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Changing Teaching Practice in a Research Methods Course Utilizing a Student-Centered Approach
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Shingles, Becerra & Pencek Virginia Tech
February, 2006
APSA Teaching & Learning Conference
7
forced to learn such methods, we decided to invest more time in helping them to identify and assess authorities and to be more self-conscious in their use of logic in the study of
politics.
The rethinking and revision of our required Political Science research method course led
to visits to other experts in knowledge acquisition: (1) faculty who teach the requisite methods courses in sociology, history, geography and philosophy and (2) university librarians who introduced us to the growing and increasingly robust field of “information competency.” Interviews with other social science and humanities methodologists, and a review of their teaching materials, provided knowledge and teaching techniques for instructing students in a variety of non-quantitative methods not addressed in conventional political science methods courses, including acquisition and assessment of primary historical data and textual analysis most important tools of which are rules of logic and recognizing common logical fallacies, and competencies in visual and audible communications, including film, television news, talk radio, and graphics (charts,
graphs and maps). With access to the World Wide Web, we also believe it is essential to help students efficiently identify relevant and reliable information on the Net. With the aid, leadership and occasional pestering of social science librarians, information competency has become a core component of our political science undergraduate methods courses. The revolution in librarianship and pedagogy, stimulated by frequent technological advances, has made the acquisition of knowledge of information technologies and competency standards a demanding, continuous, work in progress.
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| | Authors: Shingles, Richard., Becerra, Raquel. and Pencek, Bruce. |
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Shingles, Becerra & Pencek
Virginia Tech
February, 2006
APSA Teaching & Learning Conference
7
forced to learn such methods, we decided to invest more time in helping them to identify
and assess authorities and to be more self-conscious in their use of logic in the study of
politics.
The rethinking and revision of our required Political Science research method course led
to visits to other experts in knowledge acquisition: (1) faculty who teach the requisite
methods courses in sociology, history, geography and philosophy and (2) university
librarians who introduced us to the growing and increasingly robust field of
“information competency.”
Interviews with other social science and humanities methodologists, and a review of
their teaching materials, provided knowledge and teaching techniques for instructing
students in a variety of non-quantitative methods not addressed in conventional
political science methods courses, including acquisition and assessment of primary
historical data and textual analysis most important tools of which are rules of logic and
recognizing common logical fallacies, and competencies in visual and audible
communications, including film, television news, talk radio, and graphics (charts,
graphs and maps).
With access to the World Wide Web, we also believe it is essential to help students
efficiently identify relevant and reliable information on the Net. With the aid, leadership
and occasional pestering of social science librarians, information competency has
become a core component of our political science undergraduate methods courses. The
revolution in librarianship and pedagogy, stimulated by frequent technological
advances, has made the acquisition of knowledge of information technologies and
competency standards a demanding, continuous, work in progress.
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