Effective Research Assignments
- have clear objectives
- provide detailed instructions
- produce tangible & meaningful output
- teach lasting skills
- improve understanding of subject matter
- tie-in directly with course content
Research Assignment Goals should be:
- directly related to learning outcomes for the course
- clear and specific
- communicated to students
- in writing
- discussed in class
Keep in mind ...
- students often know less about research than you (and they) think
- students lack knowledge of:
- scholarly communication process
- relevant journals
- cornerstone monographs
- important authors/researchers
- bibliographic tools
Be Specific
What types of sources are appropriate
- primary or secondary
- popular or scholarly articles
- print, non-print, electronic, etc.
- government documents
Explain terminology
- primary vs. secondary sources
- monographs vs. collected volumes
- peer reviewed journal
- review article
Suggest particular/appropriate types of tools
- use PsycINFO to find a report of a clinical study
- use the Routledge Encyclopedia of Philosophy for information on
the life and work of W.V.O. Quine
- Use OBIS/OhioLINK Library Catalog to find books or videos beyond class
readings
Be Accurate
- provide complete citations
- provide call numbers
- refer to sources by full and proper names
Provide Guidelines
- Indicate your preferred citation style
- What are the requirements for using for images (e.g. color vs. black and
white, size, resolution, captions)
- Indicate the word count or number of pages (margins, point size)
Verify the Potential for Success
- confirm that required resources are available
- consult with a librarian
- try a "dry run" yourself
Be Flexible
- recognize that not all topics can be handled in the same way
Be Sparing with Prohibitions
- don't use the Internet
- don't use encyclopedias
- don't use Google
Use Research Services
- consult a librarian during your planning process
- schedule an instruction session
- full or partial class session, hands-on searching lab or lecture/demonstration
- encourage students to ask for help
- at the reference desk
- by scheduling research appointments
Use Reserve
Prevent hoarding of resources when all students have the same topic or need
to find the same information.