have the help you
need when you need it. Student Access and Wellness ensures accessibility of classrooms and student
services. The UAGC online library holds extensive collections of books, databases, journals and
academic resources available to all students. The Writing Center provides 24/7 chat support, online
coaching, tutorials and guides to assist with your academic writing skills. The CHAMPS Peer Mentors
are ready to help you through those learning curves or tough classes. And the Career Center can help
you with resume building, interviewing skills and connect you to that career you always wanted.
Slide 7:
College of Arts and Sciences
Slide 8:
The world needs leaders guide, mentor, and shape policy. The University of Arizona Global Campus
offers Bachelor’s, Master’s, and Doctoral programs, as well as an Associate’s path, to prepare you for
leadership. The College of Arts and Sciences prepares students to lead the next generation and show
them the way by offering personalized and workforce relevant academic programs.
Slide 9:
To learn more about the College of Arts and Sciences, visit these links to the UAGC website.
Slide 10:
And also, be sure to visit our news and events site.
Slide 11:
The Graduate Student
Slide 12:
Graduate work is different in many ways from undergraduate work. As a graduate student you will be
expected to take initiative for your learning and application of the coursework. Clear communication
through writing and presentation tools will also be critical. There are three key attributes that a
Graduate student must embrace as they move through their degree. These are Rigor, Research and
Leadership.
Slide 13:
Rigor focuses on your willingness to be challenged in your thinking and academic performance. It
requires you to stretch beyond what is comfortable and to be open to ideas and opinions that are
new or different from your own. You will need to push yourself to get the most out of your learning
experience, as you apply it beyond the classroom and into your personal and professional life. Rigor
is about connecting what you’re learning with the world around you.
Slide 14:
Research is a large part of a graduate program, you’ll examine the research of others so you can
apply effective practices to your own work in the classroom and in the world. The staff at the library
are always ready to help you in your research goals. But research is not just about the work of
academics. It’s important for you to stay current in the field by subscribing to industry journals, blogs
and websites for trends, best practices and professional news. Attending conferences and
professional events and joining online communities are also excellent ways to learn about the
profession.
Slide 15:
As you move through your degree, you will find peers and colleagues coming to you for
recommendations and information. As you begin to take on the role of mentor and leader you will
learn that leadership entails new responsibilities to provide guidance that is grounded in truth and
effective practice. As a leader you will also find yourself stepping into a role of service and support to
your community. Your newfound knowledge and skills will be needed to help others grow and
integrate the standards and practices that you have learned.
Slide 16:
In this module you have learned about The University or Arizona Global Campus’ commitment to
your success, the goals and activities in your College, and the roles and expectations of a Graduate
Student.
Slide 17:
You have now completed the first Graduate Readiness Module. Thank you!
UAGC Graduate Readiness Module 2 Success In The Classroom
Transcript
Slide 1:
Welcome to the Graduate Readiness Program: Strategies for Classroom Success.
Slide 2:
In this module you will explore your goals for getting a graduate degree. You will also gain a realistic
picture of your academic responsibilities and how you can address them through time planning and
use of strategic study skills.
Slide 3:
Why did you become a Graduate Student? The reason people advance their education are as unique
as each individual. These can include: Opportunities for professional advancement. A desire to move
into a leadership role, Demonstrating the value of college to your children or interest in research or
academia.
Slide 4:
Let’s zoom in to your vision of your life once you have graduated with your Masters Degree. On a
piece of paper or electronic document write 1 – 3 reasons why you have committed to the work and
personal transformation of this program. You can pause this slide while you write.
Slide 5:
This module will help you get closer to your academic goals by planning for your success.
Slide 6:
As a graduate student, you’ll need how to figure out how to fit your classwork into your weekly
schedule. It may be helpful to think of the degree as a part-time job. You might need to cut out some
activities and develop strategies for efficiently managing others. It’s also important to communicate
with family, friends, managers, and professional colleagues about your academic vision.
Slide 7:
In the classroom. First: Let’s look at some tips and tricks for how to approach your assignments
efficiently and effectively.
Slide 8:
One of the most important tips for efficiently using your time in the classroom is to look at the big
picture on or before the first day of each week. You will find that spending 30-60 minutes briefly
reviewing the readings and the assignments will help you plan your week. As you realize which
activities require more time and effort and which ones you can complete fairly quickly, you will find
that in your mind you will be organizing your week accordingly.
Slide 9:
The next big tip is to review the following resources available to you in the class that will help you
plan and organize your week even more: These include: All announcements posted by your
instructor The Weekly Instructor Guides And Required Course Materials.
Slide 10:
Now let’s look at the types of assignments that you can expect to find week by week. Class activities
can include written papers, applied learning projects, journals, and discussion boards. It’s helpful to
know about the amount of effort needed for each type of assignment. So let’s take a look at each of
these in more detail.
Slide 11:
Discussion Boards. Discussion Boards offer a place to examine a topic with your classmates and
instructor. They help to provide insight around an issue by exchanging perspectives and ideas with
others. Because an insightful conversation depends on knowledgeable participants, students are
expected to complete research and activities before joining the conversation.
