research 1 class

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Research 1   (#1700300)

• 2014 - 2015
• 2015 - 2022
• 2022 - And Beyond (current)

Resources related to the standards in this course

Click on the individual standards to find resources, loading...., course standards, general course information and notes, general notes.

The purpose of this course is to enable students to develop fundamental knowledge of the steps in the research process. The content should include, but not be limited to, the following:

• nature and purpose of research
• research questions and hypotheses
• research methods and procedures
• review of literature and other resources
• primary and secondary sources
• directed investigations
• organization of information
• report formats, styles, and content
• critical analysis of research
• submission of a major independent research project

Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx  and select the appropriate B.E.S.T. Standards package.

Qualifications

As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:

Any field when certification reflects a bachelor or higher degree.

General Information

Educator certifications, student resources.

Learn about the impact of the growth and development of space exploration on the culture and economy of Florida and how the inclusion of private partners helped reach new goals with this interactive tutorial.

This is part 3 in a three-part series. Click below to view the other tutorials in the series.

• Part 1: To the Moon - Space and the Florida Frontier
• Part 2: The Space Shuttle Era - Space and the Florida Frontier
• Part 3: Partners in Exploration - Space and the Florida Frontier

Type: Original Student Tutorial

Learn about the Liver, Pancreas, Kidneys, Intestines, and Bladder in this interactive research page.

This is Part 3 in a three-part series on the organs and structures of the Human body.

Learn how the Space Shuttle program revived the area near Cape Canaveral, Florida, and how the possibility of living in space on the Space Station brought new jobs and excitement with this interactive tutorial.

This is part 2 in a three-part series. Click below to view the other tutorials in the series.

Learn about the early days of NASA, the work at Cape Canaveral during the Moon missions, and how this work affected the people and economy of Florida with this interactive tutorial.

This is part 1 in a three-part series. Click below to view the other tutorials in the series.

Learn more about how to empower and enourage others with your leadership skills in this interactive resiliency tutorial.

Learn to measure and compare the mass of solids as Devin helps Chef Kyle in the bakery with this interactive tutorial.

Learn about the heart, lungs, stomach, brain, and reproductive organs in this interactive research page on the organs and structures of the human body.

This is part 1 in three-part series.

Learn about the water cycle's major stages and the importance of the ocean in the water cycle with this Interactive Science Research Page.

Explore and compare objects in the solar system, including planets, moons, the Sun, comets, and asteroids, with this interactive research page.

Explore how weathering and erosion may have affected Pnyx Hill, the ancient Greek democratic meeting place which influenced our modern government with this interactive tutorial.

Explore excerpts from the extraordinary autobiography  Narrative of the Life of Frederick Douglass , as you examine the author's purpose for writing and his use of the problem and solution text structure. By the end of this interactive tutorial, you should be able to explain how Douglass uses the problem and solution text structure in these excerpts to convey his purpose for writing.

Continue to study George Vest's "Eulogy of the Dog" speech and his use of rhetorical appeals. In Part Two of this two-part series, you'll identify his use of ethos and pathos throughout his speech.

Make sure to complete Part One before beginning Part Two. Click HERE to launch Part One.

Read George Vest's "Eulogy of the Dog" speech in this two-part interactive tutorial. In this series, you'll identify and examine Vest's use of ethos, pathos, and logos in his speech. In Part One, you'll identify Vest's use of logos in the first part of his speech. In Part Two, you'll identify his use of ethos and pathos throughout his speech. 

Make sure to complete both part of this series! Click HERE to launch Part Two.

Continue to study epic similes in excerpts from The Iliad in Part Two of this two-part series. In Part Two, you'll learn about mood and how the language of an epic simile produces a specified mood in excerpts from The Iliad .

Make sure to complete Part One before beginning Part Two. Click HERE to view "That's So Epic: How Epic Similes Contribute to Mood (Part One)."

Learn about how epic similes create mood in a text, specifically in excerpts from The Iliad , in this two-part series.

In Part One, you'll define epic simile, identify epic similes based on defined characteristics, and explain the comparison created in an epic simile.

In Part Two, you'll learn about mood and how the language of an epic simile produces a specified mood in excerpts from The Iliad . Make sure to complete both parts!

Click HERE to view "That's So Epic: How Epic Similes Contribute to Mood (Part Two)." 

Continue to read the famous short story “The Bet” by Anton Chekhov and explore the impact of a fifteen-year bet made between a lawyer and a banker. In Part Two, you’ll cite textual evidence that supports an analysis of what the text states explicitly, or directly. You'll also make inferences, support them with textual evidence, and use them to explain how the bet transformed the lawyer and the banker by the end of the story.

Make sure to complete Part One before  beginning Part Two. Click  HERE  to view Part One.

Make sure to complete Part Three after you finish Part Two. Click HERE to view "Risky Betting: Analyzing a Universal Theme (Part Three)." 

Read the famous short story “The Bet” by Anton Chekhov and explore the impact of a fifteen-year bet made between a lawyer and a banker in this three-part tutorial series.

In Part One, you’ll cite textual evidence that supports an analysis of what the text states explicitly, or directly, and make inferences and support them with textual evidence. By the end of Part One, you should be able to make three inferences about how the bet has transformed the lawyer by the middle of the story and support your inferences with textual evidence.

Make sure to complete all three parts!

Click HERE to launch "Risky Betting: Text Evidence and Inferences (Part Two)."

Click HERE to launch "Risky Betting: Analyzing a Universal Theme (Part Three)." 

Identify rhyme, alliteration, and repetition in Edgar Allan Poe's "The Raven" and analyze how he used these sound devices to affect the poem in this interactive tutorial.

Study excerpts from the classic American novel Little Women by Louisa May Alcott in this interactive English Language Arts tutorial. Using excerpts from chapter eight of  Little Women, you'll identify key characters and their actions. You'll also explain how interactions between characters contributes to the development of the plot. 

Examine how allusions contribute to meaning in excerpts from O. Henry's classic American short story “The Gift of the Magi." In this interactive tutorial, you'll determine how allusions in the text better develop the key story elements of setting, characters, and conflict and explain how the allusion to the Magi contributes to the story’s main message about what it means to give a gift.

Learn to identify imagery in William Shakespeare's "Sonnet 18" and explain how that imagery contributes to the poem's meaning with this interactive tutorial.

Study William Shakespeare's "Sonnet 18" to determine and compare two universal themes and how they are developed throughout the sonnet. 

Explore the form and meaning of William Shakespeare's “Sonnet 18.”  In this interactive tutorial, you’ll examine how specific words and phrases contribute to meaning in the sonnet, select the features of a Shakespearean sonnet in the poem, identify the solution to a problem, and explain how the form of a Shakespearean sonnet contributes to the meaning of "Sonnet 18."

Analyze how O. Henry uses details to address the topics of value, sacrifice, and love in his famous short story, "The Gift of the Magi." In this interactive tutorial, you'll also determine two universal themes of the story.

Explore key story elements in more excerpts from the classic American short story “The Gift of the Magi” by O. Henry.

In Part Two of this two-part series, you'll analyze how important information about two main characters is revealed through the context of the story’s setting and events in the plot. By the end of this tutorial, you should be able to explain how character development, setting, and plot interact in "The Gift of the Magi."

Make sure to complete Part One before beginning Part Two. Click HERE  to launch Part One. 

Explore key story elements in the classic American short story “The Gift of the Magi” by O. Henry. Throughout this two-part tutorial, you'll analyze how important information about two main characters is revealed through the context of the story’s setting and events in the plot. By the end of this tutorial series, you should be able to explain how character development, setting, and plot interact in excerpts from this short story.

Make sure to complete both parts! Click HERE  to view "How Story Elements Interact in 'The Gift of the Magi' -- Part Two."

Learn to distinguish between a gerund phrase that's used as a direct object and a gerund phrase that used as the object of the preposition. In this interactive tutorial, you'll also practice using gerund phrases as a direct object or the object of the preposition in sentences of your own. 

This tutorial is Part Two of a two-part series. Make sure to complete Part One before beginning Part Two. Click HERE  to launch "Spice Up Your Writing Part One: Using Gerund Phrases as Subjects or Subject Complements." 

Read more from the fantasy novel The Princess and the Goblin by George MacDonald in Part Two of this three-part series. By the end of this tutorial, you should be able to compare and contrast the archetypes of two characters in the novel.

Make sure to complete all three parts of this series in order to compare and contrast the use of archetypes in two texts.

Click HERE   to view "Archetypes -- Part One: Examining an Archetype in The Princess and the Goblin ."

Click HERE   to view "Archetypes -- Part Three: Comparing and Contrasting Archetypes in Two Fantasy Stories." 

Learn to determine the important traits of a main character named Princess Irene in excerpts from the fantasy novel  The Princess and the Goblin  by George MacDonald. In this interactive tutorial, you’ll also identify her archetype and explain how textual details about her character support her archetype.  

Click HERE   to view "Archetypes -- Part Two: Examining Archetypes in The Princess and the Goblin. "

Learn to identify aspects of setting and character as you analyze several excerpts from “The Yellow Wallpaper," a chilling short story by Charlotte Perkins Gilman that explores the impact on its narrator of being confined to mostly one room. You'll also determine how the narrator’s descriptions of the story’s setting better reveal her emotional and mental state.

This interactive tutorial is Part One in a two-part series. By the end of Part Two, you should be able to explain how the narrator changes through her interaction with the setting. Click below to launch Part Two.

The Power to Cure or Impair: The Importance of Setting in 'The Yellow Wallpaper' -- Part Two  

Continue to examine several excerpts from the chilling short story “The Yellow Wallpaper” by Charlotte Perkins Gilman, which explores the impact on its narrator of being confined to mostly one room. In Part Two of this tutorial series, you'll determine how the narrator’s descriptions of the story’s setting reveal its impact on her emotional and mental state. By the end of this tutorial, you should be able to explain how the narrator changes through her interaction with the setting.

Make sure to complete Part One before beginning Part Two. Click HERE  to launch "The Power to Cure or Impair: The Importance of Setting in 'The Yellow Wallpaper' -- Part One." 

Explore the mysterious poem “The House on the Hill” by Edwin Arlington Robinson in this interactive tutorial. As you explore the poem's message about the past, you’ll identify the features of a villanelle in the poem. By the end of this tutorial, you should be able to explain how the form of a villanelle contributes to the poem's meaning.

Learn to distinguish between passive and active voice and how to revise sentences by changing them from passive to active voice in this magic-themed tutorial. 

Continue to explore the significance of the famous poem “The New Colossus” by Emma Lazarus, lines from which are engraved on the pedestal of the Statue of Liberty. 

In Part Two of this two-part series, you’ll identify the features of a sonnet in the poem "The New Colossus." By the end of this tutorial, you should be able to explain how the form of a sonnet contributes to the poem's meaning. 

Make sure to complete Part One before beginning Part Two.

Click HERE   to launch "A Giant of Size and Power -- Part One: Exploring the Significance of 'The New Colossus.'"

Continue to examine how setting influences characters in excerpts from The Red Umbrella  by Christina Diaz Gonzalez with this interactive tutorial.

This is part 2 in a two-part series. Make sure to complete Part One first. Click HERE  to launch "Analyzing the Beginning of The Red Umbrella -- Part One: How Setting Influences Events." 

In Part One, explore the significance of the famous poem “The New Colossus” by Emma Lazarus, lines from which are engraved on the pedestal of the Statue of Liberty. 

This famous poem also happens to be in the form of a sonnet. In Part Two of this two-part series, you’ll identify the features of a sonnet in the poem. By the end of this tutorial series, you should be able to explain how the form of a sonnet contributes to the poem's meaning. Make sure to complete both parts!

Click  HERE to launch "A Giant of Size and Power -- Part Two: How the Form of a Sonnet Contributes to Meaning in 'The New Colossus.'"

