Abstract
This article describes a graduate-level qualitative research course informed by transformational learning theory. It presents strategies an interdisciplinary team of instructors used to engage and support students as they entered and moved through the course. The strategies focused on creating a safe, supportive, learner-centered environment, fostering critical reflection, engaging in ongoing discourse, and focusing on the centrality of experience by situating cognition in the personal context of students' lives and the research process itself.
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