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Current Residents

Your guide to building services and support.

Campus life is what you make of it. If you want to enjoy all the benefits that come with student housing, we can help point you in the right direction. Here, we’ve rounded up links to everything residents need to know about moving in, dining and meal plans, room assignments, housing services, and more. 

You can also always access your most current assignment information by logging in below. 

Information Desk

Easier Laundry with the CSC GO™ Mobile App

Earn rewards, get notifications, check laundry status and more.

Download on the App Store or get it on GooglePlay .

Need help? Contact your building team easily with an online request. Send a Fix It  for any request related to building maintenance concerns. Use Connect It for help with internet problems in your room or apartment or tech support in the computer center.

Note: In case of clogged drains, please do not use any type of liquid drain cleaner to clear the drains. Instead, submit a Fix It request.

Fix It     Connect It

All mail is distributed through the information desk. Mail is delivered Monday through Saturday (except holidays) while classes are in session. You will receive an email from your building any time a package is delivered for you. You can also log in to the package system .

Information desks will only accept deliveries by the following services:

• U.S. Mail or any parcel delivery (e.g. FedEx, UPS) addressed to the student or occupant of room
• Campus mail addressed to the student or occupant of room
• Advertisements/mail from or approved by Housing & Residential Life

Mailing Address FORMAT

Your Name Your building's street address , your room number Your building's city, state, ZIP code

Residents are responsible for the use and control of their room and apartment keys or access fob. Keep your room/apartment door locked at all times, and carry your keys and U Card with you at all times for access into your building.

Lost keys must be reported to your Information Desk immediately. If you lose your keys, you will be charged a fee to replace the cores and keys assigned to you and your room/apartment spaces. The information desk will provide this information to you when you report your lost keys.

If you are locked out of your room, expect to encounter some inconvenience. Temporary keys are available at the Information Desk. You must present your U Card to check out a temporary key. If you do not have a U Card with you, you must wait until a staff member can be contacted to let you into your room. You will be asked for a photo ID at that time.

Residents will be charged $35 the third time they check out a temporary key, and they will also be charged each time afterward.

All residence halls/apartment complexes have designated trash disposal areas for you to dispose of your trash. Items must be placed in this area, and you should consult a CA if you have items that are too large for the assigned location.

Housing & Residential Life is committed to sustainability. Recycling containers are available in all residents’ rooms and all residence hall/apartment complexes for newspapers, office paper, aluminum cans, and glass bottles. We encourage you to support our recycling efforts by placing items in the appropriate containers. Mixing trash with recyclables will result in all contents being considered trash.

Housing & Residential Life does not provide storage space for student belongings. You may not contract with an outside portable storage company if they do not have authorized access to University property.

Student parking contracts are available for purchase for various parking lots and parking ramps throughout campus. Visit the Student Parking Contracts webpage for more information.

Keeler residents have the option to opt-in to on-site heated underground parking for an added monthly cost. Parking at Keeler is handled by Great Lakes Management Co., not the University of Minnesota. For more information, call 855-414-9258 during normal business hours.

Radius residents have the option to opt-in to on-site heated underground parking for an added monthly cost. Parking at Radius is not handled by the University of Minnesota. For more information, call 888-285-9204 during normal business hours.

Bicycles are very useful vehicles for campus life. Bike racks are available at each hall/apartment and are located near every campus building.

Bicycles cannot be stored in residence hall/apartment complex hallways, stairwells, or public areas in the residence hall/apartment complex. It is preferred that bikes be stored outside. Bicycles that are locked to trees, handrails, fences, or areas other than the provided bicycle racks may be removed and confiscated by the University Police Department at the request of the RD or ARD.

Residents are encouraged to bring inexpensive bikes to campus, and using a high-quality lock is recommended (e.g., U-Lock, Kryptonite bar lock). Check with the University Police Department for more detailed bicycle security information and specific recommendations.

The University is not responsible for bicycle damages or thefts. Parking and Transportation Services offers information about bicycling on campus and in the metropolitan area. Review the Parking and Transportation site for more  information.