Explore excerpts from the beginning of the historical fiction novel The Red Umbrella  by Christina Diaz Gonzalez in this two-part series. In Part One, you'll examine how setting influences events. In Part Two, you'll examine how setting influences characters.

Make sure to complete both parts! Click  HERE to launch Part Two.

Learn to distinguish between a gerund phrase that's used as a subject and one that's used as a subject complement. In this interactive tutorial, you'll also practice using gerund phrases as subjects or subject complements in sentences of your own. Using gerund phrases can add detail and variety to your writing.

This is Part One of a two-part series. Click HERE   to launch "Part Two: Using Gerund Phrases as Objects." 

This SaM-1 video provides the students with the optional "twist" for Lesson 17 and the Model Eliciting Activity (MEA) they have been working on in the Grade 3 Physical Science Unit: Water Beach Vacation. 

To see all the lessons in the unit please visit  https://www.cpalms.org/page818.aspx .

This video introduces the students to a Model Eliciting Activity (MEA) and concepts related to conducting experiments so they can apply what they learned about the changes water undergoes when it changes state.  This MEA provides students with an opportunity to develop a procedure based on evidence for selecting the most effective cooler.

This SaM-1 video is to be used with lesson 14 in the Grade 3 Physical Science Unit: Water Beach Vacation. To see all the lessons in the unit please visit  https://www.cpalms.org/page818.aspx .

Learn how to use verbs and verb phrases to convey specific meanings through the use of specific verb tenses: past perfect tense and past perfect progressive tense. 

This interactive tutorial is Part Two in a two-part series. You should complete Part One before beginning Part Two. Click HERE to launch Part One.

Learn how to use verbs and verb phrases to convey specific meanings through the use of specific verb tenses: simple past tense and past progressive tense. 

This interactive tutorial is Part One in a two-part series. In Part Two, you'll explore the use of past perfect tense and past perfect progressive tense. Make sure to complete both parts!

Click HERE to launch Part Two.

Learn how to identify different sources of scientific claims and to evaluate their reliability in this interactive tutorial.

Learn how to use verb phrases in particular tenses to convey specific meanings. In this interactive tutorial, you'll explore the use of four verb tenses: simple future, future progressive, future perfect, and future perfect progressive. 

Learn to enhance your writing with verbs and verb phrases in different tenses to convey specific meanings. In Part Two, you'll work with three perfect tenses: present perfect, past perfect, and future perfect.  

We recommend that you complete Part One before starting Part Two. In Part One, you'll work with three simple tenses: past, present, and future. Click HERE to view Part One.

Learn how verbs and verb phrases can convey specific meanings through the use of three verb tenses--simple present, present progressive, and present perfect--in this interactive tutorial.

Learn to enhance your writing with verbs and verb phrases in different tenses to convey specific meanings. In Part One, you'll work with past tense, present tense, and future tense.

We recommend that you complete Part Two after Part One. In Part Two, you'll work with three tenses: present perfect, past perfect, and future perfect. Click  HERE  to view Part Two.

Learn to enhance your writing by using phrases. In this interactive tutorial, you'll learn about absolute phrases and how they can add interest, depth, and variety to your writing.

Learn to enhance your writing by using phrases. In this interactive tutorial, you'll learn about adverb prepositional phrases. Using adverb prepositional phrases will help add interest, depth, and variety to your writing!

Learn to enhance your writing with two types of phrases that can function like adjectives in a sentence: the participle phrase and the prepositional phrase. In this interactive tutorial, you'll discover how phrases can help add detail and specificity to your writing.

Learn about parallel form in this interactive English Language Arts tutorial. In this tutorial, you'll use parallel form with lists in sentences, identify sentences that contain parallel form and sentences that contain faulty parallelism, and practice editing sentences that contain faulty parallelism. You'll also examine how parallel form can add smoothness, clarity, and gracefulness to your writing. 

Learn to enhance your writing by using prepositional phrases. In this interactive tutorial, you'll learn how prepositional phrases add description and specificity and help make your writing more interesting.

Learn to enhance your writing by using noun phrases in this interactive tutorial. Although noun phrases can be used in many ways, here you'll learn how they can be used as the subject of a sentence or the object of a verb to add interest, detail, and specificity to your writing.

Learn to use commas correctly to set off an introductory clause, phrase, or word at the start of a sentence with this interactive tutorial.

Learn to use commas correctly with this interactive English Language Arts tutorial. You'll review a number of important comma rules, including when not to use a comma, and you'll learn to identify errors in comma usage. 

Learn about two mysterious punctuation marks: quotation marks and the dash. As you complete this interactive tutorial, you'll learn a number of important rules and guidelines to help you use them correctly.

This is Part Two of a two-part series.  Click HERE to launch Part One   to learn about the apostrophe and the ellipsis.

Explore Robert Frost's poem "Mending Wall" and examine words, phrases, and lines with multiple meanings. In this interactive tutorial, you'll analyze how these multiple meanings can affect a reader’s interpretation of the poem.

Learn about four mysterious punctuation marks in this two-part interactive tutorial. In Part One, you'll learn important rules and guidelines to help you correctly use the apostrophe and the ellipsis. 

In Part Two, you'll learn to correctly use quotation marks and the dash. Make sure to complete both parts! Click  HERE to open Part Two.

Examine the topics of transformation and perfection as you read excerpts from the “Myth of Pygmalion” by Ovid and the short story “The Birthmark” by Nathaniel Hawthorne. By the end of this two-part interactive tutorial series, you should be able to explain how the short story draws on and transforms source material from the original myth. 

This tutorial is the second in a two-part series.  Click HERE to launch Part One.

Examine the topics of transformation and perfection as you read excerpts from the “Myth of Pygmalion” by Ovid and the short story “The Birthmark” by Nathaniel Hawthorne. By the end of this two-part interactive tutorial series, you should be able to explain how the short story draws on and transforms source material from the original myth.  

This tutorial is the first in a two-part series. Click HERE to launch Part Two .

Learn three rules for using commas correctly in your writing through use of this interactive English Language Arts tutorial. You'll learn how to join two independent clauses without creating a comma splice, how to identify and offset a nonessential clause in a sentence, and how to use the controversial Oxford comma. 

Learn more about that dreaded word-- plagiarism --in this interactive tutorial that's all about citing your sources, creating a Works Cited page, and avoiding academic dishonesty!

Learn about the ways to correctly use a colon in a sentence by exploring this interactive tutorial! We'll go over contexts where colon use is appropriate, and you'll learn guidelines for colon usage. You'll also learn several important rules for capitalization usage after a colon. By the end, you should be apply to apply these rules to correctly use a colon within a sentence. 

Learn and practice how to use semicolons in this interactive tutorial. You'll learn three important rules for using the semicolon to join clauses together. By the end, you should be able to apply these three rules to correctly use a semicolon within a sentence.

Learn about adverb clauses, a flavorful ingredient that can enhance your sentences. In this interactive tutorial, you'll learn about adverb clauses and how these clauses can add interest, depth, and variety to your writing.

Learn about adjective clauses and how they can add interest, depth, and variety to your writing in this sweet-themed interactive tutorial.

Learn more about that dreaded word-- plagiarism --in this interactive tutorial that's all about citing your sources and avoiding academic dishonesty!

Explore excerpts from Ralph Waldo Emerson's essay "Self-Reliance" in this two-part series. This tutorial is Part Two. In this tutorial, you will continue to examine excerpts from Emerson's essay that focus on the topic of traveling. You'll examine word meanings and determine the connotations of specific words. You will also analyze the impact of specific word choices on the meaning of this portion of the essay.

Make sure to complete Part One first. Click HERE  to launch Part One.

Explore excerpts from Ralph Waldo Emerson's essay "Self-Reliance" in this two-part interactive tutorial series. You will examine word meanings, examine subtle differences between words with similar meanings, and think about the emotions or associations that are connected to specific words. Finally, you will analyze the impact of specific word choices on the meaning of these excerpts.

Make sure to complete both parts! Click HERE to launch Part Two.

Explore excerpts from Ralph Waldo Emerson's essay "Self-Reliance" in this interactive two-part tutorial. This tutorial is Part Two. In this two-part series, you will learn to enhance your experience of Emerson's essay by analyzing his use of the word "genius." You will analyze Emerson's figurative meaning of "genius" and how he develops and refines the meaning of this word over the course of the essay.

Make sure to complete Part One before beginning Part Two. Click HERE  to view Part One.

Learn to enhance your writing by combining clauses. In this interactive tutorial, you'll learn how to combine independent and dependent clauses to add interest, depth, and variety to your writing. 

Explore excerpts from Ralph Waldo Emerson's essay "Self-Reliance" in this interactive two-part tutorial. In Part One, you’ll learn to enhance your experience of a text by analyzing its use of a word’s figurative meaning. Specifically, you'll examine Emerson's figurative meaning of the key term "genius." In Part Two, you’ll learn how to track the development of a word’s figurative meaning over the course of a text. 

Make sure to complete both parts of the tutorial! Click  HERE to launch Part Two.

Practice analyzing word choices in "The Raven" by Edgar Allan Poe, including word meanings, subtle differences between words with similar meanings, and emotions connected to specific words. In this interactive tutorial, you will also analyze the impact of specific word choices on the meaning of the poem.

This is Part Two of a two-part series. Part One should be completed before beginning Part Two. Click  HERE to open Part One.

Practice analyzing word choices in "The Raven" by Edgar Allan Poe in this interactive tutorial. In this tutorial, you will examine word meanings, examine subtle differences between words with similar meanings, and think about emotions connected to specific words. You will also analyze the impact of specific word choices on the meaning of the poem.

This tutorial is Part One of a two-part series on Poe's "The Raven." Click  HERE to open Part Two.

Learn how to create a Poem in 2 Voices in this interactive tutorial. This tutorial is Part Three of a three-part series. In this tutorial, you will learn how to create a Poem in 2 Voices using evidence drawn from a literary text: The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson.

You should complete Part One and Part Two of this series before beginning Part Three.   

Click HERE to launch Part One. Click HERE to launch Part Two. 

Get ready to travel back in time to London, England during the Victorian era in this interactive tutorial that uses text excerpts from The Strange Case of Dr. Jekyll and Mr. Hyde . This tutorial is Part Two of a three-part series. You should complete Part One before beginning this tutorial. In Part Two, you will read excerpts from the last half of the story and practice citing evidence to support analysis of a literary text. In the third tutorial in this series, you’ll learn how to create a Poem in 2 Voices using evidence from this story. 

Make sure to complete all three parts! Click to  HERE launch Part One. Click  HERE to launch Part Three. 

Learn how authors create mood in a story through this interactive tutorial. You'll read a science fiction short story by author Ray Bradbury and analyze how he uses images, sound, dialogue, setting, and characters' actions to create different moods. This tutorial is Part One in a two-part series. In Part Two, you'll use Bradbury's story to help you create a Found Poem that conveys multiple moods.

When you've completed Part One, click HERE to launch Part Two.

Practice writing different aspects of an expository essay about scientists using drones to research glaciers in Peru. This interactive tutorial is part four of a four-part series. In this final tutorial, you will learn about the elements of a body paragraph. You will also create a body paragraph with supporting evidence. Finally, you will learn about the elements of a conclusion and practice creating a “gift.” 

This tutorial is part four of a four-part series. Click below to open the other tutorials in this series.

• Drones and Glaciers: Eyes in the Sky (Part 1)
• Drones and Glaciers: Eyes in the Sky (Part 2)
• Expository Writing: Eyes in the Sky (Part 3)
• Expository Writing: Eyes in the Sky (Part 4)

Practice citing evidence to support analysis of a literary text as you read excerpts from one of the most famous works of horror fiction of all time,  The Strange Case of Dr. Jekyll and Mr. Hyde. 