Slide 12:
When responding to discussion boards, First carefully review the instructions. Next complete the
required readings or research. To prevent lost work, draft your posts in a word or text document so
you can copy and paste it into the discussion board. Once you’ve posted your initial response,
respond to your peers by asking reflective questions or providing an alternative perspective. Also,
remember to be respectful of other’s ideas, no matter how much they might differ from your own.
Don’t forget to look for and respond to instructor posts to you and also to other students, as these
will help you reflect more deeply on the topic. And don’t forget to check in at least 3 times during the
week to continue the conversation!
Slide 13:
Journals. The goal of a journal is to give you a chance to reflect on what you learned during the week.
Journal writing can be more casual as they typically ask for personal experiences and viewpoints.
Although there is usually not a lot of preparation or research required in a journal, you will be
expected to demonstrate that you have completed the week’s activities and readings, and therefore
can reflect on them.
Slide 14:
Applied Learning. Some assignments ask students to apply what they are learning to a real-world
situation or event. This gives you the opportunity to practice what you’re learning and to see it in
action. Examples of Applied Learning Activities might be: Data collection or investigative activities,
Exploration of the home or work environment, Development of a proposal or grant, and so on.
Slide 15:
Applied Learning assignments can be complex and engaging. When approaching this type of
assignment you will want to read the instructions carefully, and perhaps make note of each step. For
example, you may first be assigned some reading material or Web research. Once you have learned
about the issue or topic, you may then be asked to complete an activity using your new skills and
knowledge. You will then complete a project or product. And finally, there may be a reflection of your
experience before submitting everything to your instructor.
Slide 16:
Papers and Essays. Written papers require you to conduct research and synthesize ideas and
information into a written format. In a Graduate program, written papers usually include visiting the
Library to examine peer reviewed articles. You can learn more in the Graduate Readiness Module:
The Research Process.
Slide 17:
Rubrics are used by your instructor to assess and grade your assignments. A rubric breaks out each
assignment into several components, or criteria. Instructors use rubrics to examine and score each
criteria to assess quality of your work.
Slide 18:
Here is an example of a few of the criteria for a final project in an Instructional Design class. In this
project, students are expected to: Describe the audience and the lesson, Describe the purpose of the
lesson and the Learning Objectives, and Explain the theories they used in designing the lesson.
Slide 19:
Now let’s take a look at the Levels of Performance for one criterion. Under Describe the Audience
and Lesson, for a Distinguished score, students are expected to: Provide an entirely detailed
description of the audience and the lesson being taught. For a Proficient score, although the student
has provided a description of the audience and the lesson, minor details are missing. And so on
through Basic, Below Expectations, and Non-Performance, which awards a zero score for this one
component of the Rubric.
Slide 20:
Rubrics provide transparency to you as a student so you know what you are being graded on. Use
your rubrics to help you approach each assignment. When you address all criteria of a rubric, you can
be sure you are addressing all requirements of the assignment. Therefore, rubrics are your secret
weapon to completing assignments.
Slide 21:
Let’s go over the steps for approaching and completing an assignment. First read the instructions and
break out each task sequentially. Next scan the Weekly Announcements and Instructor Guidance to
find tips & resources for that assignment. Now take a good look at the assignment grading
rubric. You can find the link the bottom of your assignment instructions. Make sure you address all
criteria in the rubric. Now, make a plan for how you will complete the assignment throughout the
week. Next, you’re ready to do the work. Once you have completed and finalized your assignment,
you can submit it to your instructor on or prior to the due date.
Slide 22:
Carving out Time for School. Let’s look at some tips and tricks for how to approach your assignments
efficiently and effectively.
Slide 23:
How will you fit your schoolwork into your weekly calendar? Here is an example for a student who
spends approximately 20 hours per week on school: He or she may want to spread their work across
six days of the week, spending about three and a half hours per day. Or they might allocate four
hours a day, five days a week. Or they might prefer a full seven-hour day, three days a week. There
are many ways to break out time for school across a typical week. The most important thing is to set
a schedule and stick to it.
Slide 24:
It’s important to be in the classroom on Tuesday, the first day of the week. On Tuesday you want to
Review your assignments and activities for the week. Read the weekly Instructor Guide, and Plan
your week. At the end of the week, on Sunday or Monday be sure to respond to any last discussion
board posts and to give your assignment one last check before you submit it. You may also want to
take a look at the upcoming week to begin prepping and planning for the new week.
Slide 25:
As you continue on your academic journey, establishing and sticking to a schedule will help ensure
your success. You will also start to become familiar with different types of assignments which are
more demanding than others helping you plan each week to make the most of your time and effort.
You will want to communicate to family, friends and colleagues about the demands of the degree
and the length of time to complete it so they can support you in your vision. Education is a
transformative process that will enrich and empower you across a lifetime. Commit to success by
allocating the time and effort necessary to cross the finish line.
