Overview

Many students do not make the connection between what they are studying and the cutting-edge developments or new ways of thinking in their field. By having students examine recent research, they can start to see threads between the foundational knowledge they are acquiring and how others are building from that knowledge now. This can allow students to value the foundational knowledge and be more motivated to pursue related interests.

What does it look like?

A few examples outlined below could be an in-class discussion or assigned as homework or for extra credit.

Give students articles that relate to the topics being covered in your course, or have students find their own. For example, Browse The National Academies Press website and choose a report that is interesting to you. Scan the report (it is probably too long to read the whole thing) and write one page, double spaced, about something you found fascinating and why. As you read think about what else might be interesting to you. What do you want to know more about? (From Dr. Treisman & Erica Winterer)
Have students reflect on an ethical issue being discussed in your field. Find a news article and an academic article that covers this topic, and ask students for their views on it.
Highlight current or past students’ contribution to the field. Some students may be involved with research or projects that are shaping knowledge, which can be a powerful signal to your class that they too could be part of the field.

Tips

Here are a few more considerations that will promote success with this practice.

Allow students to explore based on their interests. Rather than assigning one article, give students a range of options and allow them to find their own.
Students may feel overwhelmed by the technical details of current research. Convey that the underlying ideas are what are important, and they can skim the technical stuff, which they will learn in time.

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