This tutorial is Part One of a three-part tutorial. In Part Two, you'll continue your analysis of the text. In Part Three, you'll learn how to create a Poem in 2 Voices using evidence from this story. Make sure to complete all three parts! 

Click  HERE to launch Part Two. Click HERE to launch Part Three. 

Learn how to write an introduction for an expository essay in this interactive tutorial. This tutorial is the third part of a four-part series. In previous tutorials in this series, students analyzed an informational text and video about scientists using drones to explore glaciers in Peru. Students also determined the central idea and important details of the text and wrote an effective summary. In part three, you'll learn how to write an introduction for an expository essay about the scientists' research. 

This tutorial is part three of a four-part series. Click below to open the other tutorials in this series.

• Drones and Glaciers: Eyes in the Sky (Part 2)
• E xpository Writing: Eyes in the Sky (Part 4)

Learn how to identify the central idea and important details of a text, as well as how to write an effective summary in this interactive tutorial. This tutorial is the second tutorial in a four-part series that examines how scientists are using drones to explore glaciers in Peru. 

This tutorial is part two of a four-part series. Click below to open the other tutorials in this series.

Learn about how researchers are using drones, also called unmanned aerial vehicles or UAVs, to study glaciers in Peru. In this interactive tutorial, you will practice citing text evidence when answering questions about a text.

This tutorial is part one of a four-part series. Click below to open the other tutorials in this series.

• Drones and Glaciers: Eyes in the Sky (Part 1)

Learn how to avoid plagiarism in this interactive tutorial. You will also learn how to follow a standard format for citation and how to format your research paper using MLA style. Along the way, you will also learn about master magician Harry Houdini. This tutorial is Part Two of a two-part series on research writing.

Be sure to complete Part One first. Click to view Part One .

Learn about paraphrasing and the use of direct quotes in this interactive tutorial about research writing. Along the way, you'll also learn about master magician Harry Houdini. This tutorial is part one of a two-part series, so be sure to complete both parts.

Check out part two— Avoiding Plaigiarism: It's Not Magic here .

Learn how to create a Found Poem with changing moods in this interactive tutorial. This tutorial is Part Two of a two-part series. In Part One, students read “Zero Hour,” a science fiction short story by author Ray Bradbury and examined how he used various literary devices to create changing moods. In Part Two, students will use words and phrases from “Zero Hour” to create a Found Poem with two of the same moods from Bradbury's story.

Click HERE   to launch Part One.

Cite text evidence and make inferences about the "real" history of Halloween in this spooky interactive tutorial. 

See how data are interpreted to better understand the reproductive strategies taken by sea anemones with this interactive tutorial.

Examine field sampling strategies used to gather data and avoid bias in ecology research. This interactive tutorial features the CPALMS Perspectives video .

Learn how to cite evidence and draw inferences in this interactive tutorial. Using an informational text about cyber attacks, you'll practice identifying text evidence and making inferences based on the text.

Learn how to define and identify claims being made within a text. This tutorial will also show you how evidence can be used effectively to support the claim being made. Lastly, this tutorial will help you write strong, convincing claims of your own.

Learn to identify explicit textual evidence and make inferences based on the text. In this interactive tutorial, you'll sharpen your analysis skills while reading about the famed American explorers, Lewis and Clark, and their trusted companion, Sacagawea. You'll practice analyzing the explicit textual evidence wihtin the text, and you'll also make your own inferences based on the available evidence. 

Explore the mystery of muscle cell metabolism and how cells are able to meet the need for a constant supply of energy. In this interactive tutorial, you'll identify the basic structure of adenosine triphosphate (ATP), explain how ATP’s structure is related it its job in the cell, and connect this role to energy transfers in living things.

Learn to identify and analyze extended metaphors using W.B. Yeats' poem, "The Stolen Child." In this interactive tutorial, we'll examine how Yeats uses figurative language to express the extended metaphor throughout this poem. We'll focus on his use of these seven types of imagery: visual, auditory, gustatory, olfactory, tactile, kinesthetic, and organic. Finally, we'll analyze how the poem's extended metaphor conveys a deeper meaning within the text.

Learn to identify and analyze the central idea of an informational text. In this interactive tutorial, you'll read several informational passages about the history of pirates. First, you'll learn the four-step process for pinpointing the central idea. Then you'll analyze each passage to see how the central idea is developed throughout the text.

Learn how to make inferences based on the information included in the text in this interactive tutorial. Using the short story "The Last Leaf" by O. Henry, you'll practice identifying both the explicit and implicit information in the story. You'll apply your own reasoning to make inferences based on what is stated both explicitly and implicitly in the text. 

Learn some of the basic rules for using semicolons and colons in this baseball-themed tutorial. In this interactive tutorial, you'll practice identifying independent clauses and distinguishing between conjunctive adverbs and coordinating conjunctions. You'll also learn how to organize a list of items using a semicolon. Finally, you'll learn how to introduce a list or quotation using a colon.

Join Baby Bear to answer questions about key details in his favorite stories with this interactive tutorial. Learn about characters, setting, and events as you answer who, where, and what questions.

In this tutorial, you will practice identifying relevant evidence within a text as you read excerpts from Jack London's short story "To Build a Fire." Then, you'll practice your writing skills as you draft a short response using examples of relevant evidence from the story.

Learn how to make inferences using the novel Hoot in this interactive tutorial. You'll learn how to identify both explicit and implicit information in the story to make inferences about characters and events.

Learn how to make inferences when reading a fictional text using the textual evidence provided. In this tutorial, you'll read the short story "The Story of an Hour" by Kate Chopin. You'll practice identifying what is directly stated in the text and what requires the use of inference. You'll practice making your own inferences and supporting them with evidence from the text.

Learn to distinguish between questions that can be answered by science and questions that science cannot answer. This interactive tutorial will help you distinguish between science and other ways of knowing, including art, religion, and philosophy.

In Part Two of this two-part series, you'll continue to explore excerpts from the Romantic novel  Jane Eyre  by Charlotte Brontë. In this tutorial, you'll examine the author's use of juxtaposition, which is a technique of putting two or more elements side by side to invite comparison or contrast. By the end of this tutorial, you should be able to explain how the author’s use of juxtaposition in excerpts from the first two chapters of  Jane   Eyre  defines Jane’s perspective regarding her treatment in the Reed household.

Make sure to complete Part One before beginning Part Two. Click HERE to view Part One. 

Dive deeper into the famous short story “The Bet” by Anton Chekhov and explore the impact of a fifteen-year bet made between a lawyer and a banker.

In Part Three, you’ll learn about universal themes and explain how a specific universal theme is developed throughout “The Bet.”

Make sure to complete the first two parts in the series before beginning Part three. Click HERE to view Part One. Click HERE to view Part Two.

Lesson Plan

In this lesson plan, students will explore the history and meaning behind various patriotic holidays and make personal connections with those holidays including, Constitution Day, Memorial Day, Veteran’s Day, Patriot Day, President’s Day, Independence Day, and Medal of Honor Day.

Type: Lesson Plan

Text Resources

Using this case study students can discuss "How can an employee"s behaviors and actions drive their career stability and path?"

Type: Text Resource

Using this case study, students can answer the question, "What are the limits of fair use regarding copyright protection?"

Using this case study, students can answer the question, "How does the composition of a scene influence how the viewer feels?"

Every day, we are bombarded by attention grabbing headlines that promise miracle cures to all of our ailments -- often backed up by a "scientific study." But what are these studies, and how do we know if they are reliable? David H. Schwartz dissects two types of studies that scientists use, illuminating why you should always approach the claims with a critical eye.

Type: Tutorial

This fun and interactive exercise will give you practice correcting two common types of run-on sentences: comma splices and fused sentences. For each practice item, you must identify the best way to correct either a comma splice or a fused sentence. Explanations of each correct answer are also provided. There’s also an explanation of the rules of proper sentence structure for you to study, simply click the hyperlinked word "rules."

This fun and interactive exercise will give you practice identifying two common types of run-on sentences: comma splices and fused sentences. For each practice item, you must identify whether a run-on sentence is a comma splice or a fused sentence. After every response, you will get immediate feedback. Explanations of each correct answer are also provided. There’s also an explanation of the rules of proper sentence structure for you to study, simply click the hyperlinked word "rules."

This fun and interactive exercise will give you practice in recognizing parallel structure. After every response, you will get immediate feedback. The site also includes an explanation of the rules of parallel structure that you can refer to as you complete this exercise.

This fun and interactive exercise will give you practice in maintaining parallel structure. After every response, you will get immediate feedback. The site also includes an explanation of the rules of parallel structure that you can refer to as you complete this exercise.

This fun and interactive exercise will give you practice in maintaining parallel structure. You will get feedback after every typed response. The site also includes an explanation of the rules of parallel structure that you can refer to as you complete this exercise.

Video/Audio/Animations

With an often unexpected outcome from a simple experiment, students can discover the factors that cause and influence thermohaline circulation in our oceans. In two 45-minute class periods, students complete activities where they observe the melting of ice cubes in saltwater and freshwater, using basic materials: clear plastic cups, ice cubes, water, salt, food coloring, and thermometers. There are no prerequisites for this lesson but it is helpful if students are familiar with the concepts of density and buoyancy as well as the salinity of seawater. It is also helpful if students understand that dissolving salt in water will lower the freezing point of water. There are additional follow up investigations that help students appreciate and understand the importance of the ocean's influence on Earth's climate.

Type: Video/Audio/Animation

In this National Science Foundation video and reading selection lab ecologist Janis Dickinson explains how she depends on citizen scientists to help her track the effects of disease, land-use change and environmental contaminants on the nesting success of birds.

Parent Resources

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• Research Skills

50 Mini-Lessons For Teaching Students Research Skills

Please note, I am no longer blogging and this post hasn’t updated since April 2020.

For a number of years, Seth Godin has been talking about the need to “ connect the dots” rather than “collect the dots” . That is, rather than memorising information, students must be able to learn how to solve new problems, see patterns, and combine multiple perspectives.

Solid research skills underpin this. Having the fluency to find and use information successfully is an essential skill for life and work.

Today’s students have more information at their fingertips than ever before and this means the role of the teacher as a guide is more important than ever.

You might be wondering how you can fit teaching research skills into a busy curriculum? There aren’t enough hours in the day! The good news is, there are so many mini-lessons you can do to build students’ skills over time.

This post outlines 50 ideas for activities that could be done in just a few minutes (or stretched out to a longer lesson if you have the time!).

Learn More About The Research Process

I have a popular post called Teach Students How To Research Online In 5 Steps. It outlines a five-step approach to break down the research process into manageable chunks.

This post shares ideas for mini-lessons that could be carried out in the classroom throughout the year to help build students’ skills in the five areas of: clarify, search, delve, evaluate , and cite . It also includes ideas for learning about staying organised throughout the research process.

Notes about the 50 research activities:

• These ideas can be adapted for different age groups from middle primary/elementary to senior high school.
• Many of these ideas can be repeated throughout the year.
• Depending on the age of your students, you can decide whether the activity will be more teacher or student led. Some activities suggest coming up with a list of words, questions, or phrases. Teachers of younger students could generate these themselves.
• Depending on how much time you have, many of the activities can be either quickly modelled by the teacher, or extended to an hour-long lesson.
• Some of the activities could fit into more than one category.
• Looking for simple articles for younger students for some of the activities? Try DOGO News or Time for Kids . Newsela is also a great resource but you do need to sign up for free account.
• Why not try a few activities in a staff meeting? Everyone can always brush up on their own research skills!

