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Developing A Research Topic: How Do I Begin?

Developing A Research Topic: How Do I Begin?. William N. Osborne, Jr., Ph.D. Ferrum College ACA Teaching and Learning Institute June 8, 2011. How do your students develop research topics?. Do they conceptualize the topics themselves? Do you let them choose from a list of topics?

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Developing A Research Topic: How Do I Begin?

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  1. Developing A Research Topic:How Do I Begin? William N. Osborne, Jr., Ph.D. Ferrum College ACA Teaching and Learning Institute June 8, 2011

  2. How do your students develop research topics? • Do they conceptualize the topics themselves? • Do you let them choose from a list of topics? • Do you assign everyone the same topic?

  3. Which Approach Is Better? • It is easier for the students to get started if they merely choose from a list • However, according to Sullivan (2006) not requiring them to develop their own topic impedes their ability to solve problems and think critically

  4. Getting Started • Usually research papers are a course requirement • Usually, the topic is related to a specific course and a topic is decided as well as the research question to be studied • Upper level undergraduates and graduate students have more leeway in selecting the nature of their research (Sullivan, 2006)

  5. Why Should Students Develop Their Own Topics? • Students need to realize that research is “not easy” • Authentic Learning should require significant time and resources, and should be explored from several perspectives.” (Eison, TLI 2011) • There should be some level of discomfort • in identifying the topic • conceptualizing the research question and • deciding on the information needed

  6. How Can We Help • Faculty and librarians can assist the students by • Discussing topic ideas • Talking about reference sources • Providing assignments that encourage students to examine their ideas and potential sources of information (Sullivan, 2006)

  7. What is the most important first step in library research? • A) identify key authors on research problem • B) know research problem • C) locate key articles on research problem • D) locate key books on research problem • E) I don’t know Claudia J. Morner, “A Test of Library Research Skills for Educational Doctoral Students” (Ph.D. diss., Boston College, 1993), 149.

  8. For My Students, Choosing a Topic Is The Most Difficult Aspect of Conducting Research

  9. Choosing a Topic • Generally, the topic should be related to an issue or concept related to your course. • All of my courses are criminal justice related and obviously, the research topics relate to criminal justice, crime, delinquency, crime causation, crime prevention, or theories related to those issues. • However, why would a research topic on “White Collar” crime not be an appropriate topic in a Juvenile Justice course?

  10. Group Exercise • How many of you have “Smart Phones” • Break into groups of 3 to 5 with at least one “Smart Phone” in each group • As a group, select a topic that your group agrees would be a good topic to research that is related to the issue of crime • This should be a “Broad Topic” • When you have selected your topic, write it on the large note pad provided

  11. Formulating a Research Question • Once your group has agreed on a “Broad Topic” • Write a short research question that you would want to answer

  12. Identifying Keywords • Using the research question that you have created, what keywords might be good for you to use in the initial stages of your research? • Brainstorm as many key words as you can and list them on the paper pads provided.

  13. Suggestions for Identifying Key Concepts • Use general encyclopedia • Use subject matter encyclopedia • Provide the students with a short, non technical article that is an overview of the topic • Encourage students to develop Concept Maps

  14. Sample Concept Map From George Mason University http://classweb.gmu.edu/WAC/adjguide/academic_papers/identifying.html

  15. Generating a Concept Map • Brainstorm all the factors that you feel leads someone to engage in criminal behavior • And List Them on Your Paper • From this list create a concept map that links all of your factors together into a framework for your research

  16. Now Melissa Will Help You Conduct Your Library Research

  17. References • Eison, J. (2011). Teaching and learning institute. Plenary Session. Brevard, N.C. • Morner, C.J. (1993) A test of library research skills for education doctoral students. Ph.D. dissertation, Boston College, p. 149. • Neely, T.Y. (2006). Information literacy assessment: standards-based tools and assignments. Chicago: American Library Association. • Sullivan, K. (2006). “Developing a topic and identifying sources of information.” In Neely (2006). Information literacy assessment: standards-based tools and assignments. pp. 19-28.

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