Embed Size (px)
Citation preview
Revised March 3, 2015
MACL Applied Research Project Registration Page Today’s Date ________________________ Name __________________________________________________ DTS ID# _____________________ Department: Educational Ministries and Leadership Number of credit hours: 2 hours Semester of Registration Fall 20_____ Spring 20 _____ Summer 20______ Proposed Project DTS Faculty Reader Hillman Proposed Second Reader ____________________________________________________________________ Phone Number of Second Reader _______________________________________________________ Email Address of Second Reader _______________________________________________________ Reason for Selection of Second Reader __________________________________________________ ____________________________________________________________________________________
Student ________________________________________________________________________________ (signature) (date) Second Reader __________________________________________________________________________ (signature) (date) Faculty Reader _________________________________________________________________________ (signature) (date)
EML Department Chair __________________________________________________________________ (signature) (date)
Instructions:
1. Attach the following to this registration page using the DTS Turabian template and including a Turabian coversheet (http://library.dts.edu/Pages/RM/Write/turabian-paper.docx)
a. Four to five pages discussing the following: Describe the current leadership context (using first person language) and discuss the leadership development problem being researched (what is the leadership development problem you want to solve based on the research). Describe the context with enough detail for the reader to understand. This section must conclude with a clear statement of the research question (what do you wish to know, learn, explain, or clarify as a result of the project).
b. A bibliography of five books and five journal articles and/or other sources (websites, personal interviews, magazines, etc.) with which you can begin your research.
2. Submit this completed page and attachment to the EML Department for final review and registration.
Revised March 3, 2015
The MACL Applied Research Project Instructional Packet The Master of Arts in Christian Leadership (MACL) culminates in the completion of an Applied Research Project. This project takes place in and relates to a current leadership context. Two approved readers will evaluate the project: the first reader, who should be a DTS faculty member and also serves as the advisor, and the second reader who is an approved practitioner in the field of the research project. The EML Department Chair approves the first and second readers. The first reader assumes responsibility to direct the entire project and serves as the “point person” with whom the student will have regular contact during the course of the project. The second reader will serve as a resource for the research and will review the project as well. Criteria for an Acceptable MACL Applied Research Project
1. It must clearly relate to a current leadership development problem in an organization. 2. It must be focused sufficiently to allow a concentration of effort and avoid attempts to cover so much
ground that the results are superficial. 3. It must give evidence of careful planning and execution. 4. It must be submitted in the form of a masters-level paper, written in clear, correct English with correct
Turabian format as defined by Dallas Theological Seminary, avoiding polemical or exaggerated claims.
Professors, advisors, and second readers cannot be proofreaders. Therefore, all work must be proofread before submitted. If you need help, that service can be provided for a fee. If the work has typographical and grammatical errors, it will be returned for careful proofreading. The written work needs to be submitted as free of errors as possible. Always plan proofreading time into the completion of papers.
5. It must be written with careful attention to the correct use of source material, documentation, and
research standards. 6. It should ultimately inform your understanding of Christian leadership and how to lead in a more
effective way.
Project Stages Fall Completion Spring Completion Summer Completion Section One Completed with
registration process Completed with registration process
Completed with registration process
Section Two October 15 March 1 June 15 All Three Sections December 1 April 15 August 1
Required Texts:
Malphurs, Aubrey, and Will Mancini. Building Leaders: Blueprints for Developing Leadership at Every Level of Your Church. Grand Rapids, Mich.: Baker Books, 2004.
Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style
for Students and Researchers. 8th ed. Chicago Guides to Writing, Editing, and Publishing. Chicago: University of Chicago Press, 2013.
Revised March 3, 2015
What Does the MACL Applied Research Project Look Like?
Section 1 — Introduction to the Leadership Development Problem (Estimate: 4-5 pages) Describe the current leadership context (using first person language) and discuss the leadership development problem being researched (what is the leadership development problem you want to solve based on the research). Describe the context with enough detail for the reader to understand. This section must conclude with a clear statement of the research question (what do you wish to know, learn, explain, or clarify as a result of the project).
