Recasting how you teach your discipline

Should we be dignified, or efficient? Or both?

Here at ALPS, we’re pretty open to new ideas, to questioning the assorted received wisdoms of the world.

So it’s always good to find examples from outside political science, not only because many of the things we talk about aren’t disciplinary, but also because it’s just stupid to think we have all the answers.

As a case in point, we might look to our little brothers over in economics. Over the past decade, they’ve taken a real battering because they seem to have utterly failed to model the world in any useful fashion.

A recent piece in The Economist pointed out, the most basic models that students get taught are often only caveated much further down the (academic) line, often after the point that many students get to. This leads to conventionalities in public discourse – trade as always positive-sum, for example – that simply don’t reflect the evidence or the state of the discipline.

In the febrile era since the great recession, students and faculty themselves have sought to throw out the approach taken to date and to build a new format.

That started with protests-cum-movements like the Manchester Post-Crash Economics Society, but has since matured into the CORE project.

CORE is a collective of faculty from various institutions, who have built a very extensive e-textbook, grounded in a fundamental different way of teaching economics. The challenges and issues are fore-grounded, rather than back-loaded, and there is a effort to invite discussion and debate, instead of presenting a fait accompli of theory.

As someone who never had any economics education at all, I’m really enjoying starting to explore this resource, which is meant for use by a wide range of users and is intended to be integrated into local teaching delivery. I’d really encourage to have a wander around the site too.

Part of me would, of course, like to just say “welcome: what took you so long”: political science has long accepted that there is contingency and conflict of interpretation of the world and has frequently used critical questions as a way into building an understanding.

But at the same time, it is refreshing to see how there is a project to re-examine so much of what makes economics the discipline that it has become. By contrast, political science has usually just stopped at the point of saying that there are many ways to skin the proverbial cat, rather than trying to bring those ways together. As the quantitative shift continues to work its way through the community, there is a risk that such diversity is attenuated or stifled.

I’m always in favour of heterodox positions: the perils of group-think and conventionality are well-understood out on our side of the social sciences, especially in a era of ‘outsider’ politics. But even I wonder whether and how we might ever produce an equivalent piece of work as CORE, just as I wonder what might have had to happen for us to want or do to produce it.

 

Using social media as an academic

A slightly different post this week, off the back of a session I led in Brussels for TEPSA’s PONT project, on how to use social media. I talked with a group of 15 young professionals, planning academic or think-tanky careers, about why social media can be of use to them.

The key message was that even if you don’t really care about social media, it cares about you.

If you’d like a demonstration, then google yourself and see what comes up. I did that for the group and put up a slide with the first photo that appeared on google images. Suffice to say that everyone had a photo, just not necessarily of them, or a particularly relevant one.

Put differently, even if you’re not created a virtual profile, others might be, so you need to engage with things enough to address misrepresentation. Continue reading

Beyond the mountains

As part of the various discussions on learning & teaching at UACES last week, we held a roundtable on the INOTLES project that I’ve been involved with for the past few years.

We were talking about the difficulties of designing pedagogic materials for use by others, and I gave the example of the photo above.

It’s from my summer holiday in Croatia (yes, we had a lovely time, thank you for asking).

Most days, we would sit on the beach, swim a bit, read a bit, generally laze about. But I would also find myself asking what was on the other side of the mountains that I could see.

At one level, I know exactly what’s there. I have a map, guidebooks; I’ve even possibly spent some time on Google Earth, flying over the terrain.

But at another level, I have no real idea what it’s like. I’ve never visited (having found that the beach was a perfectly lovely spot); I’ve never even talked to someone who has been over the mountains.

And that’s rather the situation I find with designing materials for others to use.

I feel I had a good grasp of what’s important in any given pedagogic method, the core elements that must be present for it to work, and I feel confident that I can communicate that to others.

But I also know that without actually experiencing the situation of the end-user, it’s very hard to make something that is very useful (rather than just functioning), because there are a wide variety of factors that come into play.

To come back to the INOTLES project, one of the big challenges was re-adjusting my understanding of the situation of our partners in Eastern Europe. While I was worrying initially about aligning assessment with game-play in simulations, they were worrying about a lack of furniture in their classrooms.

Problematically, this is not an easy situation to resolve. When we create materials for sharing, we always do with a number of assumptions that are more or less implicit. Even if we could list all those assumptions, it’s not immediately obvious how they might impact on pedagogy (the presence/absence of furniture might be a good example).

Perhaps the best we can do is be alive to this issue and to be open to discussion with end-users about how they see things and what adjustments might be suitable. In short, talking with each other might be the way forward, to take us to the edge of the mountains.

Checking assumptions, breaking the ice: the UACES L&T workshop

Oh, I seem to be promoting this website… (thanks to @bentonra for the photo)

I’m in Poland this week, for the annual conference of UACES, the world’s largest European Studies association, of which I’m very proud to be Treasurer.

As part of the conference, we run an L&T workshop on the day beforehand. We’ve been doing this for some years now and it seems to be a good way of ensuring some critical mass on things teaching-y and for giving an opportunity to try out some different formats.

As such, each year, we do different things in a very deliberate way: it not only keeps it fresh, but also demonstrates to participants how they can reconfigure their practice.

Last year, I was tasked with an ice-breaker task, so I tried out an activity that sought to marry ‘getting to know you’ with ‘talking about teaching.’

Obviously, I used post-it notes to achieve this.

As we started, we gave out a post-it to everyone and told them to write one idea that they have found useful for improving their teaching practice. I was keen to stress that should be no limits to this, so it could be anything at all.

