Students completed an environmental policy analysis assignment, analyzing the range of perspectives on their policy topic. They kept research logs, traced the legislative history of their environmental policy, wrote a research memo that represented the perspective of an assigned policy actor, and enacted a U.S. Congressional Hearing on a current policy topic.
Students developed their political science research skills by learning how to formulate good political science research questions, select and conduct case studies, and respond to peer reviews of research-in-progress. Through a literature review assignment, students developed an understanding of the importance of situating research in existing theoretical debates and learned how to organize existing scholarship into foils or building blocks for their own arguments. Students also wrote a reflective essay on their research process.
Students completed a literature review project in which they traced the history of how economists have answered a monetary policy question. Each student synthesized and dissected an academic journal article, presented it to the class, and then led a discussion on it.
For the first few weeks, students (in groups) summarized articles they found and evaluated the degree to which the research followed the principles of green chemistry. They then deduced the attitude of the scientific community toward the research presented using resources that cited their primary article. During the second half of the semester, students found a primary investigator (PI) from a major research institution whose research focus is the application of their assigned type of catalysis to hydrocarbon valorization. They prepared an annotated bibliography of articles by the PI and reviewed the work to evaluate the “greenness” of the PI’s approach to hydrocarbon valorization.
Each week, students found an article relevant to a new topic introduced in class, summarized it, and assessed it by considering its purpose and appropriateness for the intended audience, its research design, quality of the data presented, contribution to the ongoing scientific conversation, and previous research the current study is built upon. For a final project, students selected a concept from readings and class lectures and did further research to explore its application to modern day Pennsylvania. Their research culminated in an NSF-style research grant proposal.
Students looked at different types of sources including literature, theology, film and memorials and examined how they contribute to the collective memory of the Holocaust. In their weekly synthesis of assigned readings, students not only summarized the author’s argument but also looked at the evidence base for the argument and compared and contrasted it with what they have learned from other sources. A few weeks into the course, students researched a new source related to the course content. They also submitted a “shelfie” with a book in the library stacks and had a class discussion on the search or pre-search process. The final project was a research paper completed in stages: a proposal outlining the paper topic and why it is significant along with a short annotated bibliography of three sources, a 4-5 page annotated bibliography submitted a month later, and final paper and students’ reflection on their research process.
Students researched and annotated a Chinese painting, its form, technique, materials, and function. They led a class discussion on the history of Chinese paintings at a museum and assessed two museum web sites as well as presented on a specific Chinese artist or genre of Chinese painting. Throughout the semester, students kept a journal in which they provided a synopsis of each assigned reading, identifying and assessing the author’s argument and evidence. They evaluated two sources in their journals each week and documented their research process. Prior to completing final papers, students wrote an abstract for their own paper accompanied by a bibliography.
Students described and discussed how they search for information about something of interest, what problems they run into, how information is organized, and what gaps exist. Once they chose a topic, students did a concept mapping exercise to understand the different concepts and areas related to their topics, after which they refined their topic, developed a research question, and explained the research methods appropriate for their study. Students then conducted a literature review and identified the major conversations related to their research question as well as at least two lead scholars and their work. They also explained how their research question fits in the scholarly conversation. The final project, a 12-15 page research design, tied together all these assignments.
Students explored how current and historical art practitioners engage with the given ideas and processes and how their work has been received. As students progressed in their research, they were expected to venture into other disciplines. Their research findings were recorded in journals and shared with the class weekly. Student also learned about issues related to copyright and fair use of images. At the end of the semester, students gave a public presentation of their work, during which they discussed the process of identifying and developing their ideas.
Each week, students will identifed and explored two different kinds of sources for their own research project. They documented their research process, summarized key arguments, and analyzed evidence of the sources in a research journal. Students visited Special Collections to learn about finding and analyzing primary sources and led a class discussion on primary sources.
Students explored the history and ethics as well as intellectual property rights related to print advertisement. They used Art Spiegelman’s In the Shadow of No Towers to examine the changing artistic and critical perspectives toward graphic novels as a genre. They also used popular and scholarly sources to look at different critical approaches to television.
