In the process of becoming engineering educators, most professors have successfully developed some fundamental skills that are necessary (although not sufficient) to become a successful researcher. However, they often have no clear idea of how to pass this knowledge along to their students beyond the general approach of carefully guiding their students' individual research efforts. A sense of not knowing where to begin this type of mentoring process can be especially acute in new faculty. This paper presents several techniques, organized around a set of guiding principles, for helping new faculty teach the engineering research process.
|Original language||English (US)|
|Journal||ASEE Annual Conference Proceedings|
|State||Published - Dec 1 1997|