A Multi-Method Approach to the Future of the Scholarship of Teaching and Learning.
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| Title: | A Multi-Method Approach to the Future of the Scholarship of Teaching and Learning. |
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| Authors: | Glazier, Rebecca A.1 raglazier@ualr.edu |
| Source: | Journal of Political Science Education. Oct-Dec2024, Vol. 20 Issue 4, p650-664. 15p. |
| Subject Terms: | *Scholarly method, *Learning, Political science, Big data, Clergy conferences |
| Abstract: | Since the establishment of the Journal of Political Science Education (JPSE) in 2004, the Scholarship of Teaching and Learning has become more rigorous and data-based, thanks in large part to the efforts of editors, peer-reviewers, and submitters to the journal. Where does the field go from here? I argue that our greatest strengths lie in multimethod approaches. To best understand how to improve teaching and learning in political science, we need to use all of our methodological tools. To illustrate these tools, I provide examples of some of the most-cited pieces in JPSE over the past 20 years, including ones using large-n statistical, experimental, case study, student self-report, qualitative evaluation, and reflective methodologies. I also provide examples of multimethod SoTL work and argue that the best way to move the field forward is to use multiple methodological tools together. Multimethod approaches help us better understand both the teaching problems that are facing the field of political science today and how best to respond to them. For instance, big data can help us understand overall trends, but may hide the individual experiences of students; experiments may reveal causal relationships, but surveys can help us understand how they function in practice. By bringing multiple methodological approaches together, we can get better answers to important questions. The widespread adoption of multimethod SoTL approaches in the future will require rethinking graduate school training, thoughtful research design, and providing intentional collaboration opportunities through conferences and infrastructure. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Since the establishment of the Journal of Political Science Education (JPSE) in 2004, the Scholarship of Teaching and Learning has become more rigorous and data-based, thanks in large part to the efforts of editors, peer-reviewers, and submitters to the journal. Where does the field go from here? I argue that our greatest strengths lie in multimethod approaches. To best understand how to improve teaching and learning in political science, we need to use all of our methodological tools. To illustrate these tools, I provide examples of some of the most-cited pieces in JPSE over the past 20 years, including ones using large-n statistical, experimental, case study, student self-report, qualitative evaluation, and reflective methodologies. I also provide examples of multimethod SoTL work and argue that the best way to move the field forward is to use multiple methodological tools together. Multimethod approaches help us better understand both the teaching problems that are facing the field of political science today and how best to respond to them. For instance, big data can help us understand overall trends, but may hide the individual experiences of students; experiments may reveal causal relationships, but surveys can help us understand how they function in practice. By bringing multiple methodological approaches together, we can get better answers to important questions. The widespread adoption of multimethod SoTL approaches in the future will require rethinking graduate school training, thoughtful research design, and providing intentional collaboration opportunities through conferences and infrastructure. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15512169 |
| DOI: | 10.1080/15512169.2024.2343715 |
