Posts Tagged 'political science'

Mad research skillz: Workshop on developing undergraduate research

Published May 23, 2012 teaching 1 Comment
Tags: ,

Summer is the prime season for conferences and workshops and last week was the kick-off!

Office of Undergraduate Research Faculty Development Workshop

The Office of Undergraduate Research designed this three day workshop to assist faculty who want to incorporate research into their undergraduate classes. The attendees were teaching faculty from all over the university (sciences to humanities to business). I come from political science where research papers are standard, but some disciplines don’t seem to have the same expectations, especially at the undergraduate level. This workshop helped us create research-based assignments in a thoughtful manner. The most useful part for me was brainstorming how I could get beyond the traditional research paper tacked onto the end of the course.

I attended to develop the assignments in my class, but I think it helped having a library insider in the room. Jenny Dale and Kathy Crowe from the library gave an excellent presentation on library services that sparked later conversations about library support. After the formal presentation, I was able to answer questions about the possibilities for collaboration with the library. Also I was able to see the assignment design process from the beginning stages, which is where the library really needs to be!

My goal for the workshop was pretty straightforward. I want to increase the quality of my student research without increasing the quantity of assignments. The class I teach is 200-level and an introductory course so the assignments need to be appropriate. The most useful tool in the workshop was the LOGIC model. I can’t remember where she got this, but the model includes three questions: What is my objective? What do I do to meet my objective? And what evidence do I use to demonstrate that my students have done that? Translated to assignment creation, we focus on the outcome, the activity to practice the outcome, and then the assessment of their ability. In libraryland we are great at doing the first and third parts. We have our learning objectives and then we are sure to assess them, but I feel like the middle component sometimes isn’t as strategically developed. In this model, we are assured that practice a student has in or out of the classroom relates back to the objective and then they are assessed on that specific objective.

For the workshop the research process was divided into discrete parts so that we could focus on specific objectives. My main objective has been developing my students’ ability to paraphrase and then synthesize their research. So many of my papers are long string of quotes interspersed with the writer’s insights (hopefully). To reach this objective I have several activities in mind:

  • News journals: They choose a news story related to the class, write a summary (which requires paraphrasing) and then respond to the article. I did these for two semesters and several students have said that they liked doing them (it forced them to keep up with the news). I always saw them as separate from the research project, but they are their first paraphrasing activity. Maybe I need to encourage them to tie them into the research paper if appropriate.
  • Image captioning: I use images a lot in my class, but I would like to do an activity each week where I show an image related to the week’s readings and then ask them to create a caption for it on an index card. This is a different skill from the usual and requires the ability to synthesize information. Plus I can use it as a mini-reading quiz.
  • Source comparison and annotation exercise: After a library session in which we talk about sources, they have to compare three sources of information (scholarly, newspaper, and government information) on a particular topic. I like doing this activity, but may need to think through the logistics.
  • Annotated bibliography for paper: Post our second  library session they turn in an annotated bib on their chosen topic with a variety of sources.

I also have some assessments:

  • Paraphrasing on exams: I got this idea from a presentation at the workshop. On their exams you give students quotes from the readings. They then must paraphrase the quote and respond– basically telling you what it means.
  • The paper: Hopefully at this point they will be able to paraphrase. I also do an optional revision process where they get feedback and can improve their grades.
  • An executive summary of the paper: Last semester I did a memo to the President where students needed to concisely and precisely sum up their findings to the President and tell him what he should do. The results were fine, but not great. This year I might do a more creative component for this where students have to do a short persuasive elevator speech with a visual. The visual could be a PowerPoint or an image or even a short video. It would function the same as the memo, but they get to choose the audience they would like to persuade. I’d really like to see some of them do short newscasts, but that’s a lot to ask (and watch with 40 students). The whole point is to sum up (or paraphrase) their own research in a understandable and thoughtful manner.

Well, those are my main ideas. Anything I’m missing? Suggestions welcome!

#libday8 mondays are teaching

Published January 31, 2012 the profession Leave a Comment
Tags: , , ,

Hello Library Day in the Life! I’m the Data Services & Government Information Librarian at the University of NC at Greensboro.

Rather than document my day as in the past, I’ve decided to just talk about the highlights of each day. Yesterday’s highlight was teaching my Political Science class. I teach a sophomore-level class on international relations. I didn’t blog about it last semester because I was spending much of my free time on prep. This semester I have a good plan, and besides a three or four hour session on the weekend to go over my notes or create slides or grade, I don’t have to slave over every particular part. I’m hoping to spend more time this semester reflecting on the class to see how I can improve my teaching.

