ABSTRACT
This chapter discusses the importance of formulating a research question that is unanswered, yet answerable—or a project goal that is original, yet doable—and the processes that could be used to pursue either one. It is essential that the development of research questions and refining of a project goal occur after, and are informed by, a thorough literature review. Many times, undergraduate students’ initial suggestions for topics are much too broad in scope, and a literature review would quickly reveal this. An example would be the topic “best ways to teach design”. Conversely, it is problematic when students’ ideas are too narrow in scope or too “safe” or arbitrary to inspire genuine inquiry, such as here: “Which of Georgia O’Keefe’s paintings are the most important?” If a question can be answered definitively, fairly quickly, or based on personal opinion, it is not appropriate for a study. Occasionally, when students are formulating a research question or project goal, they communicate with a professor outside of art, who can offer a different perspective. Such co-mentorship broadens the base of expertise from which students can draw.
