“If we knew what we were doing, it wouldn't be called research, would it?” Albert Einstein is believed to have said this. The research generally meets resistance from most undergraduate students. Students don't want to spend the energy and time it takes to systematically research a problem, question, or proposition, collect and examine data, and find out what it all means in a consistent, methodical, and timely manner. For a doctoral student, this method is even more complex, but typically involves a topic of the student's choosing which makes the practice more intimate and particular for the researcher. If the solution explored results in a new discovery, which can have an effect on the world, then all the work and effort expended is recognized and appreciated. A student who searches for the truth and simply gathers facts to complete a task does not experience the pleasure of discovering a previously unrecognized result. This is the type of exploration often dispensed to students and scholars in most types of schools, especially secondary schools. As students continue their studies, a post-secondary research assignment begins to take on a different character. Research develops into much more than just a collection of facts to propagate to classmates. For them it turns out to be the beginning of transformation. The etymology of the word research comes from the Middle French recerche, from recerchier to investigate thoroughly, from Old French, from re- + Cerchier to search (“What”, n.d.). The term has numerous connotations, giving it no single specific designation. This is what makes academic inquiry extremely challenging at any level of education. The word is not just cut and dry, but somewhere...... middle of paper...... Saddle River, NJ: Pearson Education, Inc. Eckert, E. & Bell, A. (2004 , Fall) . Authentic responsibility. Adult Basic Education, 14(3), 174-188. Hubley, A. M. & Zumbo, B. D. (1996, July). A dialectic of validity: where we have been and where we are going. The Journal of General Psychology, 123(3), 207-215.Leedy, P. D., & Ormrod, J. E. (2010). Practical research: planning and design. Upper Saddle River, NJ: Pearson Education, Inc.Viadero, D. (2004, March 24). The call for "science-based" programs was debated. Education Week, 23(28), 10.Walker, P. & Finney, N. (1999, October). Skill development and critical thinking in higher education. Teaching in Higher Education, 4(4), 531-547. What is research?. (n.d.). What is research?. University System of Georgia. Retrieved July 17, 2014, from http://www.usg.edu/galileo/skills/unit01/infoage01_03.phtml