PSYC-6002 Foundations of Graduate Study in Psychology
PSYC-6002 Foundations of Graduate Study in Psychology
PSYC-6002 Foundations of Graduate Study in Psychology
Week 1: Welcome! The Walden Community and Your Program
Welcome to Walden!
When you were researching Walden University prior to enrolling in this program, you might have come across Walden’s vision, value, and mission statements. What does it mean to have a mission? How is the Walden community committed to “advancing the greater global good?” Beginning with this course, you will learn that Walden really “talks the talk and walks the walk” when it comes to the mission of effecting positive social change.
This week, as you begin your first graduate courses at our university, you will delve into Walden’s vision, mission, goals, and values and, in so doing, find out why we are so excited about what happens at our university and how it relates to you, your educational journey, and the goals of your program and specialization PSYC-6002 Foundations of Graduate Study in Psychology.
This week, you will identify and focus on the strengths and skills that will lead you to success as you progress through your program.
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What’s Happening In This Week?
When do I have to do it?
Title
What do I have to do?
Monday – Tuesday
(Days 1 & 2)
Learning Resources
Begin reviewing your Learning Resources to complete your Discussion 1
Wednesday, Day 3
Discussion: Hopes, Challenges, and Strategies
Initial Post
Friday, Day 5
Discussion: Hopes, Challenges, and Strategies
(2) Response Posts
Sunday, Day 7
Prepare for Week 2
Learning Objectives
You will:
Analyze personal expectations related to program of study
Apply Walden’s vision and mission to professional careers
Apply Walden’s goal and values to academic programs
Analyze strategies for overcoming challenges to obtaining a degree
Analyze best practices for time management
Explain back-up plans for successful online learning
Learning Resources
Required Readings
Walden University. (2020d). Welcome to the catalog, student handbook, and university guidebooks. In Walden University student handbook. Retrieved from https://catalog.waldenu.edu/index.php
This handbook provides an overview of the driving philosophy and goals of the members of the Walden community.
Walden University. (n.d.-a). Social change. Retrieved from https://www.waldenu.edu/why-walden/social-change
This website introduces you to the Walden activities and opportunities promoting social change.
Walden University. (n.d.-b). Walden University Departments and Centers. Retrieved from https://academicguides.waldenu.edu/home
This website contains direct links to Walden support services.
Haynie, D. (2014, July 15). 10 time management mistakes online students make. U.S. News and World Report. Retrieved from http://www.usnews.com/education/online-education/slideshows/10-time-management-mistakes-online-students-make/1
Walden University. (n.d.-a). Time Management. Retrieved from https://mym.cdn.laureate-media.com/2dett4d/Walden/WWOW/1001/pulse_check/time_management/index.html#/
Course Tool: My Progress Tracker
Note: Access the “My Progress Tracker” page on the course menu of the Blackboard classroom and review the features of the My Progress Tracker tool as a time management strategy you might use for this course and for the rest of your program of study.
Document: Final Project Overview (PDF)
Spreadsheet: Weekly Schedule (Excel)
One of the most valuable skills you can have as an online student is effective time management. Therefore, we ask that you
download and save this sample weekly schedule,
use it to create your own based on your work and personal responsibilities, and
revisit the schedule at least once a month to ensure that it still reflects your time commitments.
Required Media
Walden University (Producer). (2020b). Meet the faculty [Video file].
Note: The approximate length of this media is 10 minutes.
Walden University faculty share their thoughts about the graduate programs in Psychology.
Walden University (Producer). (n.d.-c). Diverse learning community [Video file].
Note: The approximate length of this media is 1 minute.
This media program shows how Walden’s programs support a global environment, with students from all parts of the world.
Accessible player
Credit: Walden University. (Producer). (2013). Diverse Learning Community [Video]. Minneapolis, MN: Walden University. Retrievedfrom https://www.waldenu.edu/about/multimedia/learning- experience/international/overview/diverse-learning-community
Optional Resources
Document: Discussion Checklist (PDF)
Use this one-page checklist to prepare, write, and respond to your weekly discussions.
Document: Assignment Checklist (PDF)
Use this one-page checklist to prepare, write, and review feedback for your weekly assignments.