The Physical Information Desk

Every residence hall and apartment has an information desk that is staffed 24 hours a day. This is where you will go to ask questions and pick up items like games, cooking/cleaning supplies, and more.

The Virtual Info Desk

Just like your building has an Information Desk to help, our Virtual Info Desk will be your main portal to the resources and services available through Housing and Residential Life. This is the website that you will use to check out supplies, send messages, make reservations, submit Fix It requests, and more.

Dining Halls

There are six all-you-care-to-eat restaurants located in our residence halls. Meal plans are required for students living in halls (optional plans are available for apartment residents), and M Food Co. will work with you regarding any special dietary needs.

Meal plans are made up of two parts: unlimited meals and Dining Dollars. All you need to use your meal plan is your U Card, which will be swiped upon each entry.

learn more about M Food Co.

Thinking about next year?

Our staff is always available to answer questions and set you up for success. This includes when you are ready for your next big move!

Room Sign-up  for returning students typically begins in December each year, and we highly recommend checking out LLCs exclusive for second-year students. Also, we host a listing service to help residents looking to transition to  off-campus  housing and get them connected to trusted resources and reputable properties. Apartment companies will be very aggressive in September, but don’t stress!  You have plenty of time to decide and move with confidence.

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Oh no! Sammy the cat is all mixed up! He's not sure how to place the words to construct a sentence. Ask your kindergarteners to help Sammy fix the sentences.

Looking for more practice with sentence construction? This resource can be used with the lesson plan,  I Like Sentences .

View aligned standards

Related guided lesson.

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Fix It! Grammar Series

Fix It!™ Grammar can serve as your primary source of grammar instruction while also developing students’ vocabulary and writing skills. The series makes a perfect companion for IEW's Structure and Style for Students since it applies terminology and strategies from that course. The terminology is explained well enough in the Fix It! courses that using Structure and Style for Students is not required. However, it makes sense to use both together if possible. And Fix It! doesn't require much time—usually no more than 15 minutes a day.

The six courses in the Fix It! Grammar series can be used with students in grades four through twelve. This review is for the fourth editions (2022) of the courses.

Each course has two essential components: a teacher’s manual and a student book. All of the books are spiral bound which allows them to lie flat—a big help for students who will be writing in their books. An optional set of grammar cards can be purchased separately. The information on the grammar cards is in a glossary at the back of each teacher’s manual, but you might prefer that students have their own set of cards. (The same set of grammar cards is used for all six courses.)

Each Fix It! Grammar course is based upon a fictional story that has been significantly abridged and rewritten. The six courses and their recommended grade levels are:

• Nose Tree - Level 1, grades 4-5
• Town Mouse and Country Mouse - Level 2, grades 4-5
• Robin Hood - Level 3, grades 6-8
• Mowgli and Shere Khan - Level 4, grades 6-8
• Frog Prince - Level 5, grades 9-12
• Little Mermaid - Level 6, grades 9-12 (due in the fall of 2022)

The courses gradually increase in difficulty. They should be used in order, but older students can begin in the middle of the series if they have already studied grammar. Free samples from each of the course books can help you decide which level to select. If you start with a course beyond Level 1, you will need to spend some time at the beginning teaching students the mark-up system used by Fix It! and reviewing any elements of the previous grammar instruction that are not familiar. It's usually easier to just begin with Nose Tree.

How it Works

In each course, the fictional story is told with only one or a few sentences per day for four days per week for 30 weeks. The humor and fantasy in the fictional stories are likely to appeal to most students. However, it is important to recognize that these are not the original versions of the stories, and the language has been adapted to suit the purposes of these courses with simpler sentence structures than in the originals and the substitution of more appropriate vocabulary words.

Each day, students work with the selected passage from the story. They define the bolded vocabulary word; make grammar, punctuation, usage, and spelling corrections; identify parts of speech, phrases, and clauses; and work with dress-ups (e.g., adverbs ending with -ly and clauses that begin with because), sentence openers, and other style elements as taught in Structure and Style for Students. Students recopy each passage once they’ve fixed it. While a vocabulary word is included each day, the number of other elements varies. Level 1 requires students to make far fewer corrections or improvements than do the courses for older students.

