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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.
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]
Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22Scholarly+method%22">Scholarly method</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Political+science%22">Political science</searchLink><br /><searchLink fieldCode="DE" term="%22Big+data%22">Big data</searchLink><br /><searchLink fieldCode="DE" term="%22Clergy+conferences%22">Clergy conferences</searchLink>
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  Data: 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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  Data: <i>Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Learning
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      – SubjectFull: Political science
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              Text: Oct-Dec2024
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