Collaborative Autoethnography: An Approach to Deliver Learning Objectives of a Community-Engaged Research Course for Health Science Undergraduates during Pandemic Times

Abstract

In an upper-division, community-engaged course at the University of Minnesota Rochester geared for health science majors, a process was implemented to meet one learning objective in the syllabus (introduction to qualitative data methods) as a response to pandemic-imposed limitations on community-engaged learning activities at UMR. The hope was for one group of students to meet these objectives by engaging in a collaborative autoethnography instead of collecting data in the community.