The process is summarized with the sequence: Learn It!, Read It!, Mark It!, Fix It!, and Rewrite It!. In the student workbook, this process is spelled out under these five headings and walks students through the four lessons for each week.

The Learn It! instruction is only presented on the first of the four days, usually on its own page. Read It!, Mark It!, and Fix It! assignments for each day are listed at the top of the student’s worksheets for either three or four days. The sentence or sentences to be edited are in the center of the page, and the Rewrite It! section at the bottom has lines for students to copy the corrected passage.

Learn It! is where new concepts are explained in both the student books and teacher’s manuals. Even though students can read it for themselves, parents or teachers should go over the concepts with them so that students clearly understand what they are to do. For example, Nose Tree teaches about adjectives in Week 7 (p. 37). The student book explains what an adjective is and gives students a method to use to determine whether a word is an adjective. Then it provides an example showing how adjectives are to be marked in a sentence. Students will then be asked to identify adjectives in some of the sentences from that point on. The parent or teacher should work with the student through the Learn It! section, helping them identify adjectives in the first passage where they appear and providing additional help until the student is able to easily identify most adjectives.

Under Read It!, students use a dictionary to look up the bolded vocabulary word (from the story passage), choose the definition that fits the context in which the word appears, and write the word and its definition. Some of the student books have enough white space for writing the word and its definition on that day’s page, but there is no designated space for it. It might be best for students to compile their glossary of vocabulary words in a separate notebook. It's important to note that the fourth editions of Fix It! were rewritten to make the vocabulary words more appropriate for each level.

Mark It! lists the specific items (and how many of each) that students are to identify in the passage. For instance, they might be told to identify three nouns, two pronouns, and one prepositional phrase. (This is a big improvement over the third editions of the courses that simply listed things for students to look for without specifying how many—or even if any—were actually there.)

Fix It! also lists the number, but this time it shows how many of each type of fix are needed for capitalization, specific types of punctuation, and usage, and occasionally for other elements, such as indentation and pronoun antecedents. For example, it might tell students to fix three capitals and one end mark (i.e., end-of-sentence punctuation).

After students have made all of their corrections and reviewed them with a parent or teacher, they are to rewrite the passage in the Rewrite It! section.

Fix It! Grammar requires both independent and interactive work. Once students understand the process, they can sometimes correct and mark up the passage for the day on their own, and they should be able to do vocabulary work and the rewrites on their own. High school students might be able to complete a week’s work before checking with a parent or teacher, and younger students who have a good grasp of grammar might do much of their work independently as well.

The exercises are teaching tools, so the author encourages parents and teachers to treat lessons like puzzles or detective games rather than exercises to be graded. Students will be exposed to concepts over and over again, so they will learn eventually, even if they struggle with a concept at first.

The teacher’s manuals have completely marked-up sentences for easy reference. Below each day’s correctly marked-up sentence, the teacher also has detailed notes and explanations for all Mark It! and Fix It! items.

Most of the courses add an extra Review It! page at the end of the week’s lesson beginning with Week 24. (Level 3 inserts one earlier than Week 24 and doesn’t include one for the last few weeks.) Review It! might require students to respond orally, provide written responses in their book, or just read through the review material.

As I mentioned earlier, the books get progressively more difficult, building upon one another in sequence. For example, Nose Tree - Level 1 teaches basic parts of speech but limits pronoun instruction to only those used as the subject of a sentence. In Robin Hood - Level 3, students learn about five types of pronouns: personal, subject, indefinite, demonstrative, and reflexive. Similarly, students gradually learn to identify different types of clauses and stylistic techniques used to construct sentences.

Editing work begins at a simple level in the first book and becomes increasingly challenging so that students are doing advanced editing in Level 6. Consequently, the emphasis shifts away from identifying basic parts of speech and simple punctuation as students do more-comprehensive editing. Students also learn to identify elements of writing style that help them improve composition skills through their knowledge of grammar. For instance, using IEW terminology, the courses have students identify “ly-Adverbs, “Subject Openers,” and other elements within the story passages. These stylistic elements are also added gradually to the courses.

