# data[].attributes.body
Using terminology that students don't understand

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Professors ask for sources that don't exist like peer-reviewed articles on current events

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Too many directions, over complicated instructions, lack of clarity

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the word "research" means several different things

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Using language that does not make sense to students

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"Write til you're done" - no word count or page length expectations

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"Write til you're done" - no word count or page length expectations

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Haven't updated the instructions since ever.

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Haven't updated the instructions since ever.

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Students have limited prior experience with research projects, citation, etc.

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instructors who are very familiar with research often don't realize how many of their expectations are unspoken, and assume students know what they're asking them to do

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Putting so much emphasis on the few peer reviewed sources needed, that students didn't realize they could, or even should, find some other sources as well.

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We forget, in our earned expertise, that our students are maybe at the basic level at the moment.

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We forget, in our earned expertise, that our students are maybe at the basic level at the moment.

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students except things to be concrete when things with research arent. They don't like that things are set in stone

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asking 1st year students in an intro class to using peer-reviewed articles from PsychArticles.

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No precise written instructions.

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requiring peer-reviewed sources when that type of material doesn't fit the research assignment

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Oftentimes students don't closely read the assignment instructions so have lots of questions without reading carefully

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Oftentimes students don't closely read the assignment instructions so have lots of questions without reading carefully

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Just getting started can be difficult

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Large difference between faculty expectations and student understanding of the research process.

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professors ask to look for applications of theories and students don't know how to approach that

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Faculty assume a level of familiarity with this type of assignment that students do not have. 

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Faculty assume a level of familiarity with this type of assignment that students do not have. 

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Students may be used to different types of research than the types done in my department.

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They're geared towards a level of knowledge that not everyone has

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Students don't understand different types of journal articles.

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Students don't understand different types of journal articles.

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"They all have data, I need one that makes an argument" is something I've heard before on reference

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Not recognizing how literal and rigid students can be in thinking about an assignment

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Clear instructions with some examples are not giving

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Clear instructions with some examples are not giving

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Students do not have adequate research preparation before getting to college

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When faculty don’t really know what they want

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When faculty don’t really know what they want

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I have seen faculty using an assignment they were given by a colleague and they aren’t necessarily clear on what the want from the students themselves.

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Instructor guided students to create research questions that were far too specific for them to be able to find sources for.

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Instructor guided students to create research questions that were far too specific for them to be able to find sources for.

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Students don't think of how long it takes to read and understand sources.

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locking them into a research topic before they do research

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locking them into a research topic before they do research

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Students don't know how to synthesize the information in the resources to actually write a research paper.

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Doesn't define sources accepted, how many are needed, jurisdiction or area of research

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Doesn't define sources accepted, how many are needed, jurisdiction or area of research

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Students are still uncomfortable with assignments that require or push Critical thinking. They are used to getting all of hte expectations laid out

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Instructors try to teach the databases in their directions.

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Instructors try to teach the databases in their directions.

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Requiring physical resources when so much is electronic.

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Assuming that the modern student experience is similar to the professor's undergrad experience

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there has always been a disconnect between the colloquial and academic understanding of "research" and it's not always clear that students have the experience to know the difference

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Lack of clarity in the assignment, even just the verbiage of the assignment description. Overly complex or vague ... its a pain.

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They're afraid because they have no idea what it is and when you tell them "do it" and they say "how" you say "it depends"

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Not clarifying or giving specific examples of what types of sources they need to use (ex: scholarly sources)

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Instructor describes the final product wanted fairly well but not enough detail on how get there.

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assignments that have students find any "peer-reviewed source" leading students to not care what it's about so they are not getting a real sense of the research process

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Assume students know how to use databases.

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"Can't use the internet" confuses students about whether they can use electronic resources

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"Can't use the internet" confuses students about whether they can use electronic resources

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e.g. had success with one databases and try to use it for a topic it doesn't fit.

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"just go to the library and they'll help you"

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Students are used to assignments in the K12 context where there is one answer or a prepared answer that they are reporting. The open ended nature of research is a new approach to knowledge formation.

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Over- or under-specific requirements

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No experience constructing research questions/hypotheses, etc.

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Students were asked to research the origin of a specific language and our library was limited in the resources we could offer on topic. Some languages had way more than others. Some had next to nothing. The students and librarians were frustrated.