Written by: Mac-Z Zurawski
4th Installment in Community Teaching Series
Strengthening Community Classes by Teaching Research Skills
As unemployment remains persistent in many regions, attendance at community center classes has grown. Adults who are between jobs often enroll in classes to acquire practical skills, build resumes, and expand networks. Employers increasingly expect new hires—even for entry-level positions—to show initiative in learning. For many students, community classes are the first step toward higher education and better employment opportunities. These courses range from ESL and GED preparation to vocational topics like horticulture. Each class offers tangible skills, but they should also teach a fundamental ability: how to research effectively.
Research is not just for academic scholars. It is a practical skill that helps learners answer real-life questions: Where can I find job openings? Where are practice tests for the GED? How do I learn business etiquette? Without basic research skills, searches often dead-end, which can be discouraging. In community classrooms, especially where hope and confidence can be fragile, teaching research strengthens perseverance and self-reliance. Community instructors should explicitly incorporate research instruction alongside vocational content.
Overturning the Community Syllabus
My original community syllabus did not emphasize student-led research. I initially planned to curate articles and examples for the class. Over time I learned that students wanted to find stories and information that connected to their own experiences. Teaching metacognition—helping learners reflect on what they know, how they learn, and how that knowledge relates to their goals—builds stronger critical thinking and information literacy.
Design a syllabus that includes regular research activities. Assign weekly or bi-weekly research tasks that ask students to locate articles, websites, or local resources and bring findings to class for discussion. This approach develops internet and computing skills while teaching evaluation of sources and information. As students practice, they gain confidence identifying reputable outlets and filtering useful content from noise.
Practical Example
In a “Current Events” class I taught, students initially relied on the news links I provided. Gradually I asked each person to bring references from outlets they were following and to describe what they were looking for. Each week we chose a topic to research outside class and reconvened to analyze findings together. Students improved their web literacy and became better at evaluating the credibility and bias of different sources.
Suggested resources for instructors include introductory readings on metacognition, research skills checklists, and practical guides for motivating learners to investigate topics independently.
New Books, New Ideas
Introducing books tied to class themes is an accessible way to teach research. Assign a novel or non-fiction book related to the subject matter and ask students to analyze it through structured research questions. Reading and responding to a text encourages deeper reflection and gives learners a chance to connect concepts from the classroom to broader contexts.
Example for a Horticulture Class
Possible readings might include works on green initiatives, water conservation, or fiction that explores themes of gardening and community. A novel or practical guide can prompt students to investigate how gardening techniques, ecological ideas, or cultural perspectives are presented in different texts.
Five research-based questions to guide a book analysis:
- How does this book change or deepen your understanding of the subject?
- Name and describe five terms or concepts from the book that relate to the class topic.
- Research one technique or idea from the book and explain how it is used in practice.
- Do you agree or disagree with the main arguments or themes of the book? Explain.
- Would you recommend this book to another student in this class? Why or why not?
These kinds of questions focus reading on critical analysis and practical application rather than simple summary.
Proposing the Future: Simple Research Proposals
Another effective classroom activity is to have students develop short research proposals tied to course topics. Adult learners often juggle work and family responsibilities, so proposals should be concise and manageable. A straightforward proposal structure helps students practice planning, locating sources, and articulating research questions.
Basic proposal components to teach:
- Introduction: State why the topic matters and why the student wants to research it (limit to half a page).
- Hypothesis / Research Question: Explain the question being investigated. What do you expect to find?
- Methodology: Where will you look for information? Will you interview community members, consult books, or use local databases?
- Literature Review: Identify at least a few books, several articles, and relevant websites or local resources you plan to consult.
- Conclusion: Reflect on whether the gathered sources provide insight and whether the question is feasible to answer if pursued further.
Break the proposal into stages and review each stage in class. Offer guidance on phrasing research questions and selecting sources. Patience is important: many students will be new to structured research and will improve with practice.
Suggested references for instructors include guides on research proposal structure, examples of short proposals, and checklists for finding credible sources. Local public libraries and community college libraries often provide free access to databases and research support.
Conclusion
Teaching research skills in community classes builds practical competence and confidence. When students learn how to find, evaluate, and synthesize information, they improve their job prospects, strengthen their resumes, and gain the tools to solve everyday problems. Simple, structured activities—metacognition exercises, book-based analysis, and short proposals—can be integrated into almost any community course. These steps help bridge the gap between aspiration and achievement and make the community classroom a meaningful starting point for future success.
Please feel free to send any questions or concerns.