Fix It! Grammar courses teach grammar through immediate application—they teach students what they need to know at the moment, and they also teach students to think like editors. This approach means that students completing Fix It! Grammar courses are likely to learn grammar and its practical applications more thoroughly than with traditional programs.

Pricing Information

When comparison prices appear, please keep in mind that they are subject to change. Click on links where available to verify price accuracy.

set of student book and teacher’s manual - $29 each printed student book - $19 each Please consider clicking here to use my affiliate link to purchase directly from the publisher.

Fix It! Grammar: Robin Hood, Teacher/Student Combo Level 3 (New Edition)

• $37.97 at Amazon.com
• $29.00 at Christianbook.com
• $29.00 at Rainbowresource.com
• $29.00 at ExodusBooks.com

Fix It! Grammar: Town Mouse and Country Mouse, Teacher/Student Combo Level 2 (New Edition)

• $29.00 at Amazon.com

Fix It! Grammar: The Nose Tree, Student Book Level 1 (New Edition)

• $19.99 at Amazon.com
• $19.99 Used at Amazon.com Marketplace
• $19.00 at Christianbook.com
• $19.00 at Rainbowresource.com
• $19.00 at ExodusBooks.com

Fix It! Grammar: The Nose Tree, Teacher's Manual Book Level 1 (New Edition)

• $23.70 at Amazon.com
• $13.66 Used at Amazon.com Marketplace

Fix It! Grammar: The Nose Tree, Student/Teacher Combo Level 1 (New Edition)

Fix it grammar: mowgli and shere khan, teacher/student combo level 4 (new edition), fix it grammar: frog prince, teacher/student combo level 5 (new edition).

• $29.99 at Amazon.com

Fix It! Grammar Cards

• $17.50 at Amazon.com
• $15.00 at Christianbook.com
• $15.00 at Rainbowresource.com
• $15.00 at ExodusBooks.com

Core Curricula

• Art & Music
• Bible & Religion
• Catholic Curricula
• Composition & Grammar
• Early Learning / Preschool
• Foreign Language
• Handwriting
• History & Geography
• Grade Level Packages & Courses
• Math Supplements
• Phonics & Reading
• Spelling & Vocabulary
• Unit Studies & All-In-One Programs
• Register | Log in

Instant Key

• Need For Parent or Teacher Instruction: moderate
• Learning Environment: group or one-on-one
• Grade Level: grades 4-12
• Educational Methods: stories, spiral and incremental, lots of variety, interactive, highly structured, discussion, critical thinking
• Educational Approaches: eclectic, classical, Charlotte Mason
• Religious Perspective: secular but Christian friendly

Publisher's Info

• Institute for Excellence in Writing
• (800) 856-5815
• [email protected]
• https://iew.com/

Note: Publishers, authors, and service providers never pay to be reviewed. They do provide free review copies or online access to programs for review purposes.

Disclosure of Material Connection: Some of the links in the post above are "affiliate links." This means if you click on the link and purchase the item, I will receive an affiliate commission. Regardless, I only recommend products or services that I believe will add value to my readers. I am disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255 "Guidelines Concerning the Use of Endorsements and Testimonials in Advertising."

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IEW Fix It! Grammar

Take full advantage of your Fix It! Grammar curriculum with the official lesson plans for Homeschool Planet. In Fix It! Grammar , students hunt for and correct errors in daily passages that cumulatively tell a story. Each weekly  Fix-It  exercise features the following components:

• Learn it: Each “Learn it” section covers a concept that students will practice in future passages with instructions for marking and fixing passages.
• Read it: Students read the day’s passage and work on vocabulary
• Mark It: Mark the passage using the guide at the top of the daily practice page
• Fix It: Correct the passage
• Rewrite It: After marking, correcting, and discussing the passage with the teacher, copy the corrected passage on the lines provided or into a separate notebook.
• Learn more about the acclaimed Fix-It Grammar in this review from Cathy Duffy where she named it to her Top 103 list!

