2026 ASEE Annual Conference & Exposition

Undergraduate engagement in research is a vital component of developing critical thinking, problem-solving, and lifelong learning skills; yet many students encounter research only in upper-level courses or through selective opportunities, leaving early undergraduates uncertain about how research is conducted or how they might contribute. This paper presents an educational framework for introducing undergraduate students to the research process through the intentional integration of inquiry-based learning (IBL) strategies – starting from early classroom engagement to faculty-led research projects.

The IBL offers a powerful framework for guiding students from passive learning toward active engagement in the research process. This paper aims to present an application of IBL strategies in encouraging undergraduate students to get involved in scholarly research. In an undergraduate aviation program at XYZ University, research-focused faculty members attempt to introduce students to research by discussing their scholarly work in introductory courses. This early exposure may spark curiosity in some students and open pathways for deeper exploration and first steps in research. This paper outlines a scaffolded, faculty-mentored, inquiry-based approach to intentionally nurture and guide this transition – from students initial classroom curiosity about faculty research to conducting independent small-scale undergraduate research projects. Through a blend of open and guided inquiry strategies, students progress from formulating questions and conducting literature reviews to developing internal grant proposals and completing the full research cycle at their own pace.

This paper presents our IBL-based mentoring framework, describes its implementation across course and research settings, and summarizes student insights and lessons learned. The paper will also include analysis of student reflections and end-of-project evaluations to capture perceived growth in their skills, motivation, and understanding of the research process. Preliminary feedback suggests that, while the process may seem painful and confusing at times, students gain confidence, research literacy, and a stronger sense of belonging within the academic community. The approach may demonstrate how intentional, inquiry-oriented mentorship can bridge the gap between classroom learning and authentic research engagement.