As a graduate student, research to me meant browsing the stacks, picking up books, looking at the indices in a most random attempt at research.  I don’t believe I knew about the indexes.  I found papers by finding references in books and papers and asking the librarian to get them.  I didn’t realize that the librarian was there to help me.  I thought the librarian was just a … librarian.

Due to my unpleasant research experience as a graduate student I felt many of my courses should require at least one research assignment.  I discovered such assignments were causing more harm than good.  Everything from the students citing (if they cited) the same article or web page, to the endless mantra of how many pages should it be would draw from valuable class time.   Some students felt that since it was a small fraction of the grade they couldn’t be bothered since it was not really math (or CS).  So for a time, I dropped such assignments until recently.

Several factors set me upon this task of resurrecting the research assignment in my courses.

First, today students are faced with exponentially more information along with increasing access and tools to find it.  Information repositories such as Google andWikipedia  are readily available though not necesarily authoritative, and electronic databases are replacing the stacks, card catalogs and indexes.   The researcher of tomorrow must have the skill to extract the required information from these sources in an effective and efficient manner while evaluating and using it ethically.  The need to lay a foundation in information literacy is critical especially in the areas of mathematics and computer science where research starts at the upper undergradulate levels and above.

Second, using Web 2.0 technology, our students interact in an electronic environment.  Many have entries in MySpace or Facebook  along with other social networks.  They post their views, music, images in a public venue.  They understand and use the software.  I looked to make their space a learning space.

Third, I wanted the student to realize that the reference librarian was a professional with an advanced degree whose function it was to assist a researcher in their task.  I wanted to insure that the student had access to a librarian throughout the semester for assistance in research techniques and citation standards.

Fourth, I wanted the assignment to be fun, informative and bring to life the technical information and formulas often exhibited in the textbooks. 

Fifth, the assignment should not distract from the syllabus or impinge on class time.

What follows on subsequent posts are the research assignments I have used or plan to use and hope others will contribute and implement these ideas.