Adkisson, Kriner, and
Provide validation assistance with individual’s growth into
scholars as they developed relationship through the many
opportunities and interactions, creating cooperatively knowledge
for themselves and others.
The CoP provided the container for reflective discourse between
members (Mezirow, 1997), which fostered the ideal setting for
transformative learning to take place: a safe environment that
supports collaboration, reflection, and feedback.
supportive comments that motivated and
validated positive experiences to create healthy partnerships.
Garcia and Yao (2019)
feedback and engagement, in overall,
students developed more confidence and skill in their scholarly
Critiques from faculty and peers, through face-to-face and
continuous feedback, were most helpful in doctoral students
becoming stronger and more confident scholarly writers.
Cotterall (2011) suggested that instructor feedback is a crucial
component in any assignment in terms of development
Inouye and McAlpine
Feedback is understood as “information provided by an agent
(e.g., teacher, book, parent, self, experience) regarding aspects of
one’s performance or understanding” (Hattie & Timperley
Feedback creates or highlights what the assessor considers a
gap between the quality of
student work and the target level defined by the
which students may mitigate by seeking out and addressing comments,
and by learning to detect issues in their work through self-assessment(Hattie &
Engagement with feedback, self-assessment and clarifying of
thinking are related to growing Scholarly Identity , though in
different ways for each individual.
Topic Sentence: Engaging Continuous and timely feedback facilitates
the development of strong Scholarly Identity
as a result of many
collaboration and learning opportunities in Doctoral Students.
Forming a Thesis Statement
Topic sentence 1: Scholar Identity is a constantly evolving
process where Doctoral Students
transform knowledge into skills and habits into identity.