Secondary Sources Planning
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School
University of Cincinnati, Main Campus *
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Course
2089
Subject
Communications
Date
Apr 3, 2024
Type
docx
Pages
2
Uploaded by CountEmuMaster976
Directions:
Please complete the questions below as they relate to the discourse community that you have proposed investigating for the DC Research Project. Where applicable, use complete sentences and be detailed.
Summon Link:
https://libraries.uc.edu/
1.
What discourse community are you investigating AND what specific research question are you using to guide your research?
The discourse community I am investigating is my Neuroscience Learning Community. The research question I am using is, “How effective is the communication and discourse strategies utilized by the Neuroscience Learning Community at the University of Cincinnati in helping first-
year students become acquainted with the college lifestyle?”.
2.
List 5 keywords (not phrases) that you could use in Summon to locate articles to support your research/claims about the discourse community.
Learning Community
Support
Peers
College Transition
First-year Students
School
3.
Now, use those keywords and the Boolean operators from the YouTube video to develop at least 3
search phrases that could be plugged into Summon.
Peers and Support
First-year Students and College Transition
Learning Community and School
4.
Once you have listed these above, take one of them into Summon to search for articles. Use the ‘Refine’ features to narrow down the results by “Scholarly,” “Full Text Online,” and select a date range that seems appropriate for your topic – newer discourse communities, for example, will have more relevant information in articles that are less than five years old. Include the APA citations for 3 sources that seem promising below (no need to add a hanging indent):
Ercan, O., Erginoz, E., Alikasifoglu, M., Uysal, O., Yurtseven, E., & Fiscina, B. (2017). Connections? Peer Support, Liking School, and Schoolwork Pressure. Journal of Adolescent Health
, 60
(2), S51. https://doi.org/10.1016/j.jadohealth.2016.10.284
Gosai, S. S., Tuibeqa, A. T., & Prasad, A. (2023). Exploring the transition challenges of first-year College of Business students in Fiji. International Journal of Educational Research
, 117
, 102131. https://doi.org/10.1016/j.ijer.2022.102131
Smith, S. D., Dunham, L., Dekhtyar, M., Dinh, A., Lanken, P. N., Moynahan, K. F., Stuber, M. L., & Skochelak, S. E. (2016). Medical Student Perceptions of the Learning Environment. Academic Medicine
, 91
(9), 1263–1269. https://doi.org/10.1097/acm.0000000000001214
5.
Now, think about your research project as a whole. What types of secondary sources will you need to gather: what topics will they cover, where will they support your primary/field research, and how many do you anticipate needing?
I will be using two secondary sources. One source will be a weekly Canvas update sent out by our
Peer Leader which covers the weekly updates from the classes and upcoming opportunities on campus. This will support the primary research by showing how the discourse used in the learning community can help first-year students. Another secondary source I will use is a snapshot of a conversation in our GroupMe chat where a friendly and more colloquial environment is created for students and Peer Leaders to interact. This will show how the learning community focuses on building relationships and fostering connections amongst students.
6.
Finally, list any of the readings that we have done in our class, specifically from this unit, that can
be used to provide support for the claims you will make about your discourse community.
The reading on Summary vs Analysis as well as Designing an Effective Survey will help me obtain data that best represents the opinions of students on the effectiveness of the discourse used in the learning community. The summary vs analysis reading can help me best analyze the secondary sources I am using to make my claim stronger while also helping me best summarize the findings I obtained from the surveys and interviews.
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