Integrating research methods into substantive coursework

1. Integrating research methods into substantive coursework Emily Clough Newcastle University

2. “Integrating Quantitative Methods into Substantive Courses: A Seminar-based Approach” • How to make teaching quantitative materials (journal articles, etc) more accessible to those teaching substantive courses? • The project proposes to create small bundles of thematically organized articles (1-3) coupled with: • A explication of the relevant quantitative methods used (background material for the instructor) • A discussion guide emphasizing methodological choices

3. What types of articles? • The project proposes to create materials for 3 classes: • British politics, American politics, Introduction to International Relations • Want to make the materials as widely useable as possible-to be distributed via OPOSSEM • Each packet is meant to address a week-long topic, i.e. elections in America, the British parliament, etc. • These articles are meant to be smoothly integrated with other readings and discussion for that week. • Discussion questions will span the spectrum of complexity • ‘What is the hypothesis?’ interpretation of regression • Will also emphasize how addressing the methodological questions helps us understand the important substantive issues at stake

4. How are they developed? • Series of workshops that involve those who teach both substantive and quantitative methods • Hope to be able to provide materials that speak effectively to both needs • Should also provide an opportunity for teachers of more substantive courses to learn a bit more about how to teach methods • Hope to be able to get people on board with the project through the workshopping process

5. OPOSSEM (opossem.org) • Open source materials for the teaching of research methods in the social sciences • Instructional materials, including lecture notes, module guides, “clean” datasets • Users can rate these materials for usefulness • Also a discussion forum for questions surrounding the teaching of research methods

6. Anticipated problems • Will those teaching substantive courses really see this as important/necessary? This removes a barrier, but does it provide enough of an incentive? • How to find journal articles that are simple enough for undergraduates to understand, yet important to the field of study?