| |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
| Research Questions |
Students learn how to find and use library resources and evaluate models of high quality research questions in various disciplines. They begin to develop their own critical questions from a limited number of sources. Often, students’ research questions are chosen from a list of approved topics. |
Students create their own research questions from a larger set of sources (in translation) and learn about the various approaches taken in different disciplines. They consider which approach they wish to employ in their own research. |
Students hone their ability to produce critical questions from an expanding number of sources, including research in digital archives and databases in other libraries. They determine which sources shall be at the focus of their research projects and understand the context of those sources. These sources shall be utilized to effectively answer their research questions. |
Students successfully produce critical research questions and capably answer those questions using a variety of sources (primary and secondary). Students critique and analyze their own questions, revealing original conclusions that add to the larger body of knowledge in that field. |
| Primary Sources |
|
Students differentiate between primary (in translation) and secondary sources and begin analysis. Questions of translation are addressed. Romanization (into English letters) differences are also addressed.
|
| |
*Chinese and Japanese learners are introduced to primary sources in the original language. |
Students effectively use library catalogs and databases to identify and locate primary sources. Translations are gauged at this point and chosen based on a variety of factors. Students learn the history of these translations and debates surrounding translation choices. |
|
Students effectively use both analog and digital sources and can recognize the advantages/ limitations of each. Students make use of the TriCo system and ILL to acquire sources for their senior thesis and other projects, confident in their choices for translations.
|
*Chinese and Japanese learners have a better grasp of the language and can use original language sources along side translations and make educated choices on how to translate and cite materials. |
|
Students identify and analyze relevant primary sources, understand their context, translation debates, and effectively incorporate them into their senior thesis and other research projects. The primary source shall be carefully analyzed in its scholarly context.
|
*Chinese and Japanese learners successfully utilize some materials in the original language. |
| Secondary Scholarship |
Students realize the difference between authoritative reference works and those designed for a general audience without subject expertise. |
Students read and develop a familiarity with a broader range of secondary scholarship and varying disciplinary approaches. They make use of subject encyclopedias, dictionaries, and other reference materials to find background information on their interests, and, more importantly, discover recommended sources for further reading and consideration. |
Students deepen their knowledge through topic specific reference guides and in-depth evaluations of major issues in the field. They make use of interdisciplinary source materials to uncover deeper concepts and debates about various topics of interest. |
Students utilize the theory, methods, and approaches found in secondary scholarship in their own research. They present their research within the larger context of this scholarship and add to such debates within the field(s). They are adept at using secondary sources for the advancement of their research and effectively critique these sources. |
| Responsible Use of Sources |
Students understand the definition of plagiarism and its features, the basic principles of copyright, and the proper use of citation in their scholarly work. |
Students cite and accurately use research materials. They employ citation managers to organize, store, and share references. Students learn the differences between works in translation and in the original language and learn how to differentiate via citations. |
Students understand their role within a greater community of researchers and further develop their citation skills, making careful use of footnotes and endnotes to add to scholarly debates and conversations. |
Students effectively, responsibly, and clearly participate as junior scholars in both a local and global academic community. They understand the ways in which scholarship is created, disseminated, and utilized which in turn, informs the production of their own scholarship. They have honed their citation skills, understand fair use and copyright, and provide access to their finished works. |
| Library Services |
Students recognize that they may receive assistance by contacting their personal librarian or the Research Help Desk. Students successfully learn to use the TriCo library catalog and website, and can request materials from inside and outside the system. |
Students can identify appropriate subject librarians for courses they are taking and seek assistance with research projects. Students delve deeper into the variety of resources and services in the TriCo system and beyond. |
Students effectively consult with the subject librarian for EALC and make use of library guides prepared for classes to identify and access materials. Students have some idea of their senior thesis topic and have considered various strategies for research planning. |
Students work closely with the EALC librarian as they develop their senior thesis. Students hone their research plan and consult the librarian. This includes defining subject areas, search strategies, connections between fields, and resource assessment. The successful completion of the senior thesis marks a thorough understanding of the materials chosen, and a contribution to the scholarly debates surrounding those materials. |
