Teaching the research process through student engagement: Cultural consensus analysis of HIV/AIDS

Abstract

Participation in research prepares students for planning and conducting future projects, as well as academic and professional success. This article presents results of a student‐involved research project exploring a cultural model of HIV/AIDS prevention and treatment among college students as an example of teaching anthropological methods through faculty‐directed research. This research provides information on how an “at‐risk” population understands HIV/AIDS, including misconceptions held. Results include what participants know about prevention, treatment, and services. In addition to presenting this shared model, variation in knowledge is discussed by exploring factors influencing competence. Also, student collaborators learn invaluable methods by actually conducting research. This teaching method is assessed through student outcomes, including how they applied this experience to future work. Students have completed additional research on a variety of topics using methods learned throughout, including conceptions of mental illnesses, expectations of farmers’ markets, and treatment seeking among the uninsured. [student engagement, HIV/AIDS, Mississippi]