The current deficiency in the teaching of research processes has far-reaching ramifications in the academy and the workplace. Can we call our graduates “educated” if they lack the ability to handle, with skill, the information of their disciplines? We have the resources to address the problem. What we need is the determination to do so.
It is tempting at this point to resort to clichéd language: “A thousand-mile journey begins with but a single step;” “A mighty fire begins with a single spark;” and so on. While these may express the message I wish to convey, they tend to trivialize the seriousness of the dilemma we are facing.
Many of our students don’t know how ...