Developing A Research Topic:
How Do I Begin?
William N. Osborne, Jr., Ph.D.
Ferrum College
ACA Teaching and Learning Institute
June 8, 2011
How do your students develop
research topics?
• Do they conceptualize the topics themselves?
• Do you let them choose from a list of topics?
• Do you assign everyone the same topic?
Which Approach Is Better?
• It is easier for the students to get started if
they merely choose from a list
• However, according to Sullivan (2006) not
requiring them to develop their own topic
impedes their ability to solve problems and
think critically
Getting Started
• Usually research papers are a course
requirement
• Usually, the topic is related to a specific course
and a topic is decided as well as the research
question to be studied
• Upper level undergraduates and graduate
students have more leeway in selecting the
nature of their research (Sullivan, 2006)
Why Should Students Develop Their
Own Topics?
• Students need to realize that research is “not
easy”
– Authentic Learning should require significant time
and resources, and should be explored from
several perspectives.” (Eison, TLI 2011)
• There should be some level of discomfort
– in identifying the topic
– conceptualizing the research question and
– deciding on the information needed
How Can We Help
• Faculty and librarians can assist the students
by
– Discussing topic ideas
– Talking about reference sources
– Providing assignments that encourage students to
examine their ideas and potential sources of
information (Sullivan, 2006)
What is the most important first step
in library research?
•
•
•
•
•
A) identify key authors on research problem
B) know research problem
C) locate key articles on research problem
D) locate key books on research problem
E) I don’t know
Claudia J. Morner, “A Test of Library Research Skills for Educational Doctoral
Students” (Ph.D. diss., Boston College, 1993), 149.
For My Students, Choosing a Topic Is
The Most Difficult Aspect of
Conducting Research
Choosing a Topic
• Generally, the topic should be related to an issue
or concept related to your course.
• All of my courses are criminal justice related and
obviously, the research topics relate to criminal
justice, crime, delinquency, crime causation,
crime prevention, or theories related to those
issues.
• However, why would a research topic on “White
Collar” crime not be an appropriate topic in a
Juvenile Justice course?
Group Exercise
• How many of you have “Smart Phones”
• Break into groups of 3 to 5 with at least one
“Smart Phone” in each group
• As a group, select a topic that your group agrees
would be a good topic to research that is related
to the issue of crime
• This should be a “Broad Topic”
• When you have selected your topic, write it on
the large note pad provided
Formulating a Research Question
• Once your group has agreed on a “Broad
Topic”
• Write a short research question that you
would want to answer
Identifying Keywords
• Using the research question that you have
created, what keywords might be good for you
to use in the initial stages of your research?
• Brainstorm as many key words as you can and
list them on the paper pads provided.
Suggestions for Identifying Key
Concepts
• Use general encyclopedia
• Use subject matter encyclopedia
• Provide the students with a short, non
technical article that is an overview of the
topic
• Encourage students to develop Concept Maps
Sample Concept Map From George
Mason University
http://classweb.gmu.edu/WAC/adjguide/academic_papers/id
entifying.html
Generating a Concept Map
• Brainstorm all the factors that you feel leads
someone to engage in criminal behavior
• And List Them on Your Paper
• From this list create a concept map that links all of
your factors together into a framework for your
research
Now Melissa Will Help You Conduct
Your Library Research
References
• Eison, J. (2011). Teaching and learning institute.
Plenary Session. Brevard, N.C.
• Morner, C.J. (1993) A test of library research skills for
education doctoral students. Ph.D. dissertation,
Boston College, p. 149.
• Neely, T.Y. (2006). Information literacy assessment:
standards-based tools and assignments. Chicago:
American Library Association.
• Sullivan, K. (2006). “Developing a topic and identifying
sources of information.” In Neely (2006). Information
literacy assessment: standards-based tools and
assignments. pp. 19-28.