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Chapter 37: The Research Process
What are the steps in the research process? ---
Introduction
This chapter defines and describes an interdisciplinary approach to
college research and the steps of the research process in short and long
versions.
These materials were developed by the "Research across Disciplines"
("RAD") Committee at Inver Hills
College in the southeast metro area of St. Paul, Minnesota. Students
reading this textbook can use these steps to see how to conduct their own
research. Students also can see from these materials that research is a
common concern for all college faculty with goals in common, and a common set of
steps.
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Definition of Undergraduate Research for Faculty
by the Inver Hills College RAD Committee
(1-12)
Undergraduate research begins with the commitment of
faculty to promote a culture of inquiry within the fine arts, humanities,
social sciences, natural sciences, and applied and professional programs.
By modeling such a culture, faculty help students comprehend more deeply
the principles of study and applications of practice in their respective
disciplines. Faculty also engage students to explore relevant problems,
test these problems with the methods appropriate to the disciplines, and
share findings with others.
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The Process of Research
by the Inver Hills College RAD Committee
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Short Version, Student-Oriented Process of Research
(5-'12)
This
process applies to research papers, poster and web presentations,
speeches, et al.
1. Develop
interesting ideas and examine models of finished projects with your
instructor.
2. Plan with your
instructor how to proceed with your research.
3. Research!
4. Show a first
draft of the final project to your instructor.
5. Make changes
according to feedback.
6. Produce a
completed version of your project.
Long Version, Student-Oriented Process of Research
(5-'12)
This
process applies to research papers, poster and web presentations,
speeches, et al. In addition to showing the basic steps for the
development of a paper or other project, it articulates the overall
classroom and homework events that should occur along the way. Here are
the steps:
1. Read
and discuss with the instructor the research assignment broken down into steps
and the due dates for the instructor to receive the result of each step.
2. Read
and discuss with the instructor the process itself and how success proceeds
from working in a measured and systematic manner and avoiding the
“all-nighter.”
BASIC PROCESS:
(Best Practices: Students show their instructor the results of
each step for credit and, at instructor-chosen points, for simple or complex
feedback.)
(a)
initial reflection, development of ideas, and the selection of one
(b)
a concrete proposal for the research project including the main idea, the
proofs, and the resources
(c)
a rough draft or sketch of ideas, proofs, and/or audio-visual materials, and a
list of sources, all of it organized according to the requirements of the
particular discipline.
(d)
a nearly completed version that demonstrates the major
disciplinary-appropriate organization of a beginning, middle sections, and an
end with appropriate audio-visual elements; good micro-organization of
unified, connected paragraphs and sentences and/or audio-visual components;
and a bibliography accurate in all but small editing concerns
(e)
a completed version that is well edited and professionally presented
3. Read
and discuss examples of research papers, their organizational patterns, and
their style/tone/scholarly stance. If available, read and discuss examples of
stages of the research process—from initial proposals and rough drafts through
organization to final draft—by looking at examples written by previous
students.
4. Review
with the teacher and/or librarians discipline-specific information about
locating appropriate sources and using them effectively.
5. Brainstorm
ideas; then choose the best one according to your interests and the resources
available. Working with a teacher, tutor, and/or librarian often is helpful in
this process. Present your idea as a rough-draft proposal to your instructor.
Later polish and present the proposal in the form required by the instructor.
6. From
this proposal, develop a first draft or sketch of ideas, proofs, and/or
audio-visual materials, and a list of sources, all of it roughly organized in
the pattern appropriate to the discipline. This rough draft should usually
be at least half the length of the final project. Present this rough draft to
the instructor and/or share it with a peer group for additional suggestions.
7. Using
any comments received in the previous step, develop an almost completed
version that demonstrates the major disciplinary-appropriate organization of a
beginning, middle sections, and end with appropriate audio-visual aids; good
micro-organization of unified, connected paragraphs and sentences and/or
audio-visual components; and a bibliography accurate in all but smaller
editing concerns. Present it to the instructor and/or share it with a peer
group for additional suggestions. If sentence, paragraph, or audio-visual
flow is a problem, work with a tutor.
8. Produce
a completed version that is well edited and professionally presented. Get
help from a peer group or tutor for final polishing. Then present it to your
instructor for a grade and/or for suggestions for an additional suggestions.
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