• Choose a topic (e.g. koalas, basketball, Mount Everest) . Write as many questions as you can think of relating to that topic.
• Make a mindmap of a topic you’re currently learning about. This could be either on paper or using an online tool like Bubbl.us .
• Read a short book or article. Make a list of 5 words from the text that you don’t totally understand. Look up the meaning of the words in a dictionary (online or paper).
• Look at a printed or digital copy of a short article with the title removed. Come up with as many different titles as possible that would fit the article.
• Come up with a list of 5 different questions you could type into Google (e.g. Which country in Asia has the largest population?) Circle the keywords in each question.
• Write down 10 words to describe a person, place, or topic. Come up with synonyms for these words using a tool like  Thesaurus.com .
• Write pairs of synonyms on post-it notes (this could be done by the teacher or students). Each student in the class has one post-it note and walks around the classroom to find the person with the synonym to their word.

• Explore how to search Google using your voice (i.e. click/tap on the microphone in the Google search box or on your phone/tablet keyboard) . List the pros and cons of using voice and text to search.
• Open two different search engines in your browser such as Google and Bing. Type in a query and compare the results. Do all search engines work exactly the same?
• Have students work in pairs to try out a different search engine (there are 11 listed here ). Report back to the class on the pros and cons.
• Think of something you’re curious about, (e.g. What endangered animals live in the Amazon Rainforest?). Open Google in two tabs. In one search, type in one or two keywords ( e.g. Amazon Rainforest) . In the other search type in multiple relevant keywords (e.g. endangered animals Amazon rainforest).  Compare the results. Discuss the importance of being specific.
• Similar to above, try two different searches where one phrase is in quotation marks and the other is not. For example, Origin of “raining cats and dogs” and Origin of raining cats and dogs . Discuss the difference that using quotation marks makes (It tells Google to search for the precise keywords in order.)
• Try writing a question in Google with a few minor spelling mistakes. What happens? What happens if you add or leave out punctuation ?
• Try the AGoogleADay.com daily search challenges from Google. The questions help older students learn about choosing keywords, deconstructing questions, and altering keywords.
• Explore how Google uses autocomplete to suggest searches quickly. Try it out by typing in various queries (e.g. How to draw… or What is the tallest…). Discuss how these suggestions come about, how to use them, and whether they’re usually helpful.
• Watch this video  from Code.org to learn more about how search works .
• Take a look at  20 Instant Google Searches your Students Need to Know  by Eric Curts to learn about “ instant searches ”. Try one to try out. Perhaps each student could be assigned one to try and share with the class.
• Experiment with typing some questions into Google that have a clear answer (e.g. “What is a parallelogram?” or “What is the highest mountain in the world?” or “What is the population of Australia?”). Look at the different ways the answers are displayed instantly within the search results — dictionary definitions, image cards, graphs etc.

• Watch the video How Does Google Know Everything About Me?  by Scientific American. Discuss the PageRank algorithm and how Google uses your data to customise search results.
• Brainstorm a list of popular domains   (e.g. .com, .com.au, or your country’s domain) . Discuss if any domains might be more reliable than others and why (e.g. .gov or .edu) .
• Discuss (or research) ways to open Google search results in a new tab to save your original search results  (i.e. right-click > open link in new tab or press control/command and click the link).
• Try out a few Google searches (perhaps start with things like “car service” “cat food” or “fresh flowers”). A re there advertisements within the results? Discuss where these appear and how to spot them.
• Look at ways to filter search results by using the tabs at the top of the page in Google (i.e. news, images, shopping, maps, videos etc.). Do the same filters appear for all Google searches? Try out a few different searches and see.
• Type a question into Google and look for the “People also ask” and “Searches related to…” sections. Discuss how these could be useful. When should you use them or ignore them so you don’t go off on an irrelevant tangent? Is the information in the drop-down section under “People also ask” always the best?
• Often, more current search results are more useful. Click on “tools” under the Google search box and then “any time” and your time frame of choice such as “Past month” or “Past year”.
• Have students annotate their own “anatomy of a search result” example like the one I made below. Explore the different ways search results display; some have more details like sitelinks and some do not.

• Find two articles on a news topic from different publications. Or find a news article and an opinion piece on the same topic. Make a Venn diagram comparing the similarities and differences.
• Choose a graph, map, or chart from The New York Times’ What’s Going On In This Graph series . Have a whole class or small group discussion about the data.
• Look at images stripped of their captions on What’s Going On In This Picture? by The New York Times. Discuss the images in pairs or small groups. What can you tell?
• Explore a website together as a class or in pairs — perhaps a news website. Identify all the advertisements .
• Have a look at a fake website either as a whole class or in pairs/small groups. See if students can spot that these sites are not real. Discuss the fact that you can’t believe everything that’s online. Get started with these four examples of fake websites from Eric Curts.
• Give students a copy of my website evaluation flowchart to analyse and then discuss as a class. Read more about the flowchart in this post.
• As a class, look at a prompt from Mike Caulfield’s Four Moves . Either together or in small groups, have students fact check the prompts on the site. This resource explains more about the fact checking process. Note: some of these prompts are not suitable for younger students.
• Practice skim reading — give students one minute to read a short article. Ask them to discuss what stood out to them. Headings? Bold words? Quotes? Then give students ten minutes to read the same article and discuss deep reading.

All students can benefit from learning about plagiarism, copyright, how to write information in their own words, and how to acknowledge the source. However, the formality of this process will depend on your students’ age and your curriculum guidelines.

• Watch the video Citation for Beginners for an introduction to citation. Discuss the key points to remember.
• Look up the definition of plagiarism using a variety of sources (dictionary, video, Wikipedia etc.). Create a definition as a class.
• Find an interesting video on YouTube (perhaps a “life hack” video) and write a brief summary in your own words.
• Have students pair up and tell each other about their weekend. Then have the listener try to verbalise or write their friend’s recount in their own words. Discuss how accurate this was.
• Read the class a copy of a well known fairy tale. Have them write a short summary in their own words. Compare the versions that different students come up with.
• Try out MyBib — a handy free online tool without ads that helps you create citations quickly and easily.
• Give primary/elementary students a copy of Kathy Schrock’s Guide to Citation that matches their grade level (the guide covers grades 1 to 6). Choose one form of citation and create some examples as a class (e.g. a website or a book).
• Make a list of things that are okay and not okay to do when researching, e.g. copy text from a website, use any image from Google images, paraphrase in your own words and cite your source, add a short quote and cite the source. 
• Have students read a short article and then come up with a summary that would be considered plagiarism and one that would not be considered plagiarism. These could be shared with the class and the students asked to decide which one shows an example of plagiarism .
• Older students could investigate the difference between paraphrasing and summarising . They could create a Venn diagram that compares the two.
• Write a list of statements on the board that might be true or false ( e.g. The 1956 Olympics were held in Melbourne, Australia. The rhinoceros is the largest land animal in the world. The current marathon world record is 2 hours, 7 minutes). Have students research these statements and decide whether they’re true or false by sharing their citations.

Staying Organised

• Make a list of different ways you can take notes while researching — Google Docs, Google Keep, pen and paper etc. Discuss the pros and cons of each method.
• Learn the keyboard shortcuts to help manage tabs (e.g. open new tab, reopen closed tab, go to next tab etc.). Perhaps students could all try out the shortcuts and share their favourite one with the class.
• Find a collection of resources on a topic and add them to a Wakelet .
• Listen to a short podcast or watch a brief video on a certain topic and sketchnote ideas. Sylvia Duckworth has some great tips about live sketchnoting
• Learn how to use split screen to have one window open with your research, and another open with your notes (e.g. a Google spreadsheet, Google Doc, Microsoft Word or OneNote etc.) .

All teachers know it’s important to teach students to research well. Investing time in this process will also pay off throughout the year and the years to come. Students will be able to focus on analysing and synthesizing information, rather than the mechanics of the research process.

By trying out as many of these mini-lessons as possible throughout the year, you’ll be really helping your students to thrive in all areas of school, work, and life.

Also remember to model your own searches explicitly during class time. Talk out loud as you look things up and ask students for input. Learning together is the way to go!

You Might Also Enjoy Reading:

How To Evaluate Websites: A Guide For Teachers And Students

Five Tips for Teaching Students How to Research and Filter Information

Typing Tips: The How and Why of Teaching Students Keyboarding Skills

8 Ways Teachers And Schools Can Communicate With Parents

10 Replies to “50 Mini-Lessons For Teaching Students Research Skills”

Loving these ideas, thank you

This list is amazing. Thank you so much!

So glad it’s helpful, Alex! 🙂

Hi I am a student who really needed some help on how to reasearch thanks for the help.

So glad it helped! 🙂

seriously seriously grateful for your post. 🙂

So glad it’s helpful! Makes my day 🙂

How do you get the 50 mini lessons. I got the free one but am interested in the full version.

Hi Tracey, The link to the PDF with the 50 mini lessons is in the post. Here it is . Check out this post if you need more advice on teaching students how to research online. Hope that helps! Kathleen

Best wishes to you as you face your health battler. Hoping you’ve come out stronger and healthier from it. Your website is so helpful.

Comments are closed.

Research Basics: an open academic research skills course

• Lesson 1: Using Library Tools
• Lesson 2: Smart searching
• Lesson 3: Managing information overload
• Assessment - Module 1
• Lesson 1: The ABCs of scholarly sources
• Lesson 2: Additional ways of identifying scholarly sources
• Lesson 3: Verifying online sources
• Assessment - Module 2
• Lesson 1: Creating citations
• Lesson 2: Citing and paraphrasing
• Lesson 3: Works cited, bibliographies, and notes
• Assessment - Module 3
• - For Librarians and Teachers -
• Acknowledgements
• Other free resources from JSTOR

JSTOR is a digital library for scholars, researchers, and students.

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Welcome to the ever-expanding universe of scholarly research!

There's a lot of digital content out there, and we want to help you get a handle on it. Where do you start? What do you do? How do you use it? Don’t worry, this course has you covered.

This introductory program was created by  JSTOR  to help you get familiar with basic research concepts needed for success in school. The course contains three modules, each made up of three short lessons and three sets of practice quizzes. The topics covered are subjects that will help you prepare for college-level research. Each module ends with an assessment to test your knowledge.

The JSTOR librarians who helped create the course hope you learn from the experience and feel ready to research when you’ve finished this program.  Select Module 1: Effective Searching to begin the course. Good luck!

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• Last Updated: Apr 24, 2024 6:38 AM
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• Carnegie Classification
• American Council on Education
• Higher Education Today
• Race and Ethnicity in Higher Education

Basic Classification

The Basic Classification is an update of the traditional classification framework developed by the Carnegie Commission on Higher Education in the early 1970s to support its research program. The Basic Classification was originally published for public use in 1973, and subsequently updated in 1976, 1987, 1994, 2000, 2005, 2010, 2015, 2018, and 2021. The 2021 update included only minor changes. Specifically, the label “Tribal Colleges” has been changed back to “Tribal Colleges and Universities.” In addition, there is a new category “Special Focus Research Institution,” comprised of the special focus institutions that meet the criteria for being considered a “Research University” but confer degrees in a limited range of academic programs. Additionally, the special focus categories of “Engineering Schools” and “Other Technology-Related Schools” have been combined into a single category.

Basic Classification Methodology

View the flowchart illustrating the logic of the six all-inclusive Classifications.

DOCTORAL UNIVERSITIES

Includes institutions that awarded at least 20 research/scholarship doctoral degrees during the update year and also institutions with below 20 research/scholarship doctoral degrees that awarded at least 30 professional practice doctoral degrees in at least 2 programs. Excludes Special Focus Institutions and Tribal Colleges and Universities.

The first two categories include only institutions that awarded at least 20 research/scholarship doctoral degrees and had at least $5 million in total research expenditures (as reported through the National Science Foundation (NSF) Higher Education Research & Development Survey (HERD)).

Institutions were included in these categories if they awarded at least 20 research/scholarship doctorates in 2019-20 or awarded at least 30 professional practice doctorates across at least 2 programs. These categories were limited to institutions that were not identified as Tribal Colleges and Universities or Special Focus Institutions.

