Premises:

• Students need scaffolded, authentic opportunities to practice and develop research skills.
• Interdisciplinary faculty collaboration on assignment redesign facilitates peer feedback that isn't 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.