Abstract:

Qualitative journaling data and analyses were employed to evaluate and improve student learning outcomes in a single graduate rehabilitation research course at an HBCU. Students self-reported barriers to learning in terms of time constraints, relevance of research to their lives, and previous exposure/ability to conducting research. Instructors addressed these concerns by prompting students to reflect on skills relevant to conducting research that they already had in place, and the potential role of research in exploring topics that interested or concerned students. Pedagogical conclusions include providing additional technological learning options to students with time management concerns, the introduction of research as a tool for sociopolitical change, and interactive focuses for instruction and learning.