Cristina Leston-Bandeira University of Hull

1. Methods Teaching Through a Research-Oriented Approach3rd PSA Learning and Teaching Group Conference, September 2010 Cristina Leston-Bandeira University of Hull

2. Contents • Methods and Politics • Approaches to teaching methods in politics • Research - Teaching nexus to enhance methods teaching • Context for new provision in methods • Engaging students • Outcomes • Challenges

3. Methods and Politics • Roberts agenda / ESRC investment • 2007 international benchmarking • Very strong divide: Quantsvs Non-Quants • Strong differentiation of those who can • Politics students’ characteristics

4. Approaches to teaching methods in politics • Compulsory in only third / 44% of Departments • Differentiated from politics • Lack of integration across programmes • Difficult to teach, not engaging

5. Research - teaching nexus to enhance methods teaching • Relationship teaching - research, a complex one • But • engaging way to learn • promotion of research skills • Particularly through • active learning • discipline focused • “students are likely to gain most benefit from research when they are actively involved in carrying out research projects” • (Healey, 2005)

6. Context for new provision in methods • Standardisation of programmes structure • Need for provision in methods, but how? • What for? Sophisticated use of quants or development of research skills? • Second year compulsory module • Focused on the research process • Integration with discipline • Research-oriented • Long-thin • Blended teaching

7. Paths of Research in Politics • A means to develop their interests in politics • Choice, definition and implementation • Research Proposal (20%) + Research Report (80%) • Cater for individual topics • Individual support • Variety of methodologies

8. Paths of Research in Politics • VLE: at the centre • Lectures: preparatory tasks with associated activity • Workshops • Multiple handouts • The Ethics Issues • The Rough Guides

10. Engaging students • Workshops • Essential • Individual support • Browsing through past work • Blogger • For diary logs • Reflective Statement • Wiki for reliable weblinks • Defining Research Question • Through Forums • Lecture tasks • Linked to their research interest • Basis for activity in lecture • FAQs in Forum • Continuity of support • Meeting diversity of research styles

11. Outcomes • Innovative, varied and excellent research projects • What was the extent of the effect of Thatcher on Popular Culture? • Does Blair answer the question? • What contributed to the development of the Burmese movement for democracy? • Do Swedish MEPs vote differently on green issues? • Very good feedback (GPA= 3.31)

12. “Interesting module - refreshing to have a module in which I can have independence to do my own work.” • “The mini tasks set for each lecture were useful in increasing my understanding of various aspects of research and motivation to do the module.”’ • “The activities were interesting in the lectures.” • “Workshop style structure was very useful.” • “Doing research on my own was different and very interesting. I really feel I have learnt a lot of new things which will help me with the rest of my degree and the help and support has been fantastic.”

13. Outcomes • Many of the topics and/or methods further developed at dissertation and/or placement projects • Model replicated in new research based modules

14. Challenges • To deal with 80+ different topics • Time! Ideally, 20 students per tutor • Keep continuity of contact through VLE • Keep setting targets and chasing progress

15. Conclusions • Paths works because it engages students in the process of doing research • Development of research skills led by interest in politics • Blended learning approach: key

16. - Thank you Any questions?