Section 2 — Literature Review of the Leadership Development Problem (Estimate: 10-15 pages) Discuss the theoretical sources that specifically address the research question. Examining existing literature helps identify viable and important issues to consider for the proposed solution in Section 3. What does current literature say about this leadership development problem? Survey recent publications (books, journal articles, magazines, websites, personal interviews) to synthesize the latest thoughts on the leadership development problem you identified. The priority should be on material published in the last five years. This is not a list of article or book summaries. This is also not just a bunch of quotes thrown together. Instead, this section should be a flowing, well-structured, integrative narrative on key concepts surrounding your problem statement. How do these authors define the leadership development problem? Do these authors have differing opinions concerning the leadership problem? A minimum of five current books and five current articles (journals, magazines, websites) should be cited. If interviews are used, a minimum of three “experts” should be interviewed. This section must be fully documented by citing all sources in proper Turabian formatted footnotes.
Section 3 — Proposed Solution for the Leadership Development Problem (Estimate: 8-10 pages) Restate the research question and propose a concrete solution to the leadership development problem. Describe practical steps to take and be as specific as possible (assume nothing). Include in this solution the following items (based on the book Building Leaders by Aubrey Malphurs and Will Mancini):
a. How will new leaders be discovered (recruited, explored, and assesses)? b. How will new leaders be launched into their positions of leadership? c. How will new and current leaders be developed (competencies, training types, process-oriented
venues, and event-oriented venues)? d. How will the leadership development process be evaluated? e. How will those in the leadership development process be rewarded?
Discuss both short-term and long-term implementation of the solution.
!"#$%"&'()*+,'-.'/012'
Two Semesters Prior
•!Research leadership development problem looking at current books and journal article (last three years)
•!Discuss your topic with the EML Deaprtment
•! Identity Second Reader
One Semester Prior
•!STEP 1 •!Complete Section One of
Applied Research Project with working bibligraphy
•!STEP 2 •!Complete Registration Page
(first page of this packet) •!STEP 3
•!Turn in Registration Page and Section One of Applied Research Project to EML Department to register
Registered Semester
•!MIDDLE OF SEMESTER •!Write Section Two of Applied
Research Project and submit to both readers for review
•!END OF SEMESTER •!Turn in Complete Applied
Research Project (all three sections) to both readers for final grading
Applied Research Project Process
Revised March 3, 2015
Turabian and Writing Help from the DTS Library http://library.dts.edu/Pages/RM/
Link to DTS Library MS Word Thesis template (do not attempt this paper without this) http://library.dts.edu/Pages/RM/Write/turabian-paper.docx
Link to DTS Turabian Supplement
Use the 8th edition of Kate Turabian’s A Manual for Writers of Term Papers, Theses, and Dissertations to guide the writing of your paper. The purpose of this supplement is to point out preferences adopted by the DTS Thesis Style Committee where Turabian gives options, and to add information peculiar to DTS research projects not otherwise addressed in Turabian. Turabian is very thorough in its treatment of most issues involving form and style. Turabian, along with this supplement, should address most of the questions students will have regarding form and style relative to writing research papers, theses, and dissertations. http://library.dts.edu/Pages/RM/Write/turabian_sup.pdf
Turabian Citation Examples (PowerPoint presentation)
http://library.dts.edu/Pages/RM/Write/turabian-cite.ppt Link to Common Turabian Mistakes
http://library.dts.edu/Pages/RM/Write/turabian-mistakes.pdf Bibliography for Academic Writing
http://library.dts.edu/Pages/RM/Write/write_bibliog.pdf Software for Creating Footnotes and Bibliographies
http://library.dts.edu/Pages/RM/Write/citation_management.shtml Library Resources for Distance Students
http://library.dts.edu/Pages/TL/Serv/distance_serv.shtml
Very Helpful Outside Websites • Purdue University Online Writing Lab (OWL) - http://owl.english.purdue.edu/owl • Excelsior University Online Writing Lab (OWL) - http://owl.excelsior.edu • Punctuation and Grammar Errors from University of Wisconsin Online Writing Lab (OWL) -
http://www.uwc.edu/students/academic-support/owl/punctuation-and-grammar-errors • eTurabian - http://www.eturabian.com/turabian/index.html • Citation Machine - http://www.citationmachine.net • Struck and White Elements of Style Online - http://www.bartleby.com/141/
Make sure you understand the following as you write your paper:
• How to format page numbers (using the DTS Template should correct this) • How to format footnotes including spacing between footnotes • How to format bibliography entries including spacing between entries and proper indentions • How to format block quotes • Where to place periods in relation to quotation marks (before the closing quotation mark) and in
relation to footnote citations in the text. • When to use ibid in footnotes • How to use subheadings (refer to DTS Supplement to Turabian for how DTS wants this done)
TITLE OF THE DOCUMENT SHOULD BE ALL CAPS AND
ARRANGED ON TWO LINES IF OVER 48 CHARACTERS
___________________
A Paper
Presented to
Dr. ???? ????????