Discussion: Hopes, Challenges, and Strategies
As you begin your studies at Walden, you have probably thought about what you hope to gain from the Program Progress Guide (PPG) you will complete. What are your hopes and aspirations as an emerging professional beginning graduate-level study? Apart from a degree in psychology, also think about what you will gain from engaging with the scholarly community at Walden University. Your Program Progress Guide (PPG) can help you anticipate the topics you will learn about and perhaps the kinds of skills you will master as you complete your graduate degree.
This week, you will discuss potential challenges you and your classmates foresee in the coming weeks. Together, you can share strategies that could help you overcome these challenges, as a group and individually.
This dialogue through the Discussion Board is designed to connect you with your new colleagues so that you can develop community and engage with each other in a supportive manner as you begin the educational journey together.
To prepare for this Discussion:
Locate and download your Program Progress Guide (PPG) from your DegreeWorks. Note: if you have difficulty, please contact your academic advisor to help you.
Review Walden’s mission and vision statements and Walden’s goals and values in this week’s Learning Resources.
Explore the web page “Social Change,” located in this week’s Learning Resources.
Reflect on what you hope to achieve as a graduate student personally, professionally, and within the larger community.
Consider factors that could pose a challenge to the successful completion of your chosen degree.
Reflect on your values, ideals, and goals in relation to what you have learned about Walden.
Think about how you will incorporate a commitment to social change, particularly as it relates to the area(s) of interest represented by your program/specialization, into your professional, personal, and academic goals.
Review the “Meet the Faculty” media program found in this week’s Learning Resources and consider the inspiring messages from the faculty.
With these thoughts in mind:
By Day 3
Post a reflection of something that inspired you from the faculty video messages. Describe how your expectations for your program are reflected in Walden’s mission, vision, and values. Share any challenges that you may face in completing your degree and provide at least one strategy to help overcome these challenges. Then explain why you chose this particular field of study at Walden and how you intend to use your degree PSYC-6002 Foundations of Graduate Study in Psychology.
Read a selection of your colleagues’ postings and note the similarities and differences compared to what you shared.
My journey into the field of Psychology was not what I expected that I would go for. I always wanted to teach children. It wasn’t until I worked with young children who had special needs that had me wanting to know how their minds worked and how their families managed through the joys and trials that come with their needs. While working on my bachelor’s I discovered that I really want to help those families who have newly diagnosed children, that may not know where to turn. I see their struggles and want to help them come to terms with where their child is at and give them a positive outlook on what their child can do. I want to help those children that have behavior issues that keep them from being able to function in a classroom.
In my opinion, if a child can attend and focus on a teacher, the learning will come. If they have a safe and friendly environment that is free of bias and stereotypes, they can reach their full potential. After watching the video of Walden giving Baltimore teachers tablets and learning kits to help get kids connected for learning, I knew I made the right choice in joining this family. It is nice to be part of a community that wants the best for all who are in it.
While viewing the meet the faculty videos, I was really drawn to Siliva Bagatti. She talks of the stress of an illness on a family and how stress can also lead to health issues. My students and their families have many issues that we don’t see as the teacher. I only see the student and how they are at school. My students have severe and profound disabilities that are a lifetime of care for the families to look after them. They will never be considered normal or independent. It is my hope that getting my master’s will help me give these families a little relief from behaviors that they just don’t know how to manage. While it will benefit my classroom, I look beyond to how it can help the families and the students at home. In my job, I remind myself that while I might have a difficult day with a student, the parents and families deal with it on a daily basis.
One struggle that I see I may have is writing in APA format. I have Grammarly to help me but plan to use any and all resources that Walden has to offer. I will be looking for writing workshops to help me along the way.
Walden University. (n.d.). Social Change. Walden University. https://www.waldenu.edu/why-walden/social-change
Walden University. (2020). Meet Your Faculty. [Video]. Walden University. https://mym.cdn.laureate-media.com/2dett4d/Walden/PSYC/6002/01/index.html
By Day 5
Respond to two of your colleagues and continue the Discussion through Day 7 by affirming colleagues’ concerns or hopes and suggesting another strategy you find useful. Suggest at least one resource at Walden that they might also find helpful.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 1 Discussion Rubric
Post by Day 3 and Respond by Day 5
To participate in this Discussion:
Week 1 Discussion
Looking Ahead
To help guide your time management throughout your course and program, you are provided with the “My Progress Tracker” tool in the classroom navigation area. This tool will help you keep track of any completed, late, or upcoming work for the course. Please feel free to use this tool as a time management strategy.