IEW Fix It! Grammar and Homeschool Planet

These lesson plans applied within your Homeschool Planet planner will help you stay on track in your IEW Fix It! Grammar course.

What’s Included: 

• 1 year lesson plan, covering all the assignments for your IEW Fix It! Grammar curriculum.
• Fix It! Grammar Lesson Plan Package includes ALL 6 lesson plans.
• Check boxes for your students to check off as they complete their assignments, giving them a sense of accomplishment and you a permanent record of their achievement.
• Automatic rescheduling of assignments when “life happens”
• “Daily Digest” email reminders to help you and your child stay on track
• Grade tracking to recognize or reward completion of work.
• Attendance records for states where this is required.
• Extensive reports to help you manage grades, attendance, activities, and more.
• Automatic lesson plan updates as needed, with enhancements, link updates, etc.
• You decide whether to apply ongoing updates.
• Curriculum is not included and should be purchased separately. Links are provided to purchase curriculum when available.

Please note: These lesson plans are subject to copyright laws and cannot be used beyond those in your household. By “household” we mean a person or persons sharing the same single family housing unit such as a home, apartment, mobile home or condominium. You may reach us with any questions at [email protected] .

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Getting Started with Fix It! Grammar

On Day 4 of IEW’s Twelve Days of Christmas Giving , IEW is giving the perfect gift for helping new and veteran IEW families and teachers tackle the often-daunting task of implementing grammar with their students. Be sure you are registered for the event to receive the email with links to the gifts and the free shipping code.

Fix It! Grammar encourages students to apply grammar concepts on the very first day. Your students will learn to immediately apply their grammar knowledge in context, which aids in the transfer of grammar skills into their own writing assignments. To get you started, we have gifts focused on applying grammar concepts directly to writing assignments.

The first gift on Day 4 is a link to the first four lessons of the first four levels of Fix It! Grammar so you can “test drive” our program before you purchase it! This link gives you access to help students get started with Fix It! Grammar . Access the free grammar lessons here !

Next, many parents feel inadequate to teach grammar to their students since they lack confidence in their own grammar knowledge. Andrew Pudewa demystifies the subject of grammar in his powerful talk But . . . but . . . but . . . What about Grammar?  He addresses the dilemma of teaching grammar to your students especially if you do not feel confident in this subject.

Hold on to your Santa hat! We have another great resource for you on Day 4! Our mission at IEW is to equip teachers and teaching parents with methods and materials which will aid you in training your students to become confident and competent communicators and thinkers. Listen to the Arts of Language podcast episode “How Much Grammar Is Enough?” (Episode 389) in which Andrew Pudewa and Julie Walker discuss the value of applied grammar in the Fix It! Grammar program. Parents and teachers learn to go beyond asking students to simply memorize grammar facts. Instead they learn to train students to apply that knowledge through editing a passage each day.

Lastly, we are providing the link to the Fix It! Grammar overview page. You will find additional information including videos about our grammar program, course descriptions for each level, and teacher and student samples.

by Cynthia Lescault

P.S. Don’t forget to use the code for free standard domestic shipping on any online order from December 26–January 6.

California State University Fullerton

Canvas resource center.

Welcome to the Canvas Resource Center where you may find self-help guides on a wide range of topics regarding teaching and learning using Canvas. Begin by typing in a keyword and clicking on Search.

How do I fix my Flip Assignment after I have copied my Canvas course?

The Flip website and Canvas connection will be discontinued on July 1, 2024. Using the Discussions and Canvas Studio may be the best alternative. Reach out to FDC Canvas Consultants for additional guidance.

You will learn the process that may be required to re-connect your Canvas Assignments which use the Flip External Tool (LTI) after you have copied your course.

Sometimes when a course is copied, the Assignments which link to Flip via the External Tool might require you to follow these steps in order to connect each Assignment to the appropriate Flip discussion.

Follow these steps after you have copied your Canvas course which has the local Flip App installed and is used in one or more Assignments.

