Premises: Students need scaffolded, authentic opportunities to practice and develop research skills. Interdisciplinary faculty collaboration on assignment redesign facilitates peer feedback that isn\u27t usually available. Bringing librarians to the assignment design table establishes stronger connections with and among teaching faculty and promotes deeper learning opportunities for students.
Key principles: Reflect on where students get stuck. Make the implicit explicit. Scaffold the research process. Offer formative assessment and opportunities for peer learning. Consider authentic, renewable, or public-facing end products
