Curiosity has been defined as “the drive-state for information” (Kidd and Hayden 2015: 450). In this sense, curiosity is a part of any academic research process, since all students will, at some point, need to find information they do not have. For example, finding a quotation to support a claim one has already made would require curiosity. In the context of our work as librarians with the first-year composition course, however, curiosity meant more than this. We were trying to introduce research as an opportunity to learn new things, to explore new perspectives, and to synthesize new ideas into an original argument. If students clung to topics they already knew a lot about, it seem unlikely that they could experience the research process in this new way. However, to test this assumption we needed to find out more about our students and more about curiosity.
Citations : For a broader account of our ranking methodology, especially as it relates to ’s underlying educational philosophy and, in other ranking articles, looks beyond academic excellence (as here) to such factors as return on investment or incidental benefit, see our article “ Ranking Methodology: How We Rank Schools at TBS .” Reputation of schools and degree programs can at least in part be gauged through the rankings of other well-known educational ranking companies. At , we keep track of such social and peer validation: “ Making Sense of College Rankings .” For nuts-and-bolts information about colleges and universities, we look to the National Center for Education Statistics and especially its College Navigator . Insofar as salary and inflation data are relevant to a ranking, we look to the Bureau of Labor Statistics . Finally, nothing beats contacting schools and degree programs directly, which our researchers often do, with the result that all the entries in this article should be considered as belonging to this citation!