1. Check your existing Assignment by clicking on it.

Do you see the "Sign in" request? This Assignment which has the Sign In request will not work. The Flip App in Canvas needs to be fixed.

Follow these steps to learn how to remove the Flip app from your Canvas course.

2.1. Click on Settings.

2.2. Click on Apps.

2.3. Click on View App Configurations.

2.4. Scroll down the page and click on the Gear icon for Flip.

2.5. Select Delete.

2.6. Click on Delete.

You have now removed the existing Flip LTI (External Tool) from your course.

Follow these steps to learn how to make a new Flip integration with your Canvas course.

3.1. Navigate to Flip.com.

3.2. Click on Log in.

3.3. Sign in using your normal process.

Review this guide to learn how to sign in.

Now that you are signed, you need to re-integrate flip with this Canvas course.

Follow this guide to learn how to create a new Flip integration.

Note: When you create a new integration, remember to keep your old existing integrations as those are necessary if you want to revisit your old courses.

4.1. Click on the link to the Assignment.

4.2. Click on Edit Assignment Settings.

4.3. Scroll down to Submission Type and click on Find.

4.4. Scroll down and select Flip.

4.5. Click on Select.

4.6. Click on Save.

4.7. Click on Create a course group.

Note: If you do not have this button then the integration is not working. You will need to repeat the entire process.

4.8. Your Assignment is ready to go.

Article summary

You have now learned the necessary process, in order to reconnect your copied Canvas course with Flip.

Last Updated

Jun 13, 2024

University Library

• University Library Home
• Washington and Lee University Research Guides

Information Literacy Teaching Toolkit

• Research Assignment Design
• Information Literacy Toolkit
• Information Literacy
• Videos & Tutorials

Designing Effective Research Assignments

• Designing a Research Assignment
• Designing an Information Literacy Curriculum

Below are questions to ask yourself when designing an assignment that promotes information literacy and critical thinking skills.

• What will students learn as a result of completing this assignment?
• What are the information literacy student learning outcomes?
• What are the writing or presentation outcomes?
• What are the discipline-specific outcomes?
• Are these goals clear to students?
• Does our library have these resources? Are they freely and easily available elsewhere?
• Is there a link to the library (or other needed resources) in the assignment and/or syllabus?
• Is there a link to any related student services (peer tutoring, technology help desk, etc.) in the assignment and/or syllabus?
• Does this model a process students can repeat in the future? Is that clear to students?
• Is there space for students to reflect on what they are doing, which strategies are working and which aren’t?
• Does this provide enough time for students to be successful?
• Does it provide time for you to give feedback to students, and for students to revise and/or integrate that feedback into their next piece of work?
• Do you have grading criteria or a rubric to help you score student work? Is this available to students?
• Might you ask past students if you can use their work as a sample, or can you create your own?
• How will students access the sample(s)? Hand out in class, provide in Moodle, etc.?

Source: Greenfield Community College Library.  “Information Literacy Toolkit for Faculty.”  gcc.mass.edu, Greenfield Community College. Accessed 1 Jan. 2021.

Scaffolding and reinforcing information literacy skills and concepts throughout your courses and program, will allow students to develop and master their skill set. Below are a number of questions to think about while creating course and program materials. 

• Is it clear to students how these skills connect to continued study and/or real life?
• What do they already know? Can you assume, or do you need to find out?
• Which information literacy skills do you need to teach, in addition to your course content?
• What can a librarian help teach?
• What needs to be done during class time (for face-to-face classes)?
• What can be done outside of class, as homework?
• What supports does the library already have available (i.e. Moodle plug-ins, videos, handouts, etc.)?
• If you want a librarian to teach, where does that fit in the course schedule?
• If not, what needs to change? Course content, the research assignment, or both?

Greenfield Community College Library.  “Information Literacy Toolkit for Faculty.”  gcc.mass.edu, Greenfield Community College. Accessed 1 Jan. 2021.

Ideas and Examples

• Classic Examples of Research Assignments
• Ideas for Research-related Assignments

Assignments below are linked to documents. Please feel to download and edit for your classroom or context and to remix assignments. A librarian would be happy to tailor a version of an assignment or scaffold research skills into your class.

