Pub Date : 2014-07-01DOI: 10.11120/elss.2014.00029
P. Signoretta, J. Chamberlain, J. Hillier
Abstract Inadequate quantitative methods (QM) training provision for undergraduate social science students in the United Kingdom is a well-known problem. This paper reports on the design, implementation and assessment of an induction module created to test the hypothesis that visualization helps students learn key statistical concepts. The induction module is a twelve-week compulsory unit taught to first year social science students at a UK university, which they complete prior to a more traditional statistical, workshop-based QM module. A component of the induction module focuses on the use of visualization through Geographic Information Systems (GIS), to teach the process of hypothesis generation to students while they also are introduced to the basics of QM research design and univariate and bivariate forms of data analysis. Self-reflexive evaluation indicates that visualization could assist students with more advanced QM statistical skills.
{"title":"‘A Picture Is Worth 10,000 Words’: A Module to Test the ‘Visualization Hypothesis’ in Quantitative Methods Teaching","authors":"P. Signoretta, J. Chamberlain, J. Hillier","doi":"10.11120/elss.2014.00029","DOIUrl":"https://doi.org/10.11120/elss.2014.00029","url":null,"abstract":"Abstract Inadequate quantitative methods (QM) training provision for undergraduate social science students in the United Kingdom is a well-known problem. This paper reports on the design, implementation and assessment of an induction module created to test the hypothesis that visualization helps students learn key statistical concepts. The induction module is a twelve-week compulsory unit taught to first year social science students at a UK university, which they complete prior to a more traditional statistical, workshop-based QM module. A component of the induction module focuses on the use of visualization through Geographic Information Systems (GIS), to teach the process of hypothesis generation to students while they also are introduced to the basics of QM research design and univariate and bivariate forms of data analysis. Self-reflexive evaluation indicates that visualization could assist students with more advanced QM statistical skills.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122568131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-07-01DOI: 10.11120/elss.2014.00038
J. Macinnes
As Payne points out, the failure of most undergraduate social science degree programmes in the UK to give students a good grounding in social statistics has been a chronic problem for some forty ye...
{"title":"Teaching Quantitative Methods","authors":"J. Macinnes","doi":"10.11120/elss.2014.00038","DOIUrl":"https://doi.org/10.11120/elss.2014.00038","url":null,"abstract":"As Payne points out, the failure of most undergraduate social science degree programmes in the UK to give students a good grounding in social statistics has been a chronic problem for some forty ye...","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131966202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-06-11DOI: 10.11120/ELSS.2014.00026
R. Costello, Nadine Waehning, Kayla Reed, Nigel Shaw
In this paper, we report a postgraduate-led project at the University of Hull to build upon and develop transferable skills for postgraduates. The PhD Experience Conference 2013 was developed as a ...
{"title":"Researcher-led Training: the PhD Experience Conference 2013 – Supporting the Student in Higher Education","authors":"R. Costello, Nadine Waehning, Kayla Reed, Nigel Shaw","doi":"10.11120/ELSS.2014.00026","DOIUrl":"https://doi.org/10.11120/ELSS.2014.00026","url":null,"abstract":"In this paper, we report a postgraduate-led project at the University of Hull to build upon and develop transferable skills for postgraduates. The PhD Experience Conference 2013 was developed as a ...","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125439283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-06-11DOI: 10.11120/ELSS.2014.00027
Stephen Case, Pamela Ugwudike, K. Haines, Kirsty Harris, Jennifer Owen
This paper discusses the Swansea Student Engagement Project and presents findings from a survey conducted with undergraduate students and teaching staff to evaluate their degree of engagement with ...
本文讨论了斯旺西学生参与项目，并介绍了对本科生和教职员工进行的一项调查的结果，以评估他们参与……
{"title":"The Swansea Student Engagement Project: Students and Staff as Partners in Programme Review and Enhancement","authors":"Stephen Case, Pamela Ugwudike, K. Haines, Kirsty Harris, Jennifer Owen","doi":"10.11120/ELSS.2014.00027","DOIUrl":"https://doi.org/10.11120/ELSS.2014.00027","url":null,"abstract":"This paper discusses the Swansea Student Engagement Project and presents findings from a survey conducted with undergraduate students and teaching staff to evaluate their degree of engagement with ...","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126757667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-06-11DOI: 10.11120/ELSS.2014.00025
C. Albert
When considering contemporary thinkers known for causing academic controversy, Leo Strauss certainly ranks among the top. His writings, motives, ideology(s) and more recently, students, have been t...
