Despite being essential to doctoral education, the teaching of Research Methods and supportive pedagogies continue to lack attention in the scholarly literature. This presentation describes the integration of concept mapping in the competency-based design of introductory and advanced research methods coursework. Summarized quantitative and qualitative direct and indirect assessments from one introductory and one advanced course demonstrate the value and effectiveness of concept mapping at both levels of preparation. Limitations and future research as well as advice for higher education instructors who may be interested to implement concept mapping will be discussed.
