Module 3: Research & Scholarship

This module focuses on the knowledge-building process and how scholars build knowledge. There are two knowledge outcomes and three dispositions that make up this module.

  • Outcome 3.1: Understand the processes of scholarly communication and knowledge building.

    Performance Indicators:

    3.1.1: Given a literature review, identify the established knowledge that is summarized or synthesized.
    3.1.2: Given a literature review, identify the gap that the authors have identified in the existing research.
    3.1.4: Recognize that scholars bring their own perspectives to the study of a research topic.
    3.1.5: Categorize common types of sources by whether the authors are expected to list their cited sources.
    3.1.6: Identify social consequences of scientific falsification.
    3.1.7: Recognize how interpretations can change based on new research and findings.
    3.1.8: Identify reasons why scholars track down influential works.
    3.1.9: Identify venues for scholarly communication, such as books, journals, conventions, blogs.
    3.1.10: Recognize that research methods change over time.
    3.1.11: Recognize the value of emerging communication technology for strengthening scholarly communication.
    3.1.12: Evaluate an emerging scholar's likelihood of being accepted into the scholarly conversation.
    3.1.13: Given a description of scholarly disagreement, select the interpretation that acknowledges the value of disagreement for moving knowledge forward.
    3.1.14: Given a set of research needs, match them to appropriate research methods.

  • Outcome 3.2: Understand stages of the research process.

    Performance Indicators:

    3.2.1: Recognize various ways that high quality research questions can be generated.
    3.2.2: Identify reasons to begin reading on a subject before solidifying an argument or thesis.
    3.2.3: Distinguish between goal-oriented and exploratory searching during the research process.
    3.2.4: Identify the appropriate relationship between a research question and a thesis statement.
    3.2.5: Order the stages of the research process when writing a research paper.
    3.2.6: Explain why research inquiry can be appropriate for personal information needs in addition to academic needs.
    3.2.7: Given text with conflicting perspectives, formulate suitable research questions.
    3.2.8: Analyze multifaceted research questions to identify component parts for systematic investigation.
    3.2.9: Given a purpose statement from a research assignment, identify the research question that has an appropriate level of complexity for the information need.
    3.2.10: Analyze the consequences of disregarding previous research in the early stages of the information creation process.
    3.2.11: Match problems in specific stages of the research paper process with problems they are likely to cause in the research paper product.
    3.2.12: Classify descriptions of specific actions taken during the research process by the stage in the research process when they are most likely to happen.

Disposition 3.1: Productive persistence

Learners who are disposed to demonstrate productive persistence throughout the research process approach inquiry as iterative, adjusting their research question as they learn more.

    Example behaviors:
  • Applying appropriate methods/practices of inquiry regardless of their complexity or negative emotional associations (e.g., frustration).
  • Committing to building a knowledge base through background research when exploring an unfamiliar topic.

Disposition 3.2: Mindful self-reflection

Learners who are disposed to demonstrate self-reflection in the context of research and scholarship consistently question their own assumptions as they are challenged by new knowledge.

    Example behaviors:
  • Spending time exploring a topic with openness and curiosity before committing to a thesis or claim.
  • Using critiques from professors, librarians, and peers to improve the quality of their inquiry.

Disposition 3.3: Responsibility to community

Learners who are disposed to demonstrate a sense of responsibility to the scholarly community recognize and conform to academic norms of knowledge building.

    Example behaviors:
  • Identifying and pursuing appropriate ways to enter the scholarly conversation while still an undergraduate.
  • Seeking out and following established models of scholarship and inquiry.