{"title":"Unveiling Political Theory: Engaging Students through Strauss' Hermeneutical Pedagogy","authors":"C. Albert","doi":"10.11120/ELSS.2014.00025","DOIUrl":"https://doi.org/10.11120/ELSS.2014.00025","url":null,"abstract":"When considering contemporary thinkers known for causing academic controversy, Leo Strauss certainly ranks among the top. His writings, motives, ideology(s) and more recently, students, have been t...","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122472777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-04-01DOI: 10.11120/elss.2014.00021
D. O’Byrne
Abstract This paper draws on the views of students on a human rights course concerning their reasons for choosing such a course of study, in order to highlight the importance of understanding the emotional relationship between students and their subjects. It contends that while such an understanding is important in respect of all subjects, it has a particular relevance in the topic of human rights because the nature of the material and content of the course is necessarily challenging to the humanity of the student. As such, the human rights classroom is transformed from being a space of learning to a space of feeling.
{"title":"The Places and Spaces of Human Rights Education","authors":"D. O’Byrne","doi":"10.11120/elss.2014.00021","DOIUrl":"https://doi.org/10.11120/elss.2014.00021","url":null,"abstract":"Abstract This paper draws on the views of students on a human rights course concerning their reasons for choosing such a course of study, in order to highlight the importance of understanding the emotional relationship between students and their subjects. It contends that while such an understanding is important in respect of all subjects, it has a particular relevance in the topic of human rights because the nature of the material and content of the course is necessarily challenging to the humanity of the student. As such, the human rights classroom is transformed from being a space of learning to a space of feeling.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133288969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-04-01DOI: 10.11120/elss.2014.00022
Jenny Louise-Lawrence
Abstract How far can feminist pedagogy facilitate a positive learning experience for the student? I explore this question by offering a critical reflection of teaching a Gender Studies module to two cohorts of students: part-time mature and full-time ‘traditional’ learners. I offer a candid exploration of my personal journey, exposing the strengths and sometimes contradictions found in feminist pedagogic principles. By documenting feminist pedagogy in action I offer a pragmatic approach to its application and refined understanding of it as a method of teaching while attending to feminist pedagogy's core values. My approach empowers the learner, at the same time it enables the tutor to cover module learning outcomes without compromising a feminist agenda. This appropriation is informed by a project designed to put feminist pedagogy (as an approach) and gender studies (as a subject) under critical scrutiny with a view to the refinement of pedagogic practice.
{"title":"Feminist pedagogy in action: reflections from the front line of feminist activism - the feminist classroom","authors":"Jenny Louise-Lawrence","doi":"10.11120/elss.2014.00022","DOIUrl":"https://doi.org/10.11120/elss.2014.00022","url":null,"abstract":"Abstract How far can feminist pedagogy facilitate a positive learning experience for the student? I explore this question by offering a critical reflection of teaching a Gender Studies module to two cohorts of students: part-time mature and full-time ‘traditional’ learners. I offer a candid exploration of my personal journey, exposing the strengths and sometimes contradictions found in feminist pedagogic principles. By documenting feminist pedagogy in action I offer a pragmatic approach to its application and refined understanding of it as a method of teaching while attending to feminist pedagogy's core values. My approach empowers the learner, at the same time it enables the tutor to cover module learning outcomes without compromising a feminist agenda. This appropriation is informed by a project designed to put feminist pedagogy (as an approach) and gender studies (as a subject) under critical scrutiny with a view to the refinement of pedagogic practice.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122608241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-04-01DOI: 10.11120/elss.2014.00020
S. Broadhead
Abstract This article draws on Bernstein's model of democratic education to explore the experiences of post-Access students who enter higher education within the subject area of art and design. It considers areas of difficulty in relation to enhancement, inclusion and participation among non-traditional students who perceive themselves as being in the minority on an art and design degree alongside ‘traditional students’ who have come through school/college rather than Access. It argues that post-Access students are constructed as the ‘pedagogised other’ through the signature pedagogies of art and design and the horizontal discourses of the studio. It can also be seen that their presence upsets the mythological solidarities based on age and creativity. The discussion focuses on an understanding of democracy with a stress on the importance of political action by marginalised ‘others’ in order to construct new educational orders that consider their needs. The narratives of post-Access students suggest that they do not always feel included on their course and they also do not have the confidence to call for change or participate in political action.
{"title":"Inclusion, Democracy and the Pedagogised other in Art and Design Higher Education","authors":"S. Broadhead","doi":"10.11120/elss.2014.00020","DOIUrl":"https://doi.org/10.11120/elss.2014.00020","url":null,"abstract":"Abstract This article draws on Bernstein's model of democratic education to explore the experiences of post-Access students who enter higher education within the subject area of art and design. It considers areas of difficulty in relation to enhancement, inclusion and participation among non-traditional students who perceive themselves as being in the minority on an art and design degree alongside ‘traditional students’ who have come through school/college rather than Access. It argues that post-Access students are constructed as the ‘pedagogised other’ through the signature pedagogies of art and design and the horizontal discourses of the studio. It can also be seen that their presence upsets the mythological solidarities based on age and creativity. The discussion focuses on an understanding of democracy with a stress on the importance of political action by marginalised ‘others’ in order to construct new educational orders that consider their needs. The narratives of post-Access students suggest that they do not always feel included on their course and they also do not have the confidence to call for change or participate in political action.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121938785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-04-01DOI: 10.11120/elss.2014.00024
J. Burnett
Abstract Harrison and Mears draw a fundamental conclusion from their work: that there has been more continuity than change in undergraduate assessment in Sociology in the UK. That there has been some change is clear. The sense that this is slower than hoped for and, furthermore, that the change that has occurred has been greater in the ‘post-1992s’ than the ‘pre-1992s’ and also that the external examining system (one of the potential mechanisms for changing this) is to some extent bifurcated, raises questions about the nature and scale of the innovation which has occurred.