Example of a short assignment that asks students to think critically about two news sources.

Example of an annotated bibliography assignment that asks students to think critically about their sources.

Example of a research paper abstract assignment that asks students to closely evaluate their topics and sources needed.

Example of an assignment that asks students to brainstorm and evaluate research questions.

Example of an assignment that asks to compare and evaluate various sources.

Example of an assignment that asks students to critically approach source use and paraphrasing.

Example of an assignment that asks students to detail the research process by recording search strategies and resources located.

Example of an assignment that asks students to choose and refine a research topic.

Example of an assignment that asks students to think critically about sources.

Example of an assignment that asks students to crucially evaluate their research topic by evalauting sources.

There are any number of library-related assignments that can be incorporated into a course. Here are a few examples that can be adapted to most subjects (assignments may be repeated across categories).

Critical Evaluations & Comparisons

• Locate a popular magazine article, then find a scholarly article on the same subject. Compare the two articles for content, style, bias, audience, etc.
• Analyze the content, style, and audience of three journals in a given discipline.
• Choose an autobiography of someone related to the course content. Find secondary sources which deal with an idea or event described in the autobiography. Compare and contrast the sources.
• Evaluate a website based on specific criteria.
• Determine the adequacy of a psychological test based on the literature about the test. Then develop a test battery designed for a particular clinical (or other) situation, by using published tests and the literature about them.
• To develop the ability to evaluate sources, students prepare a written criticism of the literature on a particular issue by finding book reviews, by searching citation indexes to see who is quoting the context of the scholarship in a particular field.
• Students use bibliographies, guides to the literature and the Internet to find primary sources on an issue or historical period. They can contrast the treatment in the primary sources with the treatment in secondary sources including their textbook.
• Write a newspaper story describing an event--political, social, cultural, whatever suits the objectives-based on their research. The assignment can be limited to one or two articles, or it can be more extensive. This is a good exercise in critical reading and in summarizing. The assignment gains interest if several people research the same event in different sources and compare the newspaper stories that result.
• Contrast journal articles or editorials from recent publications reflecting conservative and liberal tendencies.
• Write a review of a musical performance. Include reference not only to the performance attended, but to reviews of the composition's premiere, if possible. Place the composition in a historical context using timetables, general histories and memoirs when available, using this information to gain insight into its current presentation.

Fact-Finding Research

• Read an editorial and find facts to support it.
• In biology or health classes, assign each student a 'diagnosis' (can range from jock itch to Parkinson's Disease). Have them act as responsible patients by investigating both the diagnosis and the prescribed treatment. Results presented in a two-page paper should cover: a description of the condition and its symptoms; its etiology; its prognosis; the effectiveness of the prescribed treatment, its side effects and contradictions, along with the evidence; and, finally, a comparison of the relative effectiveness of alternate treatments. This can also be accompanied by oral or visual presentations, slideshow, poster session, etc.
• Students follow a piece of legislation through Congress. This exercise is designed primarily to help them understand the process of government. However it could also be used in something like a 'critical issues' course to follow the politics of a particular issue. (What groups are lobbying for or against a piece of legislation? How does campaign financing affect the final decision? etc.).
• Similar to the above, have students follow a particular foreign policy situation as it develops. Who are the organizations involved? What is the history of the issue? What are the ideological conflicts?
• Nominate someone or a group for the Nobel Peace Prize. Learn about the prize, the jury, etc. Justify the nominations.
• Write an exam on one area; answer some or all of the questions (depending on professor's preference). Turn in an annotated bibliography of source material, and rationale for questions.

Career-Based Research

• Assemble background information on a company or organization in preparation for a hypothetical interview. For those continuing in academia, research prospective colleagues' and professors' backgrounds, publications, current research, etc.
• Ask each student to describe a career they envision themselves in and then research the career choice. What are the leading companies in that area? Why? (If they choose something generic like secretarial or sales, what is the best company in their county of residence to work for? Why?) Choose a company and find out what its employment policies are-flex time, family leave, stock options. If the company is traded publicly, what is its net worth? What is the outlook for this occupation? Expected starting salary? How do the outlook and salaries vary by geography?

