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Roll Tide Research

This guide introduces faculty to the Roll Tide Research (RTR) asynchronous learning modules, a set of flexible, accessible tutorials designed to help students strengthen their research skills.

Using Roll Tide Research in Your Course

Roll Tide Research (RTR) modules are designed to work in a variety of teaching contexts, from fully online courses to in-person classes. Because each module is self-paced, multimodal, and accessible on any device, you can integrate them flexibly into your course design.

Integration Strategies

1. Flipped Classroom Model

  • Assign an RTR module as pre-work before a library instruction session or class discussion.

  • Students learn the foundational skills in advance, freeing class time for applied practice, discussion, or research activities.

2. Librarian-Supported Instruction

  • If a librarian is scheduled to visit your class for an instruction session, they may request that students complete a specific RTR module before or after the visit.

  • Completing the module ahead of time ensures students arrive with baseline skills, allowing the librarian to focus on higher-level application and discussion.

  • Assigning a module after the session can reinforce skills taught in class and extend student learning beyond the classroom.

3. Targeted Skill Refreshers

  • Assign only the lesson(s) that match an upcoming assignment.

  • Example: Before students begin a literature review, assign Evaluating Sources or Searching for Sources.

4. Scaffolded Research Projects

  • Sequence multiple RTR modules across the semester to align with each stage of a research project.

  • Example:

    • Early semester: Topic Development

    • Mid-semester: Searching for Sources and Evaluating Sources

    • Later: Citing Sources and Using Information Ethically

5. Stand-Alone Learning

  • Use RTR modules as independent learning resources for students who miss in-class instruction or need extra support.

Assignment Examples

  • Module Quiz for Completion Credit: Assign the multiple-choice quiz at the end of a module and have students submit proof of completion.

  • Guided Practice as a Graded Assignment: Use the guided practice document to assess how students apply module skills to their own research topic.

  • In-Class Application: After students complete a module, have them bring results from a guided practice document to class for peer review or group work.

Tips for Effective Use

  • Clearly communicate expectations for which module or lesson to complete and how proof of completion should be submitted.

  • Pair modules with relevant course assignments so students can immediately apply the skills.

  • Use the feedback form to let the library know how the modules are working in your course.

  • Remind students they can return to modules at any time for review.