Yesterday was a highlight because it was the first class that was mostly discussion driven. I have a short 50 minute time period, which is really 45 or 40 once they have settled in and I have gone over any logistics. We were talking about neoconservatism as an ideology and its relationship to the main theories in IR, liberalism and realism. I wouldn’t normally talk about this much except that their textbook had a blurb on it and their Zombie book (yes, zombie book) had an entire chapter. I thought it might be a hot topic of conversation, especially if I asked a question at the beginning that was slightly controversial.

The students handled it really well. I had people speaking that I had never heard from and some of them were trying to integrate the theories into their comments. We moved a bit into another topic that is more for a future class, but as we will come back to that problem (humanitarian intervention), it was a nice way to highlight themes for the future.

I have difficulty sometimes with the discussion format–students want to raise their hands and be acknowledged by me, but I really want them to speak to each other. We finally got into that mode after a few minutes. The problem is the classroom set up–I’m at the front and they are facing me and not each other. In my smaller sections I’ve had them make a circle (of trust), but with 41 students that is difficult.  I often do small group discussions with (write-pair-share), but they always end up looking to me as the leader for the discussion. If you have any suggestions, I would love to hear them.

At the end of class I did a short introduction to constructivism and we will finish up with it and feminism on Wednesday. Constructivism always is a bit of mind bend for some students (A student last semester told me that “I’ve never heard of that third theory!” as if I had made it up! Fun times). I will definitely write more on Wednesday about the class!

While teaching this class may seem unrelated to my work as a librarian, I would make the case that it supplements my librarianship in unique ways. I have already had consultations with several of my students who were in my class in the fall. My relationship with the political science faculty has always been good, but as I am often in their building I see them much more than I ever, and they have questions about the library and about resources. I don’t know if this is true yet, but I also feel like I’ve been contacted more by students who were not in my class. I’ll have to check the numbers, but I’m pretty sure they are higher.

The biggest benefit has been the development of my reflective practice in teaching. This is a two-way street because I have tried to be a conscientious teacher since I started doing library instruction. I plan lessons based on the assignment. I try to think of new techniques or activities for improving learning (or keeping people awake). I also know how to plan a class so that it has a focus, so that students know what the purpose of the class is. A faculty member recently made a comment that I found interesting. He is teaching an online class for the first time and he said that he realized while prepping the class that each session needed to have a point and that he was starting to translate that into his irl teaching. Before he would present the material in a continuous path throughout the semester, but not really try to develop a beginning, a middle, and an end for one session.

Our library instruction one-shot sessions must have a focus and when teaching a semester-long class I automatically approached it in that way. It is difficult to translate that technique directly because sometimes you run out of time, especially when students are engaged in the material, but the goal is there to have some kind of structure to our classes. Teaching librarians, I don’t think, give themselves enough credit for being good teachers.  Honestly considering the amount of “training” I had in graduate school for political science compared to the amount of real training I’ve had as a librarian, I simply have to be a better teacher.

But the class has also affected my teaching as a librarian. I’m definitely less and less nervous about messing up. I’ve noticed that beyond the initial boost of adrenaline I haven’t been nervous in front of people much. Man, I messed up so many times in my credit class last semester, but nobody’s life ended. And the students seemed to enjoy my instruction. Also I’ve been rethinking my library instruction sessions to try and shape them in ways that are more appropriate for the students’ real needs. I feel like I have a better insight into what they need from me–maybe it is because I know more of them now–but I also think it is because I am more familiar with what is going on in their actual classroom and how they are doing their research.

So, that was my Monday. I know  this is long winded, but I’ve been thinking about this stuff for a while. If you have any suggestions, especially on the discussion part, let me know!

CBR4 2: No Higher Honor by Condoleezza Rice

Published January 21, 2012 reading 1 Comment
Tags: , , ,

I left my Political Science PhD program on 9/12/2001. I’ll always be able to remember the day for an obvious reason, and for a host of reasons I was ready to start on a new path in life. I have to admit after so many years of living and breathing political science I was ready to bury my head in the sand for a bit (well, relatively speaking). So, Rice’s book is about the first truly political book I’ve read in a long while. She covers her beginnings in the administration as the National Security Advisor and moves through her time as Secretary of State. It is a long path in a very tragic and troubling decade, but despite a few slow moments it is quite well-written and engaging.

It would have been difficult to be alive during the Bush administration and NOT be aware of most of her narrative. Her book goes in-depth on the obvious issues–War on Terrorism, war in Iraq, war in Afghanistan–even if we learn nothing much new. I was surprised she included a discussion of the antagonism between the Defense Department/Vice-President’s camp on one side and pretty much all the people I could possibly respect in the administration on the other side (Colin Powell mainly and sometimes Rice). Of course this is Condi’s story and she gets to spin it however she pleases. I’m half inclined to read the Rumsfeld book just to see what his excuse was, especially for not having a post-invasion reconstruction plan, but I’m not sure I want to give it my time.

