Editor’s note: This article is part of Teaching the Adult Learner: Practical Strategies for Higher Ed Success, a six-part series exploring how colleges can better support nontraditional students. Drawing on classroom-tested practices with adult learners in Human Services programs, the series offers faculty and administrators concrete strategies to build confidence, foster engagement, and connect coursework to real-world impact. The series publishes weekly on Mondays.
The words research methods can strike fear in the hearts of even the most confident students. For adult learners returning to higher education, that anxiety is often magnified. Many of my students in the Human Services department at the College of Westchester (CW) arrive to class juggling jobs, raising children, and managing family responsibilities. By the time they sit down in front of me, they’re often worried: Can I really master research design, sampling strategies, or data analysis?
The truth is that adult learners bring rich lived experience into the classroom, but traditional textbooks and lectures often fail to make research methods feel relevant or accessible. When abstract terms aren’t connected to their daily realities, students begin to view research as something “other people do” rather than a skill set they can own.
In my classroom, I’ve learned that success comes when I stop asking adult learners to adapt to research–and instead adapt research instruction to meet them where they are.
Ground theory in practice
Every textbook begins with theory. In my courses at CW, we use Anol Bhattacherjee’s Social Science Research: Principles, Methods, and Practices. It’s thorough, clear, and free–a huge win for students already navigating tuition costs. But I’ve learned that starting with theory alone leaves many students feeling disconnected.
To bridge the gap, I ask learners to build theories from what they already know. For example, in our “Build a Theory” activity, students reflect on everyday situations, like why certain programs succeed in their workplaces while others don’t. They identify variables, form hypotheses, and sketch simple cause-and-effect models. Suddenly, abstract ideas like “independent and dependent variables” stop being jargon and start being tools they already use in their jobs and lives.
By grounding concepts in practice first, the textbook becomes a reference that deepens understanding rather than a wall of terminology to decode.
Make literature reviews accessible
If theory is intimidating, literature reviews can feel overwhelming. The idea of synthesizing dozens of scholarly articles often sparks panic in students who may not have written an academic paper in years–or ever.
To lower the barrier, I introduce literature mapping. Instead of reading article after article in isolation, students create visual maps that cluster key themes, findings, and questions. We use sticky notes, digital whiteboards, or even notebook sketches. The process helps them see the research landscape rather than drown in it.
We also spend time on annotation scaffolds–structured note-taking that guides learners to identify the research question, method, findings, and implications in each article. By breaking down the task into clear steps, students begin to realize: “I don’t have to master everything at once; I can build understanding piece by piece.”
The result? Learners approach literature reviews not as an impossible academic exercise but as a manageable–even empowering–way to enter the scholarly conversation.
Demystify methods through hands-on work
One of the best ways to engage adult learners in research is to let them do it. In my classroom, that means swapping passive note-taking for active creation.
When we study surveys, students design their own questions, then trade with peers for critique. They quickly learn how wording can bias results or confuse participants. When we discuss sampling, I ask them to compare hypothetical scenarios: “What would happen if you only surveyed clients who already use a program?” They see firsthand how sampling choices affect validity.
Qualitative research becomes less intimidating when learners practice short interviews with each other, transcribe snippets, and code the data. Suddenly, they realize that analyzing words isn’t about memorizing terms like “grounded theory”–it’s about looking for patterns in real human stories.
These activities don’t replace the textbook. Instead, they bring it to life. By doing the work of researchers in low-stakes settings, adult learners begin to picture themselves as capable investigators.
Create scaffolds for confidence
Confidence is the foundation of persistence. Many adult learners enter research courses convinced they won’t succeed. My role as an instructor is to prove them wrong–not by lowering expectations, but by building scaffolds that support them as they climb.
I design structured slide decks with detailed notes that students can review outside of class, so they’re never left guessing. Assignments come with step-by-step rubrics that show exactly how their work will be evaluated. I use practice quizzes, low-stakes reaction papers, and guided discussion posts to give learners space to test their skills before higher-stakes assessments.
These supports don’t just make assignments clearer–they reduce anxiety. When students know what’s expected and feel equipped to get there, they stop asking, Can I do this? and start saying, I am doing this.
Takeaways for faculty and administrators
Teaching research methods to adult learners requires a shift in mindset: from covering content to building capacity. A few key lessons I’ve learned include:
- Think beyond the textbook. Use applied activities to help learners connect abstract concepts to their lived experiences.
- Scaffold the complex. Break down intimidating tasks like literature reviews into visual, step-by-step processes.
- Make it relevant. Connect research design to learners’ workplaces, families, and communities so they see immediate value.
- Prioritize confidence. Clear structures, supportive rubrics, and low-stakes practice are not crutches; they’re launch pads.
For faculty, these practices make classrooms more inclusive and engaging. For administrators, they point toward policies and resources that ensure nontraditional students aren’t just enrolled, but empowered.
Closing reflection
When adult learners succeed in research methods, the payoff is profound. They stop seeing research as something reserved for academics in ivory towers and start recognizing themselves as knowledge builders–capable of asking questions, gathering data, and shaping practice in their communities.
That shift in identity is what keeps them engaged–not just for one course, but for the long haul of their education and careers.
And that’s the heart of this series: designing higher education with adult learners at the center.
Next week, we’ll continue the conversation with Part 2: The Power of Applied Projects in Diversity & Inclusion Courses.
Timothy Montalvo is a middle school educator and leader passionate about leveraging technology to enhance student learning. He serves as Assistant Principal at Fox Lane Middle School in Westchester, NY, and teaches education courses as an adjunct professor at Iona University and the College of Westchester. Montalvo focuses on preparing students to be informed, active citizens in a digital world and shares insights on Twitter/X @MrMontalvoEDU or on BlueSky @montalvoedu.bsky.social.
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