Recommendations for Course Development

• Narrow the topic of potential student projects to a single discipline or field of study.  The more specific the better.  For example, “Topics in Medical Research” is preferred to “Topics in Science.”

• Identify appropriate prerequisites.  For example, a project-based course in medical research would be expected to list biology and perhaps chemistry and/or anatomy/physiology as appropriate prerequisites.

• Clarify student expectations .  Although the topics of student projects may vary, expectations for all students can be consistent.  For example, if students are expected to complete a research project, expectations might include answers to the following questions: (a) What is the process for establishing a legitimate and potentially powerful research question?  (b) How many and what types of resources should be utilized? (c) How should the validity of resources be analyzed?  (d) What methods or processes are expected?  (e) What skills are expected to be developed or enhanced?  (f) What are the criteria for the expected products – i.e., the length of a research paper, depth of inquiry, level of analysis, illustrations, citations, bibliography, etc.?  Based on what criteria will projects be evaluated?

• List topics of instruction that will supplement students’ project work.  If there are teacher facilitated lessons that include content delivery above and beyond the students’ independent research, describe in some detail the topics covered in this instruction.

• Identify reading and writing requirements. Often, UC considers the amount and type of reading and writing to be a strong indicator of the academic rigor of a course.  Clearly define these expectations.