Research can take many forms in a lot of different contexts. In different academic fields, for example, researchers ask different questions, use different materials, and generate different outcomes, using different formatting systems (like MLA or APA). In some situations, research clarifies issues - we end up with a single, useful answer. In others, research reveals new layers of complexity - we end up with whole new constellations of questions.

Unfortunately, in K-12 schools, research often gets reduced to something overly simplified and under-rewarding. When districts must hit specific scores on narrowly aimed high-stakes tests to keep their schools funded, teachers are often forced to train their students to research defensively. Students end up thinking of academic research as finding bits of information that will 'back up' their thesis statements, finding those bits very quickly, and dropping them into the 'right' spots in their fiveparagraph essays.

Thankfully, this is not the kind of research and research-writing that we use in college, at least not most of the time. Instead, college instructors and students use research to explore ideas, make new connections, discover new opportunities, try new applications, and expand the limits of our community's knowledge.

Research can include so many different practices - looking at the results of Google searches, watching films or TV shows, asking people questions, searching for/finding/analyzing articles and studies, people watching, comparing prices and safety statistics for items you want to buy, trying a new makeup product - even dating can be construed as a research project! In fact, we submit to you that all of college is one giant research project.

In this unit, we'll focus on developing our understanding of what research is and the mindset that helps us do productive and rewarding research. We'll think about how this mindset can benefit ourselves and others. Eventually, you'll each create an essay out of the ideas you develop in our work together.

Reflecting on the ideas about research outlined in the Unit 1 Overview, answer the following prompts:

• How do you define research? What's the point of research? Use any of the following questions to jumpstart your thinking:
  • Who does research? What kinds of research have you done (for school, for work, for your personal life, etc.)? What makes a person start doing research? When doing research, what kinds of things does a person do or ask? What kinds of resources does a person seek out? What kinds of outcomes does a person pursue through research?