Once they’d done that, I got people to stick their post-it on to their name badge and then go and introduce themselves to someone they didn’t know, and explain their idea to each other.

Within minutes I had a room of people chatting away.

After a while, as chat began to die down, I got everyone to swap around, to meet a new person they didn’t know and repeat the exercise. We did a third cycle too.

Having broken some ice, I then asked everyone to stick their post-it on a whiteboard, which I’d marked up with two axes: a horizontal one of small things-big things, and a vertical one of degree of subject specificity.

The final stage was to talk about what had been posted and using it to flag some points that fed into the next part of the workshop.

As an exercise, I’d observe that it was very helpful for getting a bunch of people who mostly didn’t know each other to start conversations, but also in getting me to think about the variety of what people bring to such sessions.

I’m very fortunate that I have a great community of people with whom I exchange regularly on L&T: we share a lot of language and range of considerations.

But that’s not the only way of doing things, as this exercise demonstrated.

I’d made some assumptions about what people would write: my own contribution was ABC feedback; small, quick, generic. Surely everyone would do the same.

Well, as you can see in the photo, there was a load of that (group 2), but we also had a lot of other stuff too (see list at the bottom of this post).

In part, this reflected some debate about “what’s ‘small’/’big’”, but it was mainly about the different backgrounds of the people. A browse of the list will show that all kinds of things are there.

So it’s a good moment to remember that we have to check our assumptions, not only with our students, but also with each other.

Now to find out more about what inverted learning might involve.

That list in full:

1: Quite small, relatively subject specific

  • Innovative assessment (e.g. briefing papers, not always essays)

 

2: Small and generic

  • Student field trips (with prep talks)
  • To do the work at the best/highest level, to bring to discussion new, sometimes challenging ideas
  • Find a balance between interaction and structure and guidance
  • Inverted learning, leading to advanced study, leading to connections of experience and debates
  • Tell jokes
  • ABC feedback
  • Role play
  • Tell jokes
  • Get students to use Moodle in class
  • Good use of first and last 5 minutes of the class
  • Involving participants in the discussion

 

3: more substantial, but still generic

  • Meetings to exchange experience/knowledge
  • Tour de table: get students to hear their own voice
  • Discussing current news by linking current problems with EU studies
  • Setting up workshops
  • Role play exercises
  • Brain-storming sessions
  • Use professional exchange: people of different scientific and professional backgrounds address cross-cutting issues
  • Working with students’ practical experience
  • Using self-reflection as a teaching method: students reflecting their performance during an internship, classes
  • Engagement through debating
  • Introduce student-run blog
  • Using study visits to enhance students’ experience and understanding

 

4: big, and quite subject-specific

  • Teaching EU business (school) students
  • Visit Brussels
  • Mixing masters and undergraduate cohorts in same unit

Fancy a week in Cyprus? A call for proposals

Did I mention you’ll be right next to the Green Line? #PoliSciHoliday

As the staff close up Chateau Usherwood for the traditional summer break, I’m reminded that the call for paper for the ECPR Joint Sessions is now open.

These Sessions run on a similar format to APSA’s TLC – a firm ALPSBlog favourite – but with four full days sat with the same group, working through papers on a common theme, with an output very much in mind at the end.

The idea is that you spend a proper block on time, focused on the issues and get/give lots of feedback to each other to move things on.

Plus, next year it’s in Cyprus, so that’ll be good too.

I share this because Peter Bursens and I have organised a Session on learning gains from active learning, i.e. exactly the kind of thing you guys are well into.

If you’d like to join us, then you just need to submit a proposal via the online portal: you’ll need to sort out your status with ECPR first (membership is institutional rather than individual). There are also some funding options available too.

I really hope you can join us, both because this is emerging as a critical area of work in L&T, and because it’s good to have the time and space to discuss such things.

 

Fight! Fight! Fight!

So, I’ve had an unusual experience this week.

I’m teaching in a summer school at another institution, and I put up a photo of the UKIP “breaking point” poster (google it), only to have several students lay into it, about its veracity, legitimacy and loads more.

In these situations I like to let things run a bit, because it often conveniently sets out points for subsequent discussion. And this did that.

However, very quickly it became a bit personal. And then a bit more.

I intervened at this point, asked for a bit of self-reflection on it and then trying to get things moving again. At the end of class, there was some apologising.

Continue reading

Blown up out of all proportion? Grade-inflation in the UK

So, grade inflation is back in the news over here. Using government data, the Press Association constructed tables showing how the percentages of first-class honours degrees have risen very markedly over the past five years.

It’s a dubious honour that my own institution tops the list, with the biggest percentage increase.

You can read my Vice-Provost’s comments in the story linked at the top, noting that this is both a national trend and a reflection of the efforts we’ve put into making sure we make the most of our teaching of students.

I’m in no position to comment on this, having left the heady heights of middle-management behind some time ago. However, one thing that’s not been mentioned – and which I can note – is the more mechanical effect of our changing student intake.

For the period in question, the university was rapidly ramping-up its entry requirements, as part of an effort to improve its position in university league tables. In essence, the argument was that by taking stronger students, the university’s entry tariff would go up, there would be fewer students dropping out (because they’d be more able), and they’d get better final results, and be more likely to get employed. All those things are counted by league table compilers.

And so it has proved: our rise up the tables has been very impressive.

However, as this story shows, that is not without problems. And certainly it’s not the only thing at work here.

As American colleagues will know better than I do, grade inflation is a pervasive issue and one with its own logic. Notwithstanding the very different quality assurance regime here in the UK, that logic also sticks here too.

I offer no answers on this, but will leave it as something to chew on over the summer break.