Walden University Adolescent Drug Abuse Research Components Matrix

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Aligning Research Components Matrix: This is a working document for you to start and revise during the residency sessions as you work towards alignment.We don’t expect you to know now what will be your dissertation focus.Start with something close to your interests. Align the components as you develop your thinking. We expect your final dissertation will be different after many more iterations. The boxes will expand as you type. (See Guidelines and Rubric below).

Name: Residency Cohort:Cohort Leader:

College/School:

Specialization:

Working Title for your Dissertation (12 words or less):

Problem Statement

Aligned Research Design

Dissertation Prospectus Rubric Quality Indicators

Meaningful, Justified, and Impact

(related to specialization}

Original

Grounded

Feasible and Objective

Research Components to Align

Social Problem of Significance in the Field

What is the social problem? Why is it important to address?

What stakeholders would care?

You can use citations.

Background/Literature Review

List key words and search terms to explore.

Add at least 3 empirical references below.

Research Problem / Meaningful Gap in Literature

What researchable problem relates to the broader social problem in column 1?

What might not have been researched about it? (Gap)

Possible Research Question(s)

Theories or Conceptual Framework

Add at least one citation here and reference at end.

Tentative Method of Inquiry
List possible method and provide 2-3 sentences justifying the choice.

Fill in each section as you develop ideas.

Seminar 1

Seminar 2 and 3

Seminar 1 and 4

Seminar 4

Seminar 5

Seminar 5

Initial idea(s) during seminars 1-5

Peer and Faculty feedback and networking:Gather feedback on your idea from at least one faculty and one peer at residency.

For example:Peer in my program suggested x, y, z.The faculty who I met with at advising recommended a, b, c. Due to faculty feedback regarding my methodology I changed it to a quantitative design so it is more aligned to my problem and research question.

Final Response:Enter your “final response” in each column based on the feedback you received.

If the information did not change enter it here as well so the alignment is clear—do not leave any item blank and do not list “none”.

Reflection & Next Steps:

Reflect on your next steps for each component (column) based on the feedback and what you have learned during Residency 2. What do you need to do to prepare for Residency 3 (e.g. Read, annotate, network, build skills, use resources, etc.}

How you might network to find available data sources or feasible data collection sites?

REFERENCES: (APA Format) At least three empirical articles and one theory book or article.

GUIDELINES FOR RESIDENCY 2 FINAL ASSIGNMENT: You will develop the Final Assignment during each of the Residency 2 sessions.Residency 2 sessions were designed to help you learn how to develop and align research components.

The columns in the Final Assignment are the components needed in a research study. These components correspond to the topics in the Residency 2 seminars:

  • Social Problem or Significance in the Field – Seminar 1
  • Background / Literature Review – Seminars 2 and 3
  • Research Problem / Meaningful Gap in the Literature – Seminars 1 and 4
  • Possible Research Question – Seminar 5
  • Theories or Conceptual Framework – Seminar 5
  • Tentative Method of Inquiry – Seminar 5

The rows in the Final Assignment represent the iterative process of developing your research ideas. To complete the Final Assignment, there are four actions:

  • 1st row: Write your initial ideas/thoughts for each item.
  • 2nd row: Gather feedback from others on those items.
  • 3rd row: Finalize your thoughts about each item.
  • 4th row: Reflect on what you need to do to move forward.

RESIDENCY 2 FINAL ASSIGNMENT – GRADING RUBRIC

Residency 2 Final Assignment

Criteria

0—Element Missing

1 to 2—Below Expectations

3—Meets minimal expectations

4 to 5–Exceeds Expectations

  • Initial Ideas
  • Peer & Faculty Feedback

One or more item is completely not present; an answer of “none” is given for one or more items.

Minimal information presented in the items so that the reader cannot determined what is being proposed, or the answers are not related to the item (“none” is not an acceptable answer for any element)

Adequate information presented in all or most of the items so that the reader can determine what is being proposed but some areas may not be clear (“none” is not an acceptable answer for any element)

Clear description ofinformation presented in each of the items (“none” is not an acceptable answer for any element)

One or more item is completely not present; an answer of “none” is given for one or more items.

Minimal information presented in the items so that the reader cannot determine what the feedback was and/or feedback from at least one peer and at least one faculty not provided, or the answers are not related to the item (“none” is not an acceptable answer for any element)

Adequate description of the feedback from at least one peer and at least one faculty provided and an indication of how that feedback may be used in included (“none” is not an acceptable answer for any element)

Clear description of the feedback from at least one peer and at least one faculty provided and a clear description of how/if that feedback will be used and why (“none” is not an acceptable answer for any element)

(3) Final Response

One or more item is completely not present; an answer of “none” is given for one or more items.

Minimal information presented in the items so that the reader cannot determine what is being proposed, or the answers are not related to the item

Adequate information presented in all or most of the items so that the reader can determine what is being proposed but some areas may not be clear

Clear description of information presented in each of the items

(4) Reflection & Next Steps

One or more item is completely not present; an answer of “none” is given for one or more items.

Minimal information presented in the items so that the reader cannot determined what the student learned from the experience and/or next steps are not clear, or the answers are not related to the item.

A reflection on each of the sessions/areas is provided as well as next steps planned in each session/area.

Clear description of the reflection on each of the sessions/areas is provided as well as defined next steps planned in each session/area.

(5) Writing

Reader is not able to make sense of the materials provided.

Inconsistent use of standard English obstructs presentation’s clarity and the reader’s understanding of ideas and/or inconsistent use of grammar and mechanics are evident throughout presentation.

Consistent use of standard English and/or few inaccuracies in grammar and mechanics.

Use of standard English, grammar, and mechanics are at a scholarly level.

(6) APA

APA formatting not used in citations/ references.

Weak/Inconsistent use of APA formatting in citations/references.

Consistent use of APA formatting in citations/references

Use of APA formatting and citations indicate mastery.
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