Scaffolding for Research in the First Year

Nicole Carr
Academic Affairs, University of South Alabama

Anne Boettcher
Department of Biology, University of South Alabama

Student engagement and academic success increases as they engage in High Impact Practices (HIPS). These experiences include, but are no means limited to, learning communities, service learning, and research (Kuh 2008). The concept of scaffolding in higher education refers to the intentional building of supports throughout a course, program, or curriculum, so that students move to progressively higher skills levels as the accompanying supports are gradually removed. In this session, we explain how to scaffold research in first year course (within a learning community). We will provide specific examples of assignments through the syllabi that allow students to develop research skills in a deliberate and highly structured manner. As time permits, we will move this discussion into scaffolding within an academic program, so as students progress they move through various stages of how to generate knowledge across a specific curriculum.   

This session is “flipped.” As such, we ask that before CoTL, you review the linked articles, and bring your course syllabi. You may also want to bring a program curriculum map should we have additional time for that discussion.