Personal Research

• Locate primary sources from the date of your birth. You may use one type type of material only once, i.e., one newspaper headline of a major event, one quotation, one biography, one census figure, one top musical number, one campus event, etc. Use a minimum of six different sources. Write a short annotation of each source and include the complete bibliographic citation.

Historical Research (for any subject)

• Select a scholar/researcher in a field of study and explore that person's career and ideas. Besides locating biographical information, students prepare a bibliography of writings and analyze the reaction of the scholarly community to the researcher's work.
• Pick a topic and research it in literature from the 60s and 70s. Then research the same topic in the literature of the 80s and 90s. Compare and contrast the topic in a bibliographic essay.
• Write a biographical sketch of a famous person. Use biographical dictionaries, popular press and scholarly sources, and books to find information about the person.
• Everyone becomes an historical figure for a day. Students research the person, time-period, culture, etc. They give an oral presentation in class and answer questions.
• Similar to the above, students adopt a persona and write letters or journal entries that person might have written. The level of research required to complete the assignment can range from minimal to a depth appropriate for advanced classes.
• News conferences offer good opportunities to add depth to research and thus might work particularly well with advanced students. A verbatim transcript of an analytical description of a news conference can serve as a format for simulated interviews with well known people of any period. What questions would contemporaries have asked? What questions would we now, with hindsight, want to ask? How would contemporary answers have differed from those that might be given today? Here students have an opportunity to take a rigorous, analytical approach, both in terms of the questions to be asked and the information contained in the answers.

Biographical Research

(annotated) bibliography variations.

• Prepare an annotated bibliography of books, journal articles, and other sources on a topic. Include evaluative annotations.
• Create a Web page on a narrow topic relevant to the course. Include meta sites, e-journals, discussion lists, and organizations.
• Update an existing bibliography or review of the literature.
• Compile an anthology of readings by one person or on one topic. Include an introduction with biographical information about the authors, and the rationale for including the works [justify with reviews or critical materials].
• Choose a topic of interest and search it on the Internet. Cross reference all search engines and find all websites which discuss the topic. Like a research paper, students will have to narrow and broaden accordingly. The student will then produce an annotated bibliography on the topic, based solely on internet references.
• Create an anthology. The model for this format is the annotated book of readings with which most students are familiar. In this case, however, rather than being given the anthology, they are asked to compile it themselves. The assignment can limit the acceptable content to scholarly articles written within the last ten years, or it can be broadened to include chapters or excerpts from monographs and significant older materials. Students should be asked to write an introduction to the anthology that would display an overall understanding of the subject. In addition, each item should be described, and an explanation given as to why it is included. The assignment could also require a bibliography of items considered for inclusion as well as copies of the items selected. In any subject course in which students would benefit from finding and reading a variety of scholarly, such an assignment would guarantee that they use their library skills to locate the articles, their critical reading skills to make the selections, and a variety of writing skills to produce the introduction, the summaries, and the explanations.

Literature Review Variations

• Each student in the class is given responsibility for dealing with a part of the subject of the course. He or she is then asked to 1) find out what the major reference sources on the subject are; 2) find out "who's doing what where" in the field; 3) list three major unresolved questions about the subject; 4) prepare a 15 minute oral presentation to introduce this aspect of the subject to the class.
• Conduct the research for a paper except for writing the final draft. At various times students are required to turn in 1) their choice of topic; 2) an annotated bibliography; 3) an outline; 4) a thesis statement; 5) an introduction and a conclusion.
• Write a grant proposal addressed to a specific funding agency; include supporting literature review, budget, etc. Have class peer groups review. (Best proposal could be submitted for funding of summer research).

Collins Memorial Library.  “Ideas for Library-Related Assignments.”  Pugetsound.edu, University of Puget Sound. Accessed 1 Jan. 2021.

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• Last Updated: Sep 11, 2024 10:20 AM
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