Dallas Theological Seminary
___________________
In Partial Fulfillment
of the Requirements for the Course
RS101 Research Seminar
___________________
by
Your Full Name Here
Month Year
File #????
1
PAPER TITLE
Normal text. Double spaced, 3/4" indent. Chapter style used with appropriate header
gives a 2" drop for section first pages. You can use Chapter style with the paper title or with
routine paper headings to begin the paper (Introduction, Conclusion etc.). A thesis requires
chapter name and number at the beginning of each new chapter.
1st Level Subheading
1st and 2nd level sub-heading are started on the 3rd line after the preceding text (double space plus one line). Headline style capitalization, no period to end. Normal text begins on 2nd line after the heading. (This is really too short for a block quote!).
2nd Level Subheading
Normal text.1 Normal text. Normal text. Normal text. Normal text. Normal text.
3rd Level Subheading
Turabian suggests a run-in paragraph sub-heading with a period. However, MS Word
formats according to paragraph breaks, and so the entire paragraph becomes styled as that
heading.
Fourth level subheading
It is not always necessary to use this many subheadings. When they are necessary, a
fourth and fifth level subheading should look like the preceding and following styles.
1 Footnotes should be formatted so there is one line of space before each note.
2
Fifth level subheading. Turabian suggests a run-in paragraph sub-heading with a
period. However, if you are using the styles built into this template, remember that MS Word
formats according to paragraph breaks, so the entire paragraph becomes styled as that heading.
Because of this, the template will bold the entire paragraph. Highlight everything after the 5th
level heading and turn off the bolding so that only the heading is bold, as in this example
paragraph.
Specific Examples of Form in Use
When two headings connect with no intervening text, omit the extra line space. By
the way, a paragraph should be longer than one sentence. You can do this by selecting the second
heading and formatting the paragraph to have 0 spacing before (rather than 12 points).
If Your Heading is More Than 48
Characters Long, Split It Into Two Lines
Block Quotations
Quotations that are five or more lines in length should be set apart from the rest of the text as a block quotation. The format of block quotations should be single space with the entirety of the quotation indented four spaces (0.5") from the left margin. There should be no quotation marks at the beginning or end of the citation. It is best to refrain from using such a large amount of quoted material unless it is necessary to your paper. Many times, an author’s command of the language is such that the quotation is much better than your paraphrase. Quotations less than eight lines may be formatted in this manner if it is desirable for emphasis of the quotation.2
Do Not Leave a Heading Widowed at the Bottom of a Page Like This
2 Kate L. Turabian, A Manual for Writers of Term Papers, Theses and Dissertations, rev. Wayne C.
Booth, Gregory G. Colomb, and Joseph M. Williams, 7th ed. (Chicago: University of Chicago Press, 2007), 350.
3
Footnotes
The format of footnotes should consist of the following information in the order
given: (1) author’s name, (2) title and subtitle (if any), (3) name of editor, compiler or translator,
if any, (4) number or name of edition, if other than the first, (5) name of the series in which the
book appears, if any, with volume or number in the series, (6) facts of publication including
place of publication, publishing agency, date of publication, and (7) page number(s) of the
specific citation.3
Enumerations in Text
Enumerations in the body of your paper should be formatted with parentheses before
and after each number as used in the paragraph above. If numbers are used to enumerate the
items in a list the periods following those numbers must all be aligned on the page.4
Margins
Margins for research papers should be one inch on all sides. Margins for theses
should be one inch on all sides with the exception of the left side. Theses should allow for one
and a half inches on the left side for binding purposes.
Pagination
All pages of a paper must be numbered. However, not all pages must have a number
printed on them. Preliminaries are numbered with lower case Roman numerals. Body text is
numbered with Arabic numerals. The number for the first page of each chapter (if chapter
3 Ibid., 146.
4 Ibid., 329.
4
divisions are used) is to be located at the bottom of the page and is to be centered within the left
and right margins. This holds true for the first page of a research paper also. For all subsequent
pages, the numbers should be located in the upper right corner of the page. All page numbers
should fit within the margins of the paper. Bibliography, Appendix etc. represent a section break.