{"title":"Continuity and Change in Undergraduate Assessment in Sociology in the UK: A Response to Harrison and Mears","authors":"J. Burnett","doi":"10.11120/elss.2014.00024","DOIUrl":"https://doi.org/10.11120/elss.2014.00024","url":null,"abstract":"Abstract Harrison and Mears draw a fundamental conclusion from their work: that there has been more continuity than change in undergraduate assessment in Sociology in the UK. That there has been some change is clear. The sense that this is slower than hoped for and, furthermore, that the change that has occurred has been greater in the ‘post-1992s’ than the ‘pre-1992s’ and also that the external examining system (one of the potential mechanisms for changing this) is to some extent bifurcated, raises questions about the nature and scale of the innovation which has occurred.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133082429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-04-01DOI: 10.11120/elss.2014.00023
A. Rosie
ELiSS now publishes papers online when they are ready for publication and then organises them into a specific volume and issue number with accompanying editorial at a later point. This ensures accepted papers are published as soon as possible and also poses a novel issue for an editor, for she or he can hardly introduce papers already available and probably downloaded as if they are new to readers. Indeed, some of the papers in 6.1 have been available for some time, and rightly so. So what purpose can an editorial serve in this situation? Searching for links after the event where there is no overall theme is likely to prove unsuccessful. Perhaps the ‘editor as author’ might search for narratives within the field of higher education for a particular journal issue? In this editorial I consider validation and online course management requirements as texts forming a narrative to embed teaching and learning practices. We are pleased to publish six papers in this issue and particularly to introduce a commentary on a previous paper. Here Professor Judith Burnett, Pro Vice-Chancellor at Greenwich University, discusses the paper by Eric Harrison and Rob Mears on assessment in undergraduate sociology published last year in ELiSS 5.3 (Harrison & Mears 2013). The issue of assessment is an important one for all who work in higher education and social scientists have worked to develop lively assessments for students and to contribute to research and practice in assessment generally. Harrison and Mears showed that undergraduate students did not necessarily view assessment in positive terms and so their paper questioned how much progress has been made since the fund for development of teaching and learning (FDTL) study in 2001. Burnett takes this question forward and provides a lens through which many academics in the social sciences can continue to contribute reports on their pedagogic practice, research reports to ELiSS and other journals devoted to promoting learning and teaching in the social sciences.
{"title":"Teaching as Enigma: A Role for Digression","authors":"A. Rosie","doi":"10.11120/elss.2014.00023","DOIUrl":"https://doi.org/10.11120/elss.2014.00023","url":null,"abstract":"ELiSS now publishes papers online when they are ready for publication and then organises them into a specific volume and issue number with accompanying editorial at a later point. This ensures accepted papers are published as soon as possible and also poses a novel issue for an editor, for she or he can hardly introduce papers already available and probably downloaded as if they are new to readers. Indeed, some of the papers in 6.1 have been available for some time, and rightly so. So what purpose can an editorial serve in this situation? Searching for links after the event where there is no overall theme is likely to prove unsuccessful. Perhaps the ‘editor as author’ might search for narratives within the field of higher education for a particular journal issue? In this editorial I consider validation and online course management requirements as texts forming a narrative to embed teaching and learning practices. We are pleased to publish six papers in this issue and particularly to introduce a commentary on a previous paper. Here Professor Judith Burnett, Pro Vice-Chancellor at Greenwich University, discusses the paper by Eric Harrison and Rob Mears on assessment in undergraduate sociology published last year in ELiSS 5.3 (Harrison & Mears 2013). The issue of assessment is an important one for all who work in higher education and social scientists have worked to develop lively assessments for students and to contribute to research and practice in assessment generally. Harrison and Mears showed that undergraduate students did not necessarily view assessment in positive terms and so their paper questioned how much progress has been made since the fund for development of teaching and learning (FDTL) study in 2001. Burnett takes this question forward and provides a lens through which many academics in the social sciences can continue to contribute reports on their pedagogic practice, research reports to ELiSS and other journals devoted to promoting learning and teaching in the social sciences.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"18 26","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131806275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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