Also, this course will require a Final Project. This project will be due in Week 6. Please familiarize yourself with the expectations of the project by reviewing Final Project Overview document. Also note that you will be referencing resources from Week 1 for your Final Project so you might want to archive this information for quick access later in the course.
Next Week
To go to the next week:
Week 2
Week 2: Information Is Power: Scholarly Resources and Critical Thinking
Because psychology touches all aspects of our lives you can find a wealth of information available online on just about any psychology topic. As a graduate student, it is essential to understand the type of information you are looking at, the source of that information, and be able to differentiate between scholarly and non-scholarly sources.
Consider Jan: She is writing a paper for her psychology course about romantic relationships and how opposites attract. This is a saying she has heard often, and as she researches online, she finds numerous websites that confirm this. Just before she submits her paper, she discovers an online news article about a research study published in the past few months that shows the opposite to be true: people prefer others who are similar to themselves. The article goes on to explain the belief that “opposites attract” is a psychology myth that researchers have been disproving for years. Which source should she believe? Which is fact and which is opinion? Which of her sources are trustworthy?
Psychology is steeped in science and looks to the literature for guidance, specifically peer reviewed research. During your time here at Walden, as well as in your professional career, you will be asked to support your ideas and assertations using this type of information.
This week, you will focus on evaluating sources and identifying the characteristics of scholarly and non-scholarly sources and peer reviewed and non-peer reviewed sources. You will also be introduced to the Walden Library and academic databases where peer reviewed literature is found as well as techniques and strategies to begin expanding your research skills.
What’s Happening In This Week?
When do I have to do it?
Title
What do I have to do?
Monday – Tuesday
(Days 1 & 2)
Learning Resources
Begin reviewing your Learning Resources to complete your Discussion 1
Wednesday, Day 3
Discussion 1: Scholarly Sources and the Walden Library
Initial Post
Thursday, Day 4
Learning Resources
Continue reviewing Learning Resources to complete your Discussion 2
Thursday, Day 4
Discussion 2: Trends and Issues in Psychology
Initial Post
Friday, Day 5
(Note: Response posts can be submitted any day of the week but no later than Day 7)
Discussion 1: Scholarly Sources and the Walden Library
(2) Response Posts
Sunday, Day 7
Assignment: The Value of Critical Thinking in the Field of Psychology
Submit your 1-page paper
Learning Objectives
You will:
Contrast between scholarly and non-scholarly sources
Demonstrate familiarity with academic databases in the Walden Library
Analyze the importance of peer-reviewed articles in scholarly research
Identify the elements involved in critical thinking
Apply critical-thinking skills PSYC-6002 Foundations of Graduate Study in Psychology
Learning Resources
Required Readings
Walden University Academic Skills Center. (n.d.). Critical thinking skills. Retrieved from https://academicguides.waldenu.edu/academic-skills-center/skills/critical-thinking
Walden University Library. (n.d.-a). Ask a librarian. Retrieved from https://academicguides.waldenu.edu/library/ask
Walden University Library. (n.d.-b). Database search skills. Retrieved from https://academicguides.waldenu.edu/library/databasesearchskills
Walden University Library. (n.d.-c). Evaluating resources: Evaluation methods. Retrieved from https://academicguides.waldenu.edu/library/evaluating/researcharticles
Walden University Library. (n.d.-d). Evaluation resources: Peer review. Retrieved from https://academicguides.waldenu.edu/library/evaluating/peer-review
Walden University Library. (n.d.-e). Evaluating resources: Publication types. Retrieved from https://academicguides.waldenu.edu/library/evaluating/resource-types
Walden University Library. (n.d.-f). Evaluating resources: Research articles. Retrieved from https://academicguides.waldenu.edu/library/evaluating/researcharticles
Walden University Library. (n.d.-g). Library webinar archives: Webinars on library skills. Retrieved from https://academicguides.waldenu.edu/library/webinararchives/libraryskillswebinars
Walden University Library. (n.d.-h). Psychology library research: Basic article search. Retrieved from https://academicguides.waldenu.edu/library/psychologyresearch
Walden University Library. (n.d.-i). Top Psychology journals: Top Psychology journals. Retrieved from https://academicguides.waldenu.edu/library/subject/psychology/journals
Walden University Student Affairs. (n.d.-b). Academic integrity: SafeAssign & Turnitin. Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity/safe-assign-turn-it-in
Document: Study Notes: What Is Critical Thinking? (PDF)
This Walden Writing Center publication explores various definitions of critical thinking.
