Qualitatively Informed Propositions for Teaching Research Methods to Aeronautical Science Students

Abstract

Recent changes to Embry-Riddle Aeronautical University’s Master of Aeronautical Science program have been implemented with difficulty by the faculty who teach Research Methods, and the learning objectives have not easily translated into concepts quickly grasped by the students. In this qualitative, grounded theory study, I evaluated 126 comments from 196 Aeronautical Science students through an inductive approach to identify themes for improving the administration and execution of the Research Methods course. Positive and negative themes indicate that students seek clear expectations, examples, and feedback to improve understanding of these complex concepts. Four propositions are presented: infuse an inquiry-based learning approach using templates and examples, improve student readiness, present final project options, and sequence the program.