A first level of resistance is us - faculty. We have patterns of teaching our courses that we update regularly, but having an outside tell us that we need to do more with developing student research can create resistance along the lines of:
Troubleshooting this resistance:
My suggested approach is grassroots. Individual faculty begin shaping their courses to teach research processes. In discussion with fellow faculty in their discipline, interest is generated. This moves to the departmental level, where plans are developed to make research processes development part of the departmental plan. As departments make such plans, higher level academic administration becomes involved until the institution as a whole buys into the teaching of reearch processes.
Such a proposed approach is optimistic, to be sure. Yet the task is urgent. The lack of student research process ability development is the biggest blind spot in higher education today.
2. Assess your own readiness/openess to develop a teaching research processes practice. What are the barriers to overcome? How sold are you on TRP becoming a key element in your courses?
3. Assess the readiness of your colleagues in your discipline. What channels will you need to develop to enable other faculty to become engaged in TRP?
4. Assess the same for your department
5. How would you enlist librarians into your TRP process?
6. How possible would it be for you to advance teaching research processes from your own experience to your departmental colleagues to your department to larger academic administration? What arguments would you raise in support of TRP at each level?
Farrell, Robert and Badke, William. "Situating Information Literacy in the Disciplines: A Practical and Systematic Approach for Librarians." Reference Services Review 43, no.2 (2015): 319-340. [Draft of final submitted manuscript available: http://academicworks.cuny.edu/le_pubs/78/]
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