Institutions that conferred at least 20 research/scholarship doctorates in 2019-20 and reported at least $5 million in total research expenditures in FY20 were assigned to one of two categories based on a measure of research activity. The research activity index includes the following correlates of research activity: research & development (R&D) expenditures in science and engineering; R&D expenditures in non-S&E fields; S&E research staff (postdoctoral appointees and other non-faculty research staff with doctorates); doctoral conferrals in humanities, social science, STEM (science, technology, engineering, and mathematics) fields, and in other fields (e.g., business, education, public policy, social work). The mapping of doctoral degrees to these four disciplinary clusters is documented in this  Excel file . These data were statistically combined using principal components analysis to create two indices of research activity reflecting the total variation across these measures (based on the first principal component in each analysis).

One index represents the aggregate level of research activity, and the other captures per-capita research activity using the expenditure and staffing measures divided by the number of full-time faculty within the assistant, associate, and full professor ranks. The values on each index were then used to locate each institution on a two-dimensional graph. We calculated each institution's distance from a common reference point (the minima of each scale), and then used the results to assign institutions to one of two groups based on their distance from the reference point. Before conducting the analysis, raw data were converted to rank scores to reduce the influence of outliers and to improve discrimination at the lower end of the distributions where many institutions were clustered. Detailed information about how the research activity index was calculated can be found  here . A more detailed description of the methodology is available  here .

Doctoral degree conferrals by field were based on IPEDS Completions data reporting 2019-20 degree conferrals. Faculty counts were from the IPEDS (HR) Full-time instructional staff by academic rank, faculty and tenure status, Fall 2020. R&D expenditures came from the NSF Higher Education Research and Development (HERD) Survey for fiscal year 2020. Research staff data came from the NSF Survey of Graduate Students and Postdoctorates in Science and Engineering for Fiscal Year 2018-19. These were the most current and complete data available at the time of our analysis, and we judged currency to be more important than temporal alignment of all data sources.

As in prior years, although to a lesser extent, there were some cases in which the NSF data were reported at a higher level of aggregation than is needed for classification purposes (i.e., a university system comprising multiple campuses that are distinct entities for classification purposes, but that are reported together as a single entity in the NSF data). We used the proportion of research/doctoral degrees conferred by campus as a proxy for allocating the expenditures across campuses. For the staffing data, where aggregate reporting was more slightly more common, we used the proportionate distribution of expenditures data to allocate staffing among multiple institutions reported as a single entity on the NSF research staffing survey.

Search by Classification

R1: Doctoral Universities – Very high research activity

R2: Doctoral Universities – High research activity

D/PU: Doctoral/Professional Universities

MASTER’S COLLEGES AND UNIVERSITIES

Generally includes institutions that awarded at least 50 master’s degrees and fewer than 20 doctoral degrees during the update year (with occasional exceptions – see Methodology). Excludes Special Focus Institutions and Tribal Colleges and Universities.

Institutions were included in these categories if they awarded at least 50 master's and/or doctoral degrees in 2019-20, but fewer than 20 research doctorates (as defined above). Some institutions with smaller master's programs were also included (see below). These categories were limited to institutions that were not identified as Tribal Colleges and Universities or Special Focus Institutions.

Master's program size was based on the number of master's and/or doctoral degrees awarded in 2019-20. Those awarding at least 200 degrees were included among larger programs; those awarding 100–199 were included among medium programs; and those awarding 50–99 were included among smaller programs. The smaller programs group also includes institutions that awarded fewer than 50 master's degrees if (a) their Enrollment Profile classification is Exclusively Graduate/Professional or (b) their Enrollment Profile classification is Majority Graduate/Professional and they awarded more graduate/professional degrees than undergraduate degrees.

Some institutions that were initially classified among Master's Colleges and Universities were reclassified or given the option of classification among Baccalaureate Colleges based on their overall profile (see Exception below).

M1: Master’s Colleges and Universities – Larger programs

M2: Master’s Colleges and Universities – Medium programs

M3: Master’s Colleges and Universities – Small programs

BACCALAUREATE COLLEGES

Includes institutions where baccalaureate or higher degrees represent at least 50 percent of all degrees but where fewer than 50 master’s degrees or 20 doctoral degrees were awarded during the update year. (Some institutions above the master’s degree threshold are also included; see Exception.) Excludes Special Focus Institutions and Tribal Colleges and Universities. The formal expression of these classifications is (Classification):(Subset). For example: Baccalaureate Colleges: Diverse Fields.

Institutions were included in these categories if bachelor's degrees accounted for at least 50 % of all degrees awarded and they awarded fewer than 50 master's degrees (2019-20 degree conferrals). In addition, these categories were limited to institutions that were not identified as Tribal Colleges and Universities or as Special Focus Institutions.

Institutions in which at least half of bachelor's degree majors were in arts and sciences fields were included in the "Arts & Sciences" group, while the remaining institutions were included in the "Diverse Fields" group.

The analysis of major field of study is based on degree conferral data (IPEDS Completions). Up to two majors can be reported, and both were considered for this analysis. Thus for an institution with 1,000 bachelor's degree recipients, half of whom completed double majors, the analysis would consider all 1,500 majors. The mapping of fields of study to arts & sciences or professions is documented in this  Ex cel  file.

As in the past, some institutions that had been classified among Master's Colleges and Universities or Doctoral/Professional Universities are given the option of classification among Baccalaureate Colleges based on their overall profile. These institutions met the following criteria:

• FTE enrollment of fewer than 4,000 students
• Highly residential (Size & Setting classification)
• Enrollment Profile classification of Very high undergraduate or High undergraduate, combined with No graduate coexistence or Some graduate coexistence (Undergraduate Instructional Program classification)
• Enrollment Profile classification of Majority undergraduate combined with No graduate coexistence.

We continue to provide this choice and used previous requests for exception to determine which institutions were granted this exception.

Arts & Sciences Focus

Diverse Fields

BACCALAUREATE/ASSOCIATE’S COLLEGES

Includes four-year colleges, by virtue of having at least one baccalaureate degree program, that conferred more than 50 percent of degrees at the associate’s level (but excluding special focus institutions, Tribal Colleges and Universities, and institutions that have sufficient master’s or doctoral degrees to fall into those categories). These institutions are divided into two subcategories: Mixed Baccalaureate/Associate’s Colleges are those that conferred more than 10% of degrees at the baccalaureate level or higher (fewer than 90% associate’s degrees); Associate’s Dominant institutions are those that conferred fewer than 10% of degrees at the baccalaureate level or higher (at least 90% associate’s degrees).

Mixed Baccalaureate/Associate’s Colleges

Associate’s Dominant

ASSOCIATE’S COLLEGES

Institutions at which the highest level of degree awarded is an associate’s degree. The institutions are sorted into nine categories based on the intersection of two factors: disciplinary focus (transfer, career & technical or mixed) and dominant student type (traditional, nontraditional or mixed). Excludes Special Focus Institutions and Tribal Colleges and Universities. The formal expression of these classifications is (Classification):(Subset). For example: Associate’s Colleges: Mixed Transfer/Career & Technical-Mixed Traditional/Nontraditional.

For institutions that conferred associate degrees as the highest degree level offering, we used the methodology introduced with the 2015 update. First, the institutions were separated according to whether their total awards (associate degrees and certificates), were primarily in one or a few disciplinary fields. These fields were identified according to the first two digits of the CIP* code. Institutions that meet the criteria of being a special focus institutions (see section below) were classified into one of four Special Focus groups noted below. Two-year institutions not designated as special focus were classified according to the combination of two factors, each divided into three groups (3x3=9 categories total): program mix and student mix.

Because IPEDS does not capture information regarding type of associate degree conferred (e.g., AA, AS, AAA or AAS), we use the field of study for awarded associate's degrees and longer term certificates (at least 1 but less than 2 years) as a proxy measure to categorize institutions into one of three program mix groups: high transfer, mixed transfer/career-technical, and high career-technical. This designation was derived starting with the arts & sciences and professions distinction used for classifying baccalaureate colleges. The "professional" disciplines are then further distinguished according to the percent of awards nationally, awarded at the associate degree or less than two-year certificate levels. The CIP codes were then further reviewed and additional ones changed from professional to career & technical if they were in a sequence where the majority were career & technical, or if it was obvious that the field of study was associated with employment opportunities that did not require a higher credential. The detailed disciplinary designations are available in an Excel spreadsheet.

Institutions in which 35.7% or less of awards were in career & technical disciplines were designated as having a high transfer program mix. Those with at least 53.8% of programs in such disciplines were considered as having a high career & technical program mix. Institutions between which 35.7% and 53.8% of awards were in career & technical fields were categorized as mixed transfer/career & technical program mix. This categorization is based on the rationale that the career & technical programs are designed to provide the award recipient with a credential for immediate employment within that field. Awards in other fields (professional and arts & sciences) generally require further education to obtain employment requiring a postbaccalaureate or higher credential in the field. We recognize that many associate's colleges offer awards in the specific field, "Liberal Arts & Sciences, General Studies or Humanities" as a "Transfer Degree." However, in this classification, we take a broader view of transfer preparation to include fields in which the terminal associate's degree or more than one-year but less than two-year certificate is not sufficient for employment in positions within the field that require a baccalaureate or higher credential. In creating this classification, we recognize that individual states and individual institutions vary in their policies and practices as to whether such non-career-technical fields (by our definition) prepare students for transfer to a four-year institution.

Student mix, within this classification, is determined by a combination of the proportion of total enrollment accounted for by "degree-seeking" students (as opposed to "non-degree" students), and the ratio of fall headcount to annual unduplicated headcount. Specifically, we multiply these two ratios and designate as "high traditional" student focus those institutions for which the product is greater than 0.628. Institutions for which the product is lower than 0.533 are designated as "high non-traditional," and the remaining institutions are designated as "mixed traditional/nontraditional." The student mix index was created by examining the distribution of students within these institutions across the stated variables as well as percent part-time students and the percent students age 25 or older. The derived factor was selected due the comprehensiveness of data availability and the distributional properties that allowed for identification of cutoff points for groups of three roughly equivalent numbers of institutions.

HIGH TRANSFER

• High Traditional
• Mixed Traditional/Nontraditional
• High Nontraditional

MIXED TRANSFER/CAREER & TECHNICAL

SPECIAL FOCUS INSTITUTIONS

Institutions where a high concentration of degrees is in a single field or set of related fields. Excludes Tribal Colleges and Universities. The formal expression of these classifications is (Classification):(Subset). For example:  Special Focus Two-Year: Technical Professions.

The special-focus designation was based on the concentration of degrees in a single field or set of related fields, at both the undergraduate and graduate levels. Institutions were determined to have a special focus if they met any of the following conditions:

• Conferred at least 75% of degrees in just one field (as determined by the first two digits of the CIP Code) other than "Liberal Arts & Sciences, General Studies or Humanities" (CIP2=24) and did not confer degrees in any more than 6 different CIP2 categories
• Conferred 70-74% in one field and conferred degrees in no more than 2 other CIP2 categories.
• Conferred 60-69% in one field and conferred degrees in no more than 1 other CIP2 category.

We also examined institutions’ past classifications to determine if the special focus designation was still appropriate. Institution web sites also were consulted to determine the nature of the institution’s mission and program mix.

• Health Professions
• Technical Professions
• Arts & Design
• Other Fields
• Faith-Related Institutions
• Medical Schools & Centers
• Other Health Professions Schools
• Research Institution
• Engineering and Other Technology-Related Schools
• Business & Management Schools
• Arts, Music & Design Schools
• Law Schools
• Other Special Focus Institutions

TRIBAL COLLEGES AND UNIVERSITIES

Colleges and Universities that are members of the American Indian Higher Education Consortium, as identified in IPEDS Institutional Characteristics.

Tribal Colleges and Universities

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Getting First Graders Started With Research

Teaching academically honest research skills helps first graders learn how to collect, organize, and interpret information.

