A&S Teaching & Learning Community of Practice 2026-27: “Let's end at the beginning”: A scaffolded assignment centered on research questions

Students are often asked to demonstrate their mastery of research skills through the writing a term paper, sometimes scaffolded with feedback at key stages (e.g., proposal, draft, revision). I have recently experimented with a scaffolded assignment that tracks the process before these key stages. Students start with topics of interest related to the course. They explore these, narrowing in on one topic for which they will then identify and develop meaningful research questions. Students document their process in a research journal that is shared with the instructor. At key points during the term, students also share a selective ‘snapshot’ of sources that have sparked their curiosity, inspired them to make connections, or simply left them confused. Through the assignment, students have an opportunity to build many of the same skills used in the full lifecycle of any research project (e.g., searching strategies, note taking, citational practices, iterations between empirics and theory). By fostering curiosity and focusing on what makes a meaningful research question, this assignment also helps build students’ confidence to embark on independent research within the university and beyond. 

Presenter: Alana Boland, Associate Professor, Department of Geography and Planning

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