They are numbered at bottom center for their first page. Page numbers are consecutive
throughout the work. Footnote numbering begins at 1 with each new chapter.
5
BIBLIOGRAPHY
Dallas Theological Seminary Thesis Style Committee. “Supplement to Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations, 8th ed.” Dallas: Dallas Theological Seminary, 2013.
Strunk, William, Jr. and E. B. White. The Elements of Style. 4th ed. Boston: Allyn and Bacon, 1999.
Turabian, Kate L. A Manual for Writers of Research Papers, Theses and Dissertations. Revised by Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams. 8th ed. Chicago: University of Chicago Press, 2013.
Vyhmeister, Nancy Jean. Your Guide to Writing Quality Research Papers: For Students of Religion and Theology. 3rd ed. Grand Rapids: Zondervan Publishing House, 2014.
SL950 Applied Research Project Assessment by Reader Name of Student: __________________________________________________________ Name of Reader: ___________________________________________________________ Date of Assessment: _______________________________________________________
1 – No Attainment
2 – Poor Attainment
3 – Good Attainment
4 – Superior Attainment
Introduction to the
Leadership Development Problem
☐ Demonstrates lack of awareness of the leadership context.
☐ Demonstrates only basic awareness of the leadership context.
☐ Demonstrates some awareness of the leadership context.
☐ Demonstrates thorough awareness of the leadership context.
☐ Does not state the leadership development problem.
☐ States the leadership development problem but with some ambiguity.
☐ States the leadership development problem clearly.
☐ States the leadership development problem clearly and in great detail.
Contemporary Resources
Related to the Leadership Development Problem
☐ Selects contemporary resources with little or no relevance to the leadership development problem.
☐ Selects contemporary resources with questionable relevance to the leadership development problem.
☐ Selects appropriate contemporary resources related to the leadership development problem.
☐ Selects outstanding contemporary resources related to the leadership development problem.
☐ Makes no application of the contemporary resources to the leadership development problem.
☐ Makes superficial application of the contemporary resources to the leadership development problem.
☐ Makes general application of the contemporary resources to the leadership development problem.
☐ Synthetically relates the contemporary resources to the leadership development problem.
Proposed Solution to the Leadership Development Problem
☐ Does not provide a solution.
☐ Provides basic descriptions of a solution.
☐ Demonstrates synthesis of the problem to produce a solution that is appropriate, contextually relevant, and clear (step-‐‑by-‐‑step).
☐ Utilizes synthesis and insight to articulate a detailed solution including a process of implementation and identifies pitfalls of implementation.
☐ Does not provide a solution.
☐ Provides a solution that is not consistent with the biblical and contemporary resources.
☐ Provides a solution that is consistent with the biblical and contemporary resources.
☐ Provides a solution that demonstrates depth and sophistication of thought dealing with the biblical and contemporary resources and addresses theological implications of the solution.
1 – No Attainment
2 – Poor Attainment
3 – Good Attainment
4 – Superior Attainment
Overall Writing
Syntax and Mechanics
☐ Uses language that sometimes impedes meaning because of errors. Appears hastily written.
☐ Uses language that generally conveys meaning with clarity although with some errors.
☐ Uses straightforward language that generally conveys meaning and has few errors.
☐ Uses language that skillfully communicates meaning with clarity that is virtually error free.
☐ Lacks a sense of overall structure. Poor use of paragraphs or division into paragraphs lacks logic. Lacks transitional words, subtitles, phrases, and sentences between or within paragraphs. Rambles.
☐ Contains an overall sense of structure but paragraph sequence may be confusing. The order of balance of ideas within paragraphs is inconsistent. Little or inappropriate use of transitions.
☐ Uses effective structure and arrangement of ideas. Order of paragraphs may occasionally appear awkward. Order of ideas within paragraphs is generally consistent and cohesive. Transitions present but may be cumbersome or repetitive.
☐ Uses rational, sensible, and deliberative structure that enhances and clarifies meaning. Transitions show relationship among ideas.
☐ Does not use Turabian citations in text and bibliography.
☐ Attempts to use Turabian citations in text and bibliography. Some errors.
☐ Applies mostly accurate and appropriate Turabian citations in text and bibliography. Few errors.
☐ Uses accurate and appropriate Turabian citations in text and bibliography. Error free.