Required Media
Walden University Library. (2019, November 25). Short video: Database search techniques [Video file]. Retrieved from https://youtu.be/Dsbt5faRqME
Note: Approximate length of this media program is 5 minutes.
Discussion 1: Scholarly Sources and the Walden Library
Scholarly information comes from a wide variety of sources including academic books, encyclopedias, handbooks, and journals. “Scholarly” is a broad term for publications written by and for researchers and scholars. These publications are typically not found in your local bookstore or public library because they are written for a very specific audience. They are mostly available in university and specialized libraries, not freely available online. This is why it is essential to learn to navigate the Walden Library and use it often!
During your time at Walden, you will be focusing on peer reviewed journal articles, a specific type of scholarly publication that goes through a specialized review process. These types of articles may report on original research or review the work of other researchers.
As you use the Walden Library to search the peer reviewed literature to support your discussion posts and assignments, it is important to understand how the Library is organized. Most modern libraries make their materials available electronically through searchable databases. Here in the Walden Library, you have access to specialized academic databases, many of which are specific to psychology and the social and behavioral sciences.
As part of this week’s Discussion, you will explore the databases in the Walden Library and compare and contrast peer reviewed articles found in these databases to those found online.
To prepare for this Discussion:
Review Learning Resources for this week and familiarize yourself with navigating the Walden Library, searching Library databases, and limiting your searches to full text, peer review, and publication date.
Search the “APA PsycINFO database” in the Walden Library and locate a peer reviewed article on a psychology topic you would like to explore relevant to your area of specialization in your program.
Next, search the Internet and locate an article related to the same topic.
Reflect on the sources of both articles, and evaluate each article using the evaluation methods listed in the Learning Resources.
With these thoughts in mind:
By Day 3
Post a brief description of the articles you found. Next, compare and contrast the articles and explain the differences you noticed between them. Further explain how the use of peer review articles will improve the arguments in your scholarly writing. As a professional in the field of psychology, which article would you use as evidence to support your ideas? Provide the article title and journal name for the article you find in the Library and the URL for the article you found online.
Be sure to support your postings and responses with specific references to this week’s Learning Resources.
Read a selection of your colleagues’ postings.
The first article I chose was Assessing the Relative Impact of Diverse Stressorsamong Public Safety Personnel (Carleton, R. N., et al. 2020) published by the International Journal of Environmental Research and Public Health, and can be found from Walden’s Library. The article discusses public safety personnel, including emergency communication call takers, and their frequent exposure to what they describe as “potentially psychologically traumatic events”, other work related stressful events, and mental health issues.
The second article is Stress Continues to Plague Telecommunicators (Snyder, D, 2020) (https://psc.apcointl.org/2020/07/02/stress-continues-to-plague-telecommunicators/) published by the Association of Public-Safety Communications Officials International (APCO), which is an organization dedicated to helping emergency communication centers (ECCs) and 911 call takers. The author notes a lack of research pertaining specifically to call takers as most public safety articles related to stress (including the first one I’ve mentioned here) tend to focus on the firefighters and police officers in the field. The article examines the resources available to the call takers, and how administrative staff can play a role in communicating with the call takers about the stress of the job.
The first article has an extensive amount of graphs to relay the results of the information the researchers found. It included numerous statistics and references throughout the article to support the information provided. The layout consists of headers and subheaders and includes sections such as an introduction, the methods and materials, data, statistical analysis, ethics, results, discussion, strengths and limitations of the study, conclusions, etc. This article is clearly intended for a scholarly audience. The second article, however, had two brightly coloured graphs and a picture to support the data. While it provided statistics there are no in text citations and all the references are saved for the list at the bottom of the article. The paragraphs in this article were divided up according for ease of reading and to keep the reader’s attention. In summary, the first article has a layout that one would typically expect to find in a scholarly article while the second one is oriented towards the public’s understanding of the material.
