Improving a Doctoral Cohort's Research Methodology Learning Competency Through Collaborative Self-Study

• In Event: AERA Roundtable Session Friday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Contemporary Explorations in Teaching and Learning Research Methods (Table 2)

Abstract

This collaborative self-study arising out of tensions in teaching non-traditional doctoral students research methods courses. Both authors at a regional ex-urban Hispanic Serving Institution (HSI), teach all required doctoral research methods courses . It is well documented that doctoral completion rates hover around 50% for all programs and non-traditional students have lower completion rates and higher attrition than the traditional student. Using a Social Determination framework to support findings, this study traces rationales and practices designed by the authors to improve students learning, sense of belonging, and autonomy. Student pre and post data are used to assess the the implementations. Implications for the authors for continuous improvement and transferability to others serving non-traditional doctoral students are discussed.

Authors

• Jane Mcintosh Cooper, University of Houston - Clear Lake

• Renee Lastrapes, University of Houston - Clear Lake