Social Networks, Pedagogy, and Weak Ties: The Impact of Collaborative Social Capital on Grades and Relevance for Politi

1. Social Networks, Pedagogy, and Weak Ties:The Impact of Collaborative Social Capital on Grades and Relevance for Political Science * Stephen Bird, Boston University - Political Science � sbird@bu.edu APSA Teaching and Learning Conference Washington, DC, February 19-21 2005 * Many thanks to Steve Borgatti (Boston College) for important comments in the development of this research.

2. 2 social capital and social network theory multi-disciplinary: political science, organizational studies, sociology, economics, anthropology, psychology, etc. general network theory: physics, biology social capital refers to those stocks of social trust, norms and networks that people can draw upon to solve common problems. networks of civic engagement, such as neighborhood associations, sports clubs, and cooperatives, the denser these networks, the more likely that members of a community will cooperate for mutual benefit. occurs even in the face of persistent problems of collective action (tragedy of the commons, prisoner's dilemma etc.)

3. 3 relevance to politics political participation and civic engagement � voting and campaigns, understanding politics, parent-teacher assoc., religious groups, civic organizations De Tocqueville considered US democracy a success because of extensive civic organizations role of black churches in civil rights movement leadership issues (carter network and its implications) how the network is shaped can affect ability to lead, etc. information diffusion Howard Dean�s grass roots internet campaign

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5. 5 multiple channels information flows (e.g. learning about jobs, learning about candidates running for office, exchanging ideas at college, etc.) depend on social capital norms of reciprocity (mutual aid) dependent on social networks bonding networks that connect folks who are similar sustain particularized (in-group) reciprocity bridging networks that connect individuals who are diverse sustain generalized reciprocity collective action depends upon social networks it also can foster new networks broader identities, solidarity encouraged by social networks. translate mentality from �I� into a �we�

6. 6 four main points from this specific research impact, collaboration, difference between diffusion and collaboration weak ties, why are they important why might they be less important in collaborative environment (but turn out to be just as important!) benefit limitations

7. 7 four models of learning

8. 8 an experiment in PO 101 Survey �interactions� between students distinction between social and academic interactions additional controls political affiliation � dummy variable motivation year in school (freshman, senior) no effect probable collaboration (proof later)

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10. 10 impact clear correlation between grades and network interaction measurements centrality (freeman degree) structural holes issues: causality other controls (address later in presentation)

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13. 13 legend for network map color of node = student grade yellow = a green = b orange = c black = d or f size of node = �degree� network rating smallest circle = 0 interactions largest = 9 interactions line width = intensity of interaction thin line = low intensity medium = medium thick = high intensity

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16. 16 collaboration or diffusion? does the difference matter? central clique versus entire class (known as �component�) if diffusion process then the central clique component will have a greater effect on grades than small components or �single� components. if collaboration then there should be no effect from the component.

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18. 18 intensity versus �weak ties� counter-intuitive result normally weak ties are reasonable result in context of information diffusion (per Granovetter �weak ties�, and Burt �structural holes�) hypothesis: intensity of ties should have an effect in a collaborative interaction research actually demonstrates reduced effect from more intense ties

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20. 20 issues Performance (i.e. grades) as learning lack of controls: previous GPA study time (solo study time) attendance TF influence/grading variability Although grading consistency between TFs was checked and corrected for in two circumstances� can groups be �forced� within teaching process?

21. 21 implications � teaching teaching political science (or anything else really�) foster collaborative learning Learning activities that increase interactions and comfort with other students not necessary to increase intensity of ties classroom processes that are brief but expose students to a variety of collaborative learning sources

22. 22 implications � research research in political science(and other fields affected by social networks) implications for entrepreneurial responses of nations to globalization pressures Castells (Network Society), Hall & Soskice (Varieties of Capitalism) implications for civic engagement, public participation, and social capital ground-up and top-down models Putnam, Nin, Bo Rothstein etc. implications for dispute resolution and conflict literature both in American and IR fields