Using the peer reviewed article the argument would have more evidence based information and statistics, be harder to disprove, and therefore help strengthen the argument more effectively. This would be the primary article to use. If the second article is used in an argument, it would be best to support the first article and provide a summary with call taker specific details.
Carleton, R. N., Afifi, T. O., Taillieu, T., Turner, S., Mason, J. E., Ricciardelli, R., McCreary, D. R., Vaughan, A. D., Anderson, G. S., Krakauer, R. L., Donnelly, E. A., Camp, R. D., 2nd, Groll, D., Cramm, H. A., MacPhee, R. S., & Griffiths, C. T. (2020). Assessing the Relative Impact of Diverse Stressors among Public Safety Personnel. International Journal of Environmental Research and Public Health, 17(4). https://doi-org.ezp.waldenulibrary.org/10.3390/ijerph17041234.
Snyder, D. L. (2020, July 2). Stress continues to plague telecommunicators. Public Safety Communications. Retrieved from https://psc.apcointl.org/2020/07/02/stress-continues-to-plague-telecommunicators/.
By Day 5
Respond to two of your colleagues and continue the discussion through Day 7. When researching a topic, often leads to another. Choose one of your colleague’s posts and search the Walden Library databases to locate another peer reviewed article on the same topic as your colleague’s article. Describe the article you found and why it might be of interest to your colleague. Include the name of the database where you found it (i.e., APA PsycINFO, etc.) and further provide the citation to the article in APA format (author, publication, year, article title, journal title, and volume/issue/page numbers).
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 2 Discussion 1 Rubric
Post by Day 3 and Respond by Day 5
To participate in this Discussion:
Week 2 Discussion 1
Discussion 2: Trends and Issues in Psychology
This is a non-graded Discussion that will provide you with another option for exploring psychology topics in your program of study. Please note that it is highly recommended that you complete this Discussion to help you gain important library skills for your academic success.
In Discussion 1, you searched a topic across multiple psychology journals using a subject specific database. For this Discussion, you will browse a psychology journal of your choice to explore current trends and issues.
To prepare:
Using the Top Psychology Journals in the Learning Resources, choose a journal that is related to a topic in your program of study. Select an issue/volume of that journal from the last 2-3 years to browse.
With these thoughts in mind:
By Day 4
Post a brief summary of your observations about the journal. What did you notice about the topics that were covered? What articles interested you? Did anything surprise you? Include the name of the journal, how often it is published, and a description of the type of research it publishes.
No response will be required for this Discussion. However, if you want to follow up with an additional question or insight to your colleague’s posts, please feel free to do so.
Submission and Grading Information
Grading Criteria
This is a non-graded Discussion.
Post by Day 4. No response required.
To participate in this Discussion:
Week 2 Discussion 2
Assignment: The Value of Critical Thinking in the Field of Psychology
Overfamiliarity with an idea can lead you to accept the information as true without questioning it. Just like the psychology myth that opposites attract, have you heard these other common psychology myths? Smiling makes you happier. We only use 10 percent of our brain. Memory is like a video recording. People are either left-brained or right-brained.PSYC-6002 Foundations of Graduate Study in Psychology
Have you ever wondered where these ideas originated and why so widely believed? Are they completely false or partially true? When you begin to look more closely at ideas and where the information came from, you have started the critical-thinking process.
Critical thinking is inherent in scholarly work because it forces you to separate opinions and biases from the evidence found in the research literature
In this Assignment, you will examine the value of critical thinking by exploring facts and opinions and how they are distinguished from one to the other.
To Prepare for this Assignment:
Review the readings in this week’s Learning Resources and specifically focus on the critical thinking resources.
Think of and choose a common psychology myth that you have heard. If you have trouble of thinking of an example, identify one using a general Internet search.
The Assignment (1-page):
Based on the psychology myth you chose, write a short paragraph that would be considered an opinion and why this is an opinion.