Slide 26:
In this module we’ve explored strategies and tips for approaching your classwork that will help you
achieve your graduation goals. As you begin your academic journey, always keep your long-range
goals in mind, holding the vision of why you began this degree program. Think back to the academic
goals that you shared at the beginning of this module. These goals and others will serve as
inspiration to help you focus and persist on the journey to graduation.
Slide 27:
You have now completed the next module in the Graduate Readiness Program: Strategies for
Classroom Success. Thank You!
UAGC Graduate Readiness Module 3 Research Process Transcript
Slide 1:
Welcome to the Graduate Readiness Program Module: The Research Process
Slide 2:
As a graduate student, you will be using the library and other scholarly resources for your
assignments. In this module, we will examine the process of research and efficient strategies to help
you write scholarly papers. Note that there will be several links to tutorials that you must also
examine in order to properly complete this module.
Slide 3:
When you begin the research process, it’s helpful to think of your topic as a conversation between
people with a variety of perspectives. You will want to learn about these perspectives in order to
formulate your own ideas on the subject. By holding your mind open to the conversation of others,
you come from a place of inquiry, ready to learn. The Research Process tutorial will lead you through
the steps involved in conducting research including: The process of research and exploration, How to
formulate a research question, Keywords and database searches, and thesis statement and paper
development.
Slide 4:
As your expertise grows on a topic, you will want to develop academic arguments in your writing.
Think of an “argument” not as an emotional assertion, but as a stance or position. In writing, this is
considered to be a claim or “thesis statement.” Your argument should contain reasonable assertions
that are supported by evidence from scholarly literature. A solid argument should include not only
evidence to back up your position, but also responses to alternative, or opposing perspectives. To
develop a strong academic argument, a student must also demonstrate that he or she has fairly and
objectively examined the issue from all sides.
Slide 5:
After you have conducted enough research, you will begin to formulate a position on the topic.
Before beginning to write, ask yourself, “What’s my point?” With your main point or argument in
mind, you can then develop the reasoning behind your argument and evidence to support it. You
may also want to present relevant alternative perspectives that should be considered. Having an
argument or main point as you write keeps you focused so you can write efficiently and effectively.
Slide 6:
Now that you have learned a little about the research process, here are some tips for using the
library to conduct research.
Slide 7:
When getting started in your research, you will need to identify search terms and keywords. Finding
just the right keywords can unlock the databases to provide you with a wealth of information. At the
same time, vague or inaccurate search terms can result in either an overwhelming amount of
information or nothing at all. The Tutorial: Keywords are Critical explains how to develop keywords
that will help you find information in the library database quickly. If you want to go into more detail
about how to search online databases you can also take a look at this Tutorial: Database Search Tips.
Slide 8:
In your classroom, you will use scholarly literature in your research. Scholarly literature is different
from popular literature in that its main purpose is to present research to colleagues. Authors are
experts in their field or subject. Articles usually contain charts or graphs presenting data and findings.
Finally, articles are often peer-reviewed, meaning they are evaluated by other experts to ensure they
are reliable and worthy of publication. Please complete this tutorial comparing Scholarly and Popular
Resources.
Slide 9:
Scholarly articles usually have a similar format. Components can include: The Abstract, The
Introduction, The Methodology, Results, and a Conclusion. When reading scholarly works, Don’t read
from start to finish right away! First scan certain sections to see if the article has what you need. For
some very helpful tips be sure to review this Tutorial: How to Read a Scholarly Article.
Slide 10:
Research is not just about reading. It’s also important to capture key ideas, information, and
references. The Cornell Note-taking method can help you keep track of information and resources
and pull together main ideas. There are four basic sections in the Cornell Notes method: In the
Citation section, enter reference info so you can find the source later. The Notes section is for
capturing information as you read. The Key Points section highlights important and interesting ideas
.And the Summary section is where you reflect and summarize main points after you have completed
reading the article. Here is a link to download a Cornell Note-Taking Template for use in your own
research. Keep in mind, the best note-taking system is the one that works for you. Adjust the Cornell
method to suit your needs, or try other note-taking methods such as mind-mapping or outlining.
Slide 11:
Once you have gathered the information you need from your research, you are ready to integrate it
into your paper. Integrating research involves pulling together research material, along with your
own ideas ideas to create a perspective that is uniquely your own. This process helps you to develop
your Academic Voice. The Academic Voice reflects an author’s original thinking by presenting ideas,
facts, arguments and conclusions that are supported by research. Developing your Academic Voice
takes time and practice. Your instructors know that you are not yet an expert in the field and that you
are exploring ideas and concepts that are new to you. Their expectation is that you write about what
you are learning from a position of inquiry and openmindedness. This tutorial will help you integrate
what you research in a way that acknowledges other’s ideas and quotes, while capturing your own
thinking as well.
Slide 12:
As you continue in your research as a Graduate Student, you will begin to become an expert in your
own interest area and niche. Your best approach is to come from a position of inquiry in a quest for
new knowledge and perspectives. If you remember to think of research as an ongoing conversation,
you will let the knowledge you’ve gained lead you down new, exciting paths.
Slide 13:
You have now completed the Graduate Readiness Program Module 4: The Research Process. Thank
you!