Beyond the most obvious events, Rice details some aspects of the administration’s foreign policy that were lost in the noise of the wars on everything. The Bush policy in Africa and Latin America while definitely having an ideological slant was for the most part positive. I can’t imagine a single one of the current crop of Republican hopefuls having the same level of engagement on HIV and other issues in the developing world (even if the Bush level of engagement was hardly adequate).

Another aspect of the book that makes it worth the read is that Condi is a political scientist and has the ability to rise above the ideology of the time to talk intelligently about the events. For example, if you agree with the Freedom Agenda or not, it is interesting to read about her understanding of it as a redefinition of realism that could incorporate elements of the democratic peace. I’ve even thought about maybe using parts of the book in my international relations class. Students could see the theories as more than just Political Science, but as a tradition that has emerged out of foreign policy and history and that is still interwoven in the actions of our leaders. Her use of theory is simplified but it is also engaging. And honestly, that is more than you can say for most textbooks.

Overall I would recommend to anyone looking for a narrative of the complex political events of the past decade.

Library Instruction Marathon: Debriefing

Published September 13, 2009 the profession , work Leave a Comment
Tags: , , ,

It’s funny that I feel like I’m finished with library instruction sessions this semester when I have around 15 more classes. The difference? The upcoming classes are English 101s and University Studies tours. The tours require no preparation (beyond a big smile and raging enthusiasm) and English 101s need minimum prep. English 101 sessions needing lots of prep are usually (though not always) the result of poorly written assignments.

Side note to all English instructors out there: if you are going to require a research assignment, make sure it can actually be done. For example, don’t limit your students to print sources only and disallow electronic equivalents for a contemporary novel that was written five years ago. They will just hate you, period. And they should because it’s a dumb assignment. If you want them to come into the library, require that they come into the library to do something that makes sense and is useful.

OK, off the soap box.

So, I’m done with my political science sessions. I may have a stray one come up later in the semester, but the bulk of the sessions are over. They went well, but I can’t help feeling like the students were short-changed in a couple of the sessions. The upper-level political science classes seldom have prerequisites because the department needs the bodies for enrollment, and I spend a good deal of time making sure everyone is up to speed on the basics of searching. I’ve tried to skip over basic Boolean searching only to realize while walking around the class that many of them don’t know how to do basic searching. Do I ignore the poor souls who have never had an intro library instruction class?

On average I save about 10 minutes at the end of each class for the students who could benefit from being pushed or challenged in their research. But, that is about it. I rarely get time to do justice to my specialty areas of data and government information, which honestly would be a lot more interesting for me to teach and them to learn. Of course they can always come visit with me (and oh, so many do), but they have to take the initiative and time out of their busy days to stop by the library. Plus each consultation lasts on average 30 minutes. In the spring semester I had over 40 poli sci consultations alone, plus around 25 data and 25 government information. That’s over 45 hours spent with individual people. Over a week of one semester was spent with one-on-one consultations. That doesn’t seem like a big deal in this profession, but I can’t help wondering how many of those poli sci questions could have been dealt with in the classroom setting if I had simply had the time.

More and more I wish we could teach discipline focused research classes. Poli Sci, as most other disciplines, has a research methods course, but it is focused on quantitative methods. To supplement that I would like to see a research methods class focused on research strategies within the discipline. Wake Forest University has created LIB 200 research courses that focus on research in a larger disciplinary area like social sciences or humanities. Each week features a different discipline within the social sciences and its special concerns (so, NGO research in the poli sci week). The primary point is to teach students studying in social sciences disciplines about the unique needs and characteristics of social science research. I love this class especially because the poli sci majors are required to learn a bit about research in economics or anthropology thereby supporting the liberal arts purpose of general education requirements. But it does the gen ed thing in a way that is focused and makes sense (as opposed to taking random classes simply because it fits your schedule).

I’m sure these classes have their own challenges, but I for one am a HUGE fan. Sadly, we would have difficulty implementing them at my school because of our size. Most subject librarians would need to commit to teaching a semester long class and I don’t see that happening. But, I see plenty of proposals going through the Undergraduate Curriculum committee every semester that pay much less attention to the actual needs of students. A course like this would be relatively easy to justify. If we had library-wide support, I don’t see why we couldn’t do it. As staffing shifts at UNCG, we may see some changes in the way research instruction is handled. Will this be one change? I certainly hope so, but we will see.

Do you have ideas for discipline integrated instruction? How does your school go beyond basic information literacy initiatives to support disciplinary literacy initiatives? At UNCG we teach to specific assignments as a form of “curriculum-integrated instruction,” but is that enough? The embedded librarian approach may be the future, but how do you fully embed in multiple classes in a high research department (like political science and others)?

Goodreads

No data found
Book recommendations, book reviews, quotes, book clubs, book trivia, book lists

Twitter-rific!

Categories

Follow

Get every new post delivered to your Inbox.

Join 40 other followers