Search the Walden Library databases for a peer-reviewed article on this same topic. Based on what you learn from the article, write a second paragraph that would be considered a fact and why it would be considered factual. Support your ideas with information cited from the article and include the reference to the article in APA format.
Explain the differences between the two paragraphs. Explain how a reader would know which statement is opinion and which is factual. Use the Learning Resources to support your rationale.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.
Click the Week 2 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 2 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 2 Assignment draft and review the originality report.
Submit Your Assignment by Day 7
To submit your Assignment:
Week 2 Assignment
Next Week
To go to the next week:
Week 3
Week 3: Scholarly Writing: A New Way of Communicating
Now that you have developed the ability to analyze scholarly resources and employ critical thinking more diligently, we move on to how to express yourself in a scholarly manner. Scholarly writing, also referred to as academic writing, has a voice and style unique to this format.
The primary purpose of scholarly writing is to clearly communicate information supported by the academic body of literature, furthering the knowledge and understanding of a topic in the field of psychology to an audience of scholars and those trained in psychology. There are many aspects to scholarly writing that will be covered in the next weeks of the course.
This week, you will use a body of literature to support your ideas, and you will need to paraphrase in order to communicate ideas from the literature.
What’s Happening In This Week?
When do I have to do it?
Title
What do I have to do?
Monday – Tuesday
(Days 1 & 2)
Learning Resources
Begin reviewing your Learning Resources to complete your Discussion
Thursday, Day 4
Discussion: Discoving Key Concepts in Scholarly Writing
Initial Post
Saturday, Day 6
(Note: Response posts can be submitted any day of the week but no later than Day 7)
Discussion: Discoving Key Concepts in Scholarly Writing
(2) Response Posts
Sunday, Day 7
Assignment: Paraphrasing: Putting It Into Your Own Words
Submit your 1-page paper
Learning Objectives
You will:
Demonstrate the ability to paraphrase
Explain key concepts in academic writing: purpose, audience, presence of bias, and quality of evidence
Learning Resources
Required Readings
Walden University Writing Center. (n.d.-a). Online Writing Center. Retrieved from https://academicguides.waldenu.edu/writingcenter/home
This web page provides information about the resources available to you through the Writing Center.
Walden University Student Affairs. (n.d.-b). Academic integrity: SafeAssign & Turnitin. Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity/safe-assign-turn-it-in
Walden University Writing Center. (n.d.-c). Using evidence: Effective paraphrasing strategies. Retrieved from https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective#s-lg-box-2832443
Document: Study Notes: Introduction to Scholarly Writing: Finding a Scholarly Voice (PDF)
These Study Notes will help reinforce the information presented in the media and enrich your understanding of how to find your scholarly voice.
Document: Study Notes: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF)
Purpose, audience, and evidence are three important topics a scholar-practitioner needs to keep in mind when writing. These Study Notes will help to reinforce the information presented in the media and enrich your understanding of scholarly writing.
Articles for Discussion
Gallant, F., Thibault, V., Hebert, J., Gunnell, K. E., & Bélanger, M. (2020). One size does not fit all: Identifying clusters of physical activity, screen time, and sleep behaviour co-development from childhood to adolescence. The International Journal of Behavioral Nutrition and Physical Activity, 17. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1186/s12966-020-00964-1
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Stein, R., & Albritton, K. (2020). Early childhood-focused training in school psychology. Training and Education in Professional Psychology. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1037/tep0000350
Valsiner, J. (2019). Culture & psychology: 25 constructive years. Culture & Psychology, 25(4), 429–469. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177/1354067X19872358
Required Media
Laureate Education (Producer). (2012a). Introduction to scholarly writing: Purpose, audience, and evidence [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media is 4 minutes.
Learning to be a scholarly writer will enhance your writing skills and increase your ability to succeed as an online learner as well as in your professional life. This media will introduce you to the key concepts of scholarly writing.
Accessible player
Walden University Writing Center. (2020a). Paraphrasing sources: Paraphrasing strategies video [Video file]. Retrieved from https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective#s-lg-box-10514308
Note: The approximate length of this media is 3 minutes.
Walden University Writing Center. (2020b). Practical skills: Paraphrasing Source Information [Video file]. Retrieved from https://academicguides