Earlier in my career, I was told two facts that I thought to be false: First graders can’t do research, because they aren’t old enough; and if facts are needed for a nonfiction text, the students can just make them up. Teachers I knew went along with this misinformation, as it seemed to make teaching and learning easier. I always felt differently, and now—having returned to teaching first grade 14 years after beginning my career with that age group—I wanted to prove that first graders can and should learn how to research. 

A lot has changed over the years. Not only has the science of reading given teachers a much better understanding of how to teach reading skills , but we now exist in a culture abundant in information and misinformation. It’s imperative that we teach academically honest research skills to students as early as possible. 

Use a Familiar Resource, and Pair it with a Planned Unit

How soon do you start research in first grade? Certainly not at the start of the year with the summer lapse in skills and knowledge and when new students aren’t yet able to read. By December of this school year, skills had either been recovered or established sufficiently that I thought we could launch into research. This also purposely coincided with a unit of writing on nonfiction—the perfect pairing.

The research needed an age-related focus to make it manageable, so I chose animals. I thought about taking an even safer route and have one whole class topic that we researched together, so that students could compare notes and skills. I referred back to my days working in inquiry-based curriculums (like the International Baccalaureate Primary Years Program) and had students choose which animal to study. Our school librarian recommended that we use Epic because the service has an abundance of excellent nonfiction animal texts of different levels.

Teach the Basics for Organized Research 

I began with a conversation about academic honesty and why we don’t just copy information from books. We can’t say this is our knowledge if we do this; it belongs to the author. Instead, we read and learn. Then, we state what we learned in our own words. Once this concept is understood, I model how to do this by creating a basic step-by-step flowchart taught to me by my wife—a longtime first-grade and kindergarten teacher and firm believer in research skills.

• Read one sentence at a time.
• Turn the book over or the iPad around.
• Think about what you have learned. Can you remember the fact? Is the fact useful? Is it even a fact?
• If the answer is no, reread the sentence or move onto the next one.
• If the answer is yes, write the fact in your own words. Don’t worry about spelling. There are new, complex vocabulary words, so use your sounding-out/stretching-out strategies just like you would any other word. Write a whole sentence on a sticky note.
• Place the sticky note in your graphic organizer. Think about which section it goes in. If you aren’t sure, place it in the “other facts” section.

The key to collecting notes is the challenging skill of categorizing them. I created a graphic organizer that reflected the length and sections of the exemplar nonfiction text from our assessment materials for the writing unit. This meant it had five pages: an introduction, “what” the animal looks like, “where” the animal lives, “how” the animal behaved, and a last page for “other facts” that could become a general conclusion.

Our district’s literacy expert advised me not to hand out my premade graphic organizer too soon in this process because writing notes and categorizing are two different skills. This was my intention, but I forgot the good advice and handed out the organizer right away. This meant dedicating time for examining and organizing notes in each combined writing and reading lesson. A lot of one-on-one feedback was needed for some students, while others flourished and could do this work independently. The result was that the research had a built-in extension for those students who were already confident readers.

Focus on What Students Need to Practice 

Research is an essential academic skill but one that needs to be tackled gradually. I insisted that my students use whole sentences rather than words or phrases because they’re at the stage of understanding what a complete sentence is and need regular practice. In this work, there’s no mention of citation language and vetting sources; in the past, I’ve introduced those concepts to students in fourth grade and used them regularly with my fifth-grade students. Finding texts that span the reading skill range of a first-grade class is a big enough task. 

For some of the key shared scientific vocabulary around science concepts, such as animal groups (mammals, etc.) or eating habits (carnivore, etc.), I created class word lists, having first sounded out the words with the class and then asked students to attempt spelling them in their writing.

The Power of Research Can Facilitate Student Growth 

I was delighted with the results of the research project. In one and a half weeks, every student had a graphic organizer with relevant notes, and many students had numerous notes. With my fourth- and fifth-grade students, I noticed that one of the biggest difficulties for them was taking notes and writing them in a way that showed a logical sequence. Therefore, we concluded our research by numbering the notes in each section to create a sequential order. 

This activity took three lessons and also worked for my first graders. These organized notes created an internal structure that made the next step in the writing process, creating a first draft of their nonfiction teaching books, so much easier. 

The overall result was that first graders were able to truly grasp the power of research and gathering accurate facts. I proved that young children can do this, especially when they work with topics that already fascinate them. Their love of learning motivated them to read higher-level and more sophisticated texts than they or I would normally pick, further proving how interest motivates readers to embrace complexity.

Resources for librarians, teachers, parents, & grandparents

Researching with 1st Grade-Teaching Good Research Steps

Mar 19, 2015  •   2 Comments

     Teaching good research habits to younger grades is a very important part of being a librarian.  In the past, I have introduced the research steps using a lesson that connected the Big 6 steps to following a recipe for making an apple pie.  You can read about this “Recipe for Research” lesson on my blog here.       Typically, after I do this lesson, we would investigate Non-Fiction books, Text Features, and databases, and then they would do their research later in their classrooms with their teachers.      This year, I wanted to be more involved in helping them learn how to do the actual research part, so I decided to do a mini-research project with my first graders as part of their library lessons.   Step #1      I started off by asking them what they wanted to learn more about.  Most of them answered with some sort of animal, so we decided that our first research project together would be about animals.        This was actually perfect, as w e had just finished reading the book Those Darn Squirrels  by Adam Rubin. (By the way, if you haven’t read this, it’s a FANTASTIC book.  The kids LOVE raising their fists and shouting “Those Darn Squirrels!” whenever Old Man Fookwire yells at the crazy squirrels in his backyard.  Plus, they were super excited to find out that there are 2 more books in the series!)

      I told them that I was going to research Squirrels since we had just read about them, and then  I introduced them to PebbleGo .   This is an absolutely FANTASTIC database by Capstone Digital!  It is ideal for younger grades, and makes it super easy for them to find information. Each topic is divided into 6 main tabs: body, habitat, food, life cycle, fun facts, and related articles.  Each tab allows the student to either read or listen to the information, and most topics have a video they can watch as well.  It is slightly expensive, but well worth the money!  (If you are interested in checking it out, you can get a free 2 week trial by filling out a short form found here .)  I gave them some time to explore the database so they would be familiar with it for our next lesson, and I told them to think about what animal they would like to research.

Step #2      On their next visit, we quickly reviewed the “Recipe for Research” steps again, and  brainstormed a list of “egg” questions to research about their animal.  T hey came up with things like: what does my animal eat, how fast can it run, who is it afraid of, how does it move, where is it’s home, etc.   I created a Research Brochure (aka: note-taking tool) and had them chose 4 questions to write inside each egg.  

  Once their questions were written down, I asked “What do you think the lines underneath each egg are for?”  They correctly guessed it was for their answers to the questions.  I had them look at the lines, and we discussed how they weren’t very long and they would have to make sure they only wrote down the important words.      I pulled up information on Squirrels on PebbleGo, and we read that “Tree Squirrels have bushy tails that are as long as their body.” I had them help me find the “important facts” and I told them the general rule was they could write up to 3 words from a sentence.  (I am trying to start them early on learning how to paraphrase and write notes, and not just copy everything that they see.)  It was fun writing down their ideas, and then they would check to see if they had more than 3 words. After several tries, they came up with “long, bushy tails”. We practiced a few more times together, and then they  spent the rest of their library time on PebbleGo trying to find the answers for their animal. Before they left, I collected their research brochures to keep them safe for next time. S tep #3       The next week in the library, I showed them another database that I love to use with the younger grades,  Facts 4 Me .  It’s super cheap (only $50.00 for an entire year subscription!) You can take a quick tour of the site to learn more here .  It’s developed by former teachers, and the layout is also very friendly.   Each topic starts with a “Quick Facts” section that gives basic information.  On animals, it gives a variety of info such as: type, habitat, diet, weight, height, etc.  Along the left side are photographs, and under the Quick Facts section are short paragraphs giving more information.    

     At  the bottom, it even gives the exact citation to include on your Works Cited page, so I took this opportunity to begin teaching  them how to do a simple Works Cited page.  For the younger grades, I created just a simple ABC form (A=Author or website, B=Book Title or topic title, C=Copyright date).  I told them anytime they used facts from a source, they had to fill out a slip for their Works Cited page.  I had a stack and we just stapled the slip to their brochure so it all stayed together.  I gave them the rest of this library period to finish finding answers to their questions.

Step 4      Now that they had their answers, I showed them how to take their notes and create detailed, complete sentences on notebook paper.  We also talked about how to write a simple paragraphs (one paragraph for each “egg” question that they had answers for.)  When they were done, I had them work in pairs and peer-edit.  They helped each other with spelling, capitals, punctuation, and made sure that all their egg questions were answered.   Step 5 I gave them a variety of formats to choose from for their final presentation:   1) They could write a basic report using the 2-page format. 

2) They could make their own animal book using the brochure format including a Table of Contents and Author page.

3) Those that wanted to create a true Non-Fiction animal book could create one with a Table of Contents, Index, and Works Cited page.

Step #6      For their finale, each student presented their animal reports to the group.  I believe it’s important for students to get practice talking in front of their peers. Next time, I think it would be fun to Skype with another library and let students from each class share.  Technology options:        There are so many different apps that you can use to present their final information as well.  I love Tellagami and Sock Puppets, and both of these are easy to use.  Since we completed these activities toward the end of the year, our normal schedules were interrupted due to state testing, book fair, and end of the year changes.  Exploring those apps were a great way to keep the kids excited about their research project and provided motivation for them to finish.  If you are interested in doing this research activity with your students, you can find it here on my website or at  TpT store .  I’d love to hear how you do research with your students! Sandy

2 Responses to “Researching with 1st Grade-Teaching Good Research Steps”

Clear and easy to follow, yet thorough and precise. Thank you!

You’re welcome Mona! I hope they help! 🙂 Sandy

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Understanding Research Methods

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Instructors: Dr J. Simon Rofe, SOAS, University of London +2 more

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There are 4 modules in this course

This MOOC is about demystifying research and research methods. It will outline the fundamentals of doing research, aimed primarily, but not exclusively, at the postgraduate level. It places the student experience at the centre of our endeavours by engaging learners in a range of robust and challenging discussions and exercises befitting SOAS, University of London's status as a research-intensive university and its rich research heritage.

The course will appeal to those of you who require an understanding of research approaches and skills, and importantly an ability to deploy them in your studies or in your professional lives. In particular, this course will aid those of you who have to conduct research as part of your postgraduate studies but do not perhaps have access to research methods courses, or for those of you who feel you would like additional support for self-improvement. No prior knowledge or experience in research is required to take this course and as such, the course is for everyone. This MOOC draws on a wealth of existing course material developed to support research training across SOAS, University of London and particularly drawing from the Centre for International Studies and Diplomacy (CISD). In 2015, the course was nominated for the prestigious Guardian University Award for its innovative approach to online learning. Participation in or completion of this online course will not confer academic credit for University of London programmes

E-tivity 1: What Is Research and What Makes a Good Research Question?

PURPOSE: To focus upon formulating a research question. TASK: Please compose a brief question pertaining to your proposed research - whatever the subject - and post it under the 'My Project' tab in the peer review exercise below. Be brief insofar as it would fit on one metaphorical or literal 'Post-It' note. Also watch our interview videos below. RESPONSE: Having reflected on the videos, review other students' questions. Feeding back is an important part of the research process, so please spend some time providing considered feedback for three or more colleagues here. OUTCOME: You will have given considered thought to composing a research question and provided feedback to others on theirs.

What's included

6 videos 1 reading 1 peer review

6 videos • Total 16 minutes

• How to Work with Criticism • 3 minutes • Preview module
• E-tivity 1 - Instructors' Commentary • 3 minutes
• Rob Denny says... • 1 minute
• Sandra Halperin says... • 3 minutes
• Michael Hutt says... • 2 minutes
• Myrrh Domingo says... • 1 minute

1 reading • Total 10 minutes

• Read Me First • 10 minutes

1 peer review • Total 60 minutes

• E-tivity 1 • 60 minutes

E-tivity 2: What Is a Literature Review and Why Do We Need to Do One?

