Sound design is critical for effective research assignments, but we often underestimate the importance of strengthening the research skills we expect students to master. Revisiting the fundamentals—such as understanding source types, learning how to read academic sources, developing primary research, and utilizing library resources—can significantly boost students’ confidence in research and elevate the quality of their work.
Go to the Experts (the librarians)
The library has a variety of tools and support for students developing their research skills. One effective way to introduce students to these resources is through library instruction. You can request library instruction on topics such as finding and using sources, using digital tools, and evaluating and citing sources. The library also offers customizable sessions where librarians work directly with your class to teach research strategies tailored to your assignment. Library instruction should be scheduled at least two weeks in advance.
In addition to live instruction, the library has created standalone Canvas modules that you can easily add to your course. Modules such as "Evaluating Sources," "Library Skills Challenge," "Searching Databases," and "Reading a Scholarly Article” include self-paced activities that not only reinforce key skills but also allow students to revisit them as needed. By integrating these modules into your course, you provide students with on-demand support that complements in-class instruction.
Provide Clear Examples of Quality Research
For students to succeed, they need to understand what sound research looks like. Providing examples is a practical way to set clear expectations. Templates for writing interview questions, sample annotated bibliographies, and model literature reviews can help students visualize the process and outcomes of quality research.
Role-play activities can also enhance understanding. For instance, you might assign students to act out an interview scenario, highlighting effective questioning and note-taking techniques. These exercises provide hands-on practice that builds confidence and competency in essential research tasks.
Scaffold the Research Process
One common pitfall in research assignments is placing too much emphasis on the final product and not enough on the research process. By scaffolding the project into smaller, manageable activities, you can help students focus on the research process itself (O’Neill, 2015). Start with a brainstorming activity to help students narrow their topics, then progress to tasks such as creating a research question, finding and evaluating sources, and drafting an outline.
Including formative assessments, like those found within the library’s Canvas modules, source evaluations, or annotated bibliographies, allows you to provide feedback throughout the process. This approach not only helps students stay on track but also reinforces the iterative nature of research—a crucial lesson for developing lifelong skills.
Incorporate Technology for Better Research Organization
Students now have access to a wide range of technological tools that can streamline their research process. Tools like the citation manager Zotero can help students organize their sources and generate bibliographies easily. Collaborative platforms, such as Google Docs or Perusall, allow students to collaborate, synthesize ideas, and share their progress with peers or instructors.
Example Timeline for a Scaffolded Research Project
This plan can be applied to any research assignment, and can be customized based on the subject of the assignment, students’ experience with research, and even the time restraints on the course.
Before the Assignment
Assign the Reading a Scholarly Article Canvas module and have students practice annotating an article in Perusall.
Week One
Introduce the research assignment and assign the Library Skills Challenge Canvas module.
Week Two
Library Instruction.
(Optional) Week Two
If requiring primary research like interviews, share sample interview questions and have students workshop their own.
Week Three
Assign the Evaluating Sources module. Note that the “Library Skills Challenge” module covers evaluating sources as well, so you could opt to skip this module. If you are requiring a research assignment, like an Annotated Bibliography, have that due this week.
Week Four and beyond
Continue work on research assignment, assign the Introduction to Citation Canvas module.
How LTC Can Help
We’d all like to believe that students have learned and retained effective research skills during their high school years, and many have. But like any other skill we expect students to master, repetition of instruction and practice are integral to lasting learning (Musfeld et al., 2023). Building strong research skills requires intentionality in assignment design and support. The LSA Learning and Teaching Consultants (LTC) can help with assignment design, effective pedagogy, and technology integration. Schedule a consultation to learn more about how we can help.
References:
Musfeld, P., Souza, A.S., & Oberauer, K. (2023). Repetition learning is neither a continuous nor an implicit process. Proceedings of the National Academy of Sciences - PNAS. United States: National Academy of Sciences. https://doi.org/10.1073/pnas.2218042120
O’Neill, E. (2015). Scaffolding student projects: Seven decisions. Yale Center for Teaching and Learning. https://campuspress.yale.edu/yctl/scaffolding-student-projects/