Students compiled an annotated bibliography on their chosen topic, which served as the foundation for a final paper. The annotations included a critical assessment of the authors’ arguments in relation to others on the same topic. They were also expected to identify two different disciplinary perspectives on a topic, such as a documentary and a satire, or a scientific paper and a policy white paper, and analyze how and why the sources differ.
Students researched the intellectual history of a particular theoretical movement or theory. They also identified and compared different types of conversations about a film, ranging from scholarly sources to film reviews and blogs. A final research paper gave students an opportunity to conduct further research, reflect on how their relationship to theory had changed (or not), and evaluate their research process.
Students examined the “chain of statistical information” in a research article: Who produced the data? Is it free or fee based? Why? How has it been aggregated or modified before being incorporated by the source? What more detailed or accurate data is available? What claims have been made using this data? Are they justified? What are the limitations of the study? What access to the data do readers have?
Students explored issues from both social sciences and legal perspectives to understand how research is conducted and written in various disciplines. They compared sources and reflected on their similarities and differences.
Students synthesized weekly readings, examining their cultural context and/or how information in them was collected. They also had discussions about the process of doing international research on gender with two experts in the field.
Students analyzed a variety of sources including Special Collection materials to understand how historical and political contexts shape people’s conceptions of Islam and the research on Islam in the west.
Students compared the representation of animal-related issues in the popular media with representations in academic writings and analyzed a particular use of transgenic animals in science and technology or the representation of such practices in contemporary art.
Students used electronic and printed resources to explore ongoing conversations among scholars through critical analysis and examination of evidence in scholarly readings and book reviews and in their peers’ papers.
Students learned how to evaluate scholarly and popular articles, web sites, and films portraying medical information.
Students found and examined primary and secondary sources to understand how historical and musical events were documented and transmitted. They also kept a journals of their research process.
Students explored how literary history had been shaped by authors, publishers, readers, critics, and editors. They researched the reception history of a particular text to understand how and why the critical conversation around it has changed over time.
By creating a bibliography, students explored the factors that determined the relevance of information, such as when it was published, by whom, in which journal, and within which tradition.
Students learned how to follow related research through citations and interviewed computer science faculty and those working in the field to compare how experts and novices gather and use information.
Students traced the development of Anime-related electronic resources from the 1990s to the present and learned about what constitutes a quality web resource by creating a site of their own.
Students examined the nature and cause of the changing perspectives of the Boxer Rebellion over the past century and compared literary, journalistic, scholarly, and official materials about the Cultural Revolution.
Students learned how to locate and critique primary scientific literature. To enhance their understanding of the research process and to compare how novice and experts gathered information, students interviewed people working in the neuroscience field.
Students explored databases appropriate for biomedical engineering and kept a research journal for their research process.
Students traced the development of an idea in the literature over a period of five to ten years. They also compared the differences between press accounts and scholarly work on the same topic.
Students looked at issues of data quality as they learned about GIS and other information analysis techniques. They looked at how and why the data was created, the spatial reference system used and depth of entity information.
Students looked at how popular and scholarly sources differed in describing a conflict and how and why information about it might affect the course of the conflict. Throughout the project, students reflected on their research process.
Students studied the Stalinist period and the historical debates surrounding it over the past fifty years. They explored the English-language literature on Stalinism as primary sources that revealed historical paradigms and the ways that they were challenged.
Students learned how the economics literature is structured by looking at literature reviews and writing two reviews of their own. They also examined and evaluated how economic data is collected, by whom, and for what purpose.
Students wrote a series of papers about different aspects of a Congressmember using both the member’s web site and secondary sources.
By incorporating complex library research exercises into their writing assignments, students learned how information is collected and organized in the field. They also reflected on their developing research skills through online journals.
Students learned to distinguish primary and secondary sources, peer-reviewed and public-access materials, and examined how the sources of information influence the content.
Students traced the reception of a literary work through at least 20 years of critical literature.