PURPOSE: To familiarise yourself with the nature and benefits of conducting a literature review. TASK: Please read the following three pieces on literature review, in conjunction with the interviews below. Then post your thoughts on one of the readings to the 'My Project' tab of the peer review (200 words). RESPONSE: Provide feedback on three or more submissions by your fellow students. OUTCOME: Upon the completion of the full cycle of this e-tivity, you will be able to distinguish the qualities of a literature review and begin to reflect on the value of a literature review to your own project.

4 videos 1 reading 1 peer review

4 videos • Total 12 minutes

• E-tivity 2 - Instructors' Commentary • 5 minutes • Preview module
• Sandra Halperin says... • 2 minutes
• Reza Gholami says... • 1 minute
• Charlotte Horlyck says... • 3 minutes

1 reading • Total 30 minutes

• E-tivity 2 - Readings • 30 minutes
• E-tivity 2 • 60 minutes

E-tivity 3: Why Are Planning and Management Skills Important for Research?

PURPOSE: To be aware of the planning and management skills that are required in undertaking critical thinking for your research. TASK: Please watch the videos below, and also read the chapter provided. In conjunction with your reflections on the learning material provided and also research planning and management in general, please post your thoughts on the chapter, in no more than 400 words, under the 'My Project' tab. RESPONSE: Provide feedback on three or more submissions by your fellow students. OUTCOME: Upon the completion of the full cycle of this e-tivity, you will have reflected on the skills required to enhance your research.

5 videos 1 reading 1 peer review

5 videos • Total 12 minutes

• E-tivity 3 - Instructors' Commentary • 3 minutes • Preview module
• Gina Heathcote says... • 1 minute
• E-tivity 3 - Reading • 30 minutes
• E-tivity 3 • 60 minutes

E-tivity 4: How Do You Know You Have Been a Good Researcher at the End of a Project?

PURPOSE: To reflect upon the value of a good question, and provide an outline research proposal. TASK: In conjunction with our videos below, please go back to your research question proposed during E-tivity 1 and consider again whether you are still happy with it. Is the question one you are still interested in and one you think worthy of devoting your time and energy to? If so, after reflecting on your question, please compose an outline plan on how you would follow on from establishing your research question. Please submit your proposal, up to 800 words. RESPONSE: Provide feedback on three or more proposals submitted by your fellow students. OUTCOME: Upon the completion of the full cycle of this e-tivity, you will have formulated, in draft form, an overarching research question, and a plan of action to complete the research. In doing this, you will have honed your writing, research and analytical skills.

4 videos 1 peer review

4 videos • Total 7 minutes

• E-tivity 4 - Instructors' Commentary • 3 minutes • Preview module
• Gina Heathcote says... • 0 minutes
• Rob Denny says... • 0 minutes
• E-tivity 4 • 60 minutes

The University of London is a federal University which includes 17 world leading Colleges. With extensive experience in distance learning since 1858, University of London has enriched the lives of thousands of students, delivering high quality degrees across the globe. Today, University of London is a global leader in flexible study, offering degree programmes to over 45,000 students in over 190 countries, delivering world-leading research across the world. To find out more about University of London, visit www.london.ac.uk

SOAS is the world’s leading institution for the study of Asia, Africa and the Middle East, and offers a truly global perspective. With its vast repository of knowledge and expertise on our specialist regions, SOAS is uniquely placed to inform and shape current thinking about the economic, political, cultural, security and religious challenges of our world. SOAS, founded in 1916, offers world class teaching in Law, Politics, Economics, Finance and Management, Development Studies, Languages and Cultures, History, the Arts and many other areas.

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7,477 reviews

Reviewed on Jun 5, 2017

I think course provide a great introduction to understanding research methods in the social sciences. The interviews with academics, provided as part of the course, are particularly informative.

Reviewed on Nov 29, 2020

A well made lesson with focus of what matters the most in research. The university of London along with Coursera did a great job at pointing out how research topics should be approached.

Reviewed on Sep 10, 2019

very good course. The last e-activity was proposal preparation. It will be good if they add something about sampling in reading materials. Very good experience for me.....I will recommend this course

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Learning to teach: an introduction to classroom research

Course description

Course content, course reviews.

This is the fourth of four courses which comprise the course Learning to teach. Undertaking classroom research is seen as an effective form of CPD. This free course, An introduction to classroom research, provides a basic introduction to research design and illustrates two methodologies, case study and action research, by drawing on examples from the classroom. The activities in the course provide an opportunity for you to design and develop your own project.

Course learning outcomes

After studying this course, you should be able to:

• understand what makes something 'research' rather than reflective practice
• know how to approach the design of a piece of research
• understand two particular methodologies: case study and action research
• understand some of the issues around collecting and analysing data
• consider how best to disseminate your work.

First Published: 24/07/2013

Updated: 05/04/2017

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• Knowledge Base
• Starting the research process
• 10 Research Question Examples to Guide Your Research Project

10 Research Question Examples to Guide your Research Project

Published on October 30, 2022 by Shona McCombes . Revised on October 19, 2023.

The research question is one of the most important parts of your research paper , thesis or dissertation . It’s important to spend some time assessing and refining your question before you get started.

The exact form of your question will depend on a few things, such as the length of your project, the type of research you’re conducting, the topic , and the research problem . However, all research questions should be focused, specific, and relevant to a timely social or scholarly issue.

Once you’ve read our guide on how to write a research question , you can use these examples to craft your own.

Note that the design of your research question can depend on what method you are pursuing. Here are a few options for qualitative, quantitative, and statistical research questions.

Other interesting articles

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

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CommonLit 360 How to Teach a CommonLit 360 Research Unit

Olivia Franklin

Engage students with interesting research topics, teach them skills to become adept independent researchers, and help them craft their end-of-unit research papers.

CommonLit 360 is a comprehensive ELA curriculum for grades 6-12. Our standards-aligned units are highly engaging and develop core reading and writing skills.

Want to engage students in independent research? Looking to hook students with interesting research questions and informational texts? CommonLit has your back.

CommonLit’s 360 curriculum provides research units for grades 6-10 that will help students complete independent research and craft evidence-based research papers.

Get students excited about their research with Essential Questions designed around timely topics

Each research unit has an Essential Question that students analyze and discuss throughout the unit. The topics for each research unit are designed to be interesting, timely, and relevant to students’ lives.

Students will learn about the status of the world’s oceans, discuss if social media is beneficial or risky, argue if contact sports are worth the risk, research how branding influences purchasing behavior, and learn about the human costs of clothing.

Here are the research units and their Essential Questions:

Get students excited about the research topic with introductory slide decks

Each unit comes with introductory slide decks that preview what students will be learning about over the course of the unit. The slide decks spark classroom discussion, hooking students from the very first lesson.

In Our Changing Oceans (6th grade), students discuss what it would be like to be an oceanographer, preview the texts they will be reading about issues facing our oceans, and hear about the key skills they will be learning throughout the unit.

Informational texts anchor each research unit

CommonLit’s research units are centered around informational texts that provide students with key background information and research to eventually support their end-of-unit essay.

Four core texts make up the Essential Reading Lessons for 6th grade. These texts teach students about the need to protect Antarctica and how plastic debris, sea level rise, and overfishing are affecting the world’s oceans. These texts teach students important facts they will need to cite in their end-of-unit research papers.

Supplemental texts allow students to dig deeply into independent research

Each unit comes with a large selection of supplemental texts to provide students with more facts and information to use in their research paper.

In middle school, students use the provided supplemental texts to further inform their research. In high school, students learn about finding reliable sources and can use both provided supplemental texts on CommonLit and texts from additional sources in their research.

For example, in Our Changing Oceans, 6th graders choose to research one of three topics related to ocean changes.

In high school, students are taught about the beginning of the research process, including developing a research question, finding reliable sources, and reading and taking notes. Students in 9th and 10th grade can use the supplemental texts as well as texts found in books or on other online learning platforms.

Students learn about the research process and how to craft research papers throughout the unit

Each unit includes lessons about conducting research so students can be prepared for the end-of-unit research paper. Scaffolded supports help students move through the research process. In lower grades, certain steps in the process, like developing a research question and finding reliable sources, are provided for students.

Students learn about writing research papers during writing lessons. In 8th Grade, students learn how to discuss and outline research papers. Then, they learn how to write a counterclaim, format a Works Cited page, and use in-text citations properly. Each of these research-paper focused writing lessons will prepare students to answer the end-of-unit essay.

Students also explore how to conduct independent research in research-specific lessons. In 8th Grade, teachers explain that they have provided the first two steps of the research process for students: developing a research question and finding reliable sources.

In the lesson, students are taught how to use a graphic organizer to take notes on each text they read in preparation for their research paper. Students also engage in an Introduction to Independent Research lesson, where they learn about steps of the research process and begin reading and taking notes on supplemental texts. Later, students engage in a discussion lesson that will help them synthesize all the information they have learned throughout the unit by discussing the research question with classmates.

Related Media Explorations provide even more background information for students

Related Media Explorations are a unique cornerstone of our ELA curriculum. These interactive tasks bring our research units to life and provide background information for students to use in their research.

In 8th Grade,  students learn about the way football culture has changed over the past few decades as scientists learn more about the long-term effects of repeated concussions. Students watch three videos that explain the culture of football in the past and present, and analyze statistics about concussions before discussing the question: “Who is most responsible for shaping mindsets about tackling in football: players, coaches, parents, or fans?”

Discussion lessons help students synthesize information in preparation for their research paper

Discussion lessons in each research unit provide students with the opportunity to practice citing evidence from sources, explain their evidence to classmates, and practice synthesizing information. These conversations give students the chance to gain new perspectives, receive feedback on their ideas, and boost their confidence before delving into the research paper.

In 8th Grade, students synthesize their ideas about the research question through a class discussion. After the discussion, students have an opportunity to outline their research paper using both their discussion notes and the note-taking graphic organizer they have used throughout the unit.

Participate in an optional final project that fosters creative thinking and collaboration

Each research unit comes with an optional end-of-unit project to further engage students through project based learning. These optional projects help foster student creativity and collaboration. Students can work with a partner or group to complete the task.

In 8th grade, students must make a brochure providing prospective parents and student athletes with factual information about the benefits and risks about contact sports so families can make an informed decision about participating. Students must work with a peer with an opposing view on the topic so the brochure is factual and unbiased. This task encourages teamwork and collaboration between peers with differing views.

Vocabulary and grammar lessons build student comprehension and writing skills

Each 360 unit comes with vocabulary and grammar lessons. Vocabulary activities help students internalize high-impact academic vocabulary words they will see in the texts they are reading. Grammar activities help students improve their writing skills, teaching students valuable skills to construct carefully crafted, grammatically correct paragraphs.

Want to learn more about research units and CommonLit 360? Register for a free, 30-minute webinar today!

Interested in learning about our affordable support packages? For just $6,500 per school, School Essentials PRO Plus provides teachers with three  benchmark assessments, two unit skill assessments per 360 unit, personalized professional development, school-wide data reports, LMS integrations, and more.

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White Coat Ceremony Welcomes Class of 2028 to the Medical Profession

The ceremony marks the start of a transformative journey and a commitment to healing, discovery and the pursuit of medical excellence for the 235 incoming students.

The newest class of future physicians at the University of Miami Miller School of Medicine slipped into their white coats for the very first time on Aug. 23 at the annual John G. Clarkson Freshman White Coat and Pinning Ceremony. This momentous occasion marked a rite of passage for the Class of 2028 — the start of a transformative journey and a commitment to healing, discovery and the pursuit of medical excellence.

The Start of a Journey

Faculty, alumni, family members, friends and other guests flocked to the Watsco Center to support the new cohort. The ceremony instills in students the profound responsibility of their chosen profession.

“The white coat is a symbol of authority but, above all, it is a beacon of hope for patients,” said Henri Ford, M.D., M.H.A., dean and chief academic officer of the Miller School. “It signifies the trust that patients will place in you, the compassion you must show in every interaction and the excellence you must strive for in all aspects of your practice. So, starting today, let this white coat be a constant reminder to uphold these attributes throughout your career.”

Christopher Chen, M.D. ‘00, chief operating offer and executive chair of the board of ChenMed, delivered an inspiring keynote address, reflecting on the profound significance of pursuing a medical career. He urged the students to never forget their inspiration for choosing medicine and to define themselves not just by their future title, but by their core values.

“The struggles you face will evolve, but by grounding yourself in love and faith, and by embracing wisdom, resilience and a steadfast commitment to your values – your why – you will navigate them with grace and determination,” said Dr. Chen, who previously served on the University of Miami Board of Trustees. “Remember, it’s not just about what you achieve in your career, but who you become as a person that will truly define your impact on the world.”

Scenes from the White Coat Ceremony

A Long-Awaited Milestone

For the students, the ceremony also represents a dream realized after years of studying, test taking, excelling in extracurricular activities and completing the rigorous medical school application and interview process.  

“This has been a surreal experience for me. All of us have worked so hard for this moment,” said Emilie Ung, who completed her undergraduate degree at Emory University. “I initially wanted to go into biotech research, but I kept returning to medicine because of the ability to make a direct impact in people’s lives. I’m feeling lots of emotions, but just like my classmates, I am ready for this chapter to begin.”

Diya Jayram, a University of Miami graduate who majored in biochemistry/molecular biology and global health, credited the unwavering support and encouragement of her loved ones as essential for reaching this milestone.

“It’s definitely a huge honor, and I’m just really grateful for everybody who’s helped me and their support, whether it’s from my family, friends, mentors and teachers,” she said.

The 235 students in the Class of 2028 were selected from nearly 10,000 applicants; 152 are from Florida schools and 83 from out-of-state institutions. 

Benefitting from Early Clinical Experience

As part of the NextGenMD curriculum, the Class of 2028 students will receive hands-on clinical experience as early as their first year of school. Because of Miami’s diverse population, they will also encounter medical challenges not found in any other region of the U.S.

Dipen Parekh, M.D., founding director of the Desai Sethi Urology Institute and chief operating officer of UHealth—the University of Miami Health System, reminded students that they will soon be trusted with patient care and urged them to approach this responsibility with courage and humility. He also noted that UHealth’s leadership is deeply committed to providing an optimal clinical environment where they can learn, grow and thrive.  

“From this day forward, you are invaluable learners and members of our health care delivery teams,” said Dr. Parekh, who is also the executive dean for clinical affairs at the Miller School. “Our patients will rely on you and trust you with their care. This is an immense privilege.”

Looking Ahead

The crisp, new white coats were generously provided by Miller School alumni. The Miller School Medical Alumni Association, along with other benefactors, also gifted each student with a stethoscope and backpack. Additionally, students received lapel pins that symbolize the Miller School of Medicine’s mission to serve and care for all communities.

“You are continued evidence that the University of Miami has one of the finest medical programs in the country,” said Maria Pilar Gutierrez, M.D. ’90, president of the Medical Alumni Association.

 As the students buttoned their white coats for the first time, Latha Chandran, M.D., M.P.H., M.B.A., executive dean for education at the Miller School, welcomed them to a calling imbued with the greatest of responsibilities.

“It is a privilege to hear the innermost concerns of our patients, receive their absolute trust and, in good faith, provide the best possible care for them,” said Dr. Chandran, also founding chair of the Miller School of Medicine’s Department of Medical Education. “From this point forward, you represent the University, the Miller School, and this noble profession.”

Class of 2028 Student Profiles

From Puerto Rico to Miami: An Aspiring Physician-Scientist’s Pathway

Andrea Newman-Rivera hopes to user her Miller School M.D./Ph.D. degree to return to her native Puerto Rico as a clinician and researcher. Read more

Family’s Health Issues Motivate M.D./M.P.H. Student to Work for Better Community Health

Mikayla Johnson enrolled in the Miller School’s M.D./M.P.H. program to fight the health maladies that have impacted her family. Read more

Destined to be a ‘Cane

Diya Jayram completed her undergraduate career at the University of Miami and is a 2028 M.D./M.B.A. candidate in the Miller School. Read more

Childhood Ambition Leads to Medical School Reality

As a child, Vagif Kazimli considered doctors heroes. Now he hopes to bring compassionate care to his patients, coupled with a business mindset. Read more

Tags: Dean Henri Ford , Dr. Latha Chandran , John G. Clarkson White Coat and Freshman Pinning Ceremony , medical education , medical students

Dr. Barry Issenberg Named President of the Society for Simulation in Healthcare

He hopes his presidency expands SSH's role in serving the global practice community to enhance healthcare quality.

Miller School Leaders Pay Tribute to Dr. Richard Bookman

Dr. Richard Bookman was an innovative leader in biomedical research, academic programs, and health policy for the University of Miami Miller School of Medicine.

Medical Student Accepted into Prestigious AMA Foundation Leadership Development Institute

Neva Lundy, a class of 2024 M.D./M.P.H. student, has been accepted into the American Medical […]

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Doctorate of Business Administration: 10 Tips for DBA Research

• August 21, 2024

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Academic research is at a crossroads between tradition and innovation. The landscape is rapidly transforming, as technological advances shift educational structures and bring up tough questions on ethical integrity. For sure, it’s an exciting time to study a Doctorate of Business Administration and to do DBA Research.

This blog post delves into 10 tips to navigate the research portion of your DBA, offering insights into the evolving nature of research and its implications for scholars and practitioners alike.

Be Smart When Embracing Technology

In the academic universe, change is not just a constant; it’s a necessity . We’re on a journey where the old intersects with the new, where the traditional academic rigor meets the swift currents of technological innovation.

There’s been a significant leap forward in the tools available to researchers. Software like Mandalay represent a leap forward in DBA research efficiency, automating citation management and data organization. These advancements save researchers valuable time, allowing them to focus more on analysis and less on administrative tasks.

Learn to Balance Tech With Tradition

There’s a sort of struggle for balance between technology and fundamentals. Remember that while it streamlines DBA research, technology cannot replace the foundational understanding of research principles . 

A profound grasp of methodology and critical thinking remains essential. It ensures that scholars can effectively leverage new tools without compromising the integrity of their work.

Originality Triumphs Everything in DBA Research

There it is, the elephant in the room: plagiarism. With AI tools in hand, the line into plagiarism is blurrier than ever. That’s why it’s crucial for researchers to use technology responsibly , ensuring that their work maintains originality and credibility.

Technology should enhance, not replace, the foundational bedrock of scholarly inquiry. Aim for originality.

Develop Presentation Skills

Parallel to technological advancements, the art of presenting and communicating DBA research has gained significance. In today’s digital age, scholars must not only produce original research but also possess the skills to present it effectively. 

Scholars must bring fresh perspectives and critical analysis to their work. They need a deep engagement with their subject matter.

What’s more, they need dynamic presentation skills . Effective communication is key in presenting research. Scholars should strive to create engaging and clear presentations, showcasing their findings with confidence and clarity.

A well-structured presentation highlights the importance and implications of research findings. Clear communication helps to convey complex ideas effectively, making the research accessible and impactful.

As Structures Change, Learn To Adapt

Doctoral research programs are evolving to be more accommodating to working professionals, offering structured pathways that expedite the journey to a doctoral degree without sacrificing academic rigor.

For example, the shift towards Doctoral Research Projects (DRPs) indicates a broader trend in education towards more flexible and accessible learning models, tailored to the needs of today’s scholars and professionals.

Therefore, the future of DBA research education lies in its ability to be adaptable, accessible, and aligned with the evolving demands of the academic and professional world.

Exercise Your Critical Thinking Skills

Critical thinking is at its most important. When you dive into literature review, make it meaningful. It lays the groundwork for meaningful research, providing the context and framework necessary for insightful analysis and discovery.

Critical thinking and analytical skills are the backbone of DBA research , enabling scholars to evaluate findings accurately and contribute valuable insights to their field.

Value Face-to-Face Interactions for your DBA Research

Direct interactions, such as oral presentations and defenses, are crucial for assessing the authenticity and depth of DBA research They underscore the importance of personal engagement in the digital age.

Remember – no matter how much technology can help you assemble an articulate paragraph, it can’t do anything for you during an oral presentation. 

Foster Collaborative Relationships

A collaborative relationship between students and advisors is fundamental to research success, as it fosters an environment of support, guidance, and mutual respect.

Reach out to those around you. Work together, request feedback, and learn from each other. There’s a lot of room to grow, and the people around you are the best source of growth .

Uphold Ethical Standards of DBA Research

Maintaining academic rigor and ethical standards is paramount. It ensures that the integrity of scholarly work remains untarnished.

Adhere to ethical DBA research practices , including thorough and accurate citations. The credibility and reliability of academic work have high standards, and you should strive to meet them.

Look Forward to Innovation

The future of DBA research is a blend of tradition and innovation , where integrating new technologies and methodologies enhances the depth and reach of scholarly inquiry. By embracing these changes while steadfastly upholding the principles of rigorous and ethical research, the academic community can confidently navigate this evolving landscape and contribute meaningful advancements to the world of knowledge.

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Prof. William Scheideler at ECE Fall 2024 Colloquium

Nanomanufacturing of 2d oxides for scalable electronics and energy.

The future of ubiquitous electronics and energy systems call for rethinking how we design and sustainably manufacture devices combining sensing, energy harvesting, and computing. Scalable nanomanufacturing via printing technologies could deliver these multifunctional systems by allowing low-cost integration of nanoscale materials. In this talk we apply roll-based printing to address two fundamental challenges for scalable fabrication: 1) how to extend printing towards high performing ultrathin semiconductors and 2) how to design inks for large-scale ultra-uniformity. We focus on an emerging class of two-dimensional (2D) metal oxide semiconductors printed via a roll-based continuous Cabrera Mott surface oxidation of liquid metals. These wide bandgap 2D conducting oxides (In2O3, Ga2O3, etc.) are uniquely capable of driving large area technologies (displays, smart windows, etc) leveraging their high transparency and tunable electronic structure.   

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H3K4me2 distinguishes a distinct class of enhancers during the maternal-to-zygotic transition

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After egg fertilization, an initially silent embryonic genome is transcriptionally activated during the maternal-to-zygotic transition. In zebrafish, maternal vertebrate pluripotency factors Nanog, Pou5f3 (OCT4 homolog), and Sox19b (SOX2 homolog) (NPS) play essential roles in orchestrating embryonic genome activation, acting as "pioneers" that open condensed chromatin and mediate acquisition of activating histone modifications. However, some embryonic gene transcription still occurs in the absence of these factors, suggesting the existence of other mechanisms regulating genome activation. To identify chromatin signatures of these unknown pathways, we profiled the histone modification landscape of zebrafish embryos using CUT&RUN. Our regulatory map revealed two subclasses of enhancers distinguished by presence or absence of H3K4me2. Enhancers lacking H3K4me2 tend to require NPS factors for de novo activation, while enhancers bearing H3K4me2 are epigenetically bookmarked by DNA hypomethylation to recapitulate gamete activity in the embryo, independent of NPS pioneering. Thus, parallel enhancer activation pathways combine to induce transcriptional reprogramming to pluripotency in the early embryo.

Competing Interest Statement

The authors have declared no competing interest.

https://www.ncbi.nlm.nih.gov/geo/query/acc.cgi?acc=GSE269795

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