A toolkit for embedding methods teaching within a Sociology fieldtrip

Carole Sutton & Alison Anderson

Research Methods Skills Deficits

• Crisis in quantitative skills and reasoning in contemporary social science education

• While qualitative methods tend to be more intrinsically appealing to students they are often taught in stand alone methods modules

• New more engaging approaches must be developed based upon real-world, policy relevant generic themes

Project Aims

• To produce a transferable pedagogic toolkit for embedding more methods teaching (qualitative and quantitative) into the UK sociology curriculum

• To provide students with greater hands on, participative, training in research methods skills that will meet the changing needs of employers in the private, public and third sectors.

• To increase the knowledge, application and use of quantitative methods amongst undergraduates within the social sciences.

• One day structured fieldtrip supported by prior classroom and E-based activities and the provision of tutor and student toolkits

• Based on the two themes of: Health and wellbeing Deprivation

• Two contrasting urban areas

The Fieldtrip - Pilot

Prior Classroom Based Activities

• Introductory lecture (ONS neighbourhood stats,

national accounts of wellbeing interactive maps etc)

• Student group completion of the workbook activities

• Group and individual student completion of e-based

resources guide

• Completion of risk assessment and tutor led

explanation of the mini-field trip

Mini Fieldtrip Activities

• Students worked in small groups to read through relevant materials

• Walking street ethnography – students followed route, took notes and photographic observations

• Tutor shadowed the student group, observing their progression and where appropriate facilitated the process.

Post Mini Fieldtrip Activities

Classroom based formative discussion on: •comparing and contrasting the two neighbourhood areas •contribution of the different evidence resources and observations/images to understandings about the two neighbourhoods

Evaluation• Student feedback on the field trip aspects of the

toolkit.• Student completion of an evaluation form and

follow-up focus group discussion• Separate evaluation discussion between the two

academic tutors.• When embedded into the formal curriculum this can

be followed by a summative assessment (e.g. group report or poster presentation).

Evaluation & Student Comments

“Exploring areas of Plymouth I had never been before and actually noticing things I’d never looked at before.”

“Actually seeing the differences in housing for yourself and being there makes it easier to grasp the concept. It makes it more real and perhaps for some people easier to learn.”

“Being able to explore areas of Plymouth. Getting insights into deprivation.”

“Actually applying sociological imagination to the real world.”

“Going Live” Embedded 2011/12

Sociological Key Concepts & Skills (Stage 1)Tutorial system• Pre-field work tasks• Facilitate problem based learning approach

Assessment•Group Poster(20%) & student presentation (20%)

Tales from the field

Student feedback• Learning task enabled students to ‘get to

know each other better’• New perspectives on Plymouth and what it

has to offer• Creating the poster• Materials too long• Group work and freeloaders• Some organisation aspects

% of (n=14) StronglyAgree

Agree Disagree Strongly Disagree

Recording data as visual images (photos) gave me an insight into how sociologists can use this data in social research

14.3 35.7 35.7 14.3

I found taking observational notes challenging 7.1 35.7 42.9 14.3 When I am researching a topic in the future I will search the quantitative (statistical) sources for potential data

21.4 50.00 21.4 7.1

The field trip has given me confidence for undertaking future research

14.3 42.9 28.6 14.3

The field trip materials have given me an insight into how different agencies use quantitative data in their everyday work activities

14.3 42.9 28.6 14.3

The field trip have given me a valuable insight into the different contributions that qualitative and quantitative methods bring to understanding a real world problem or issue

14.3 42.9 28.6 14.3

% of (n=14)

StronglyAgree

Agree Disagree Strongly Disagree

I found the group poster preparation activity and enjoyable learning experience

14.3 50.0 21.4 14.3

I found the poster presentation an enjoyable learning experience

0 50.00 28.6 21.4

I was able to make ‘links’ between what I observed to the theories about communities and health/well-being and deprivation

35.7 35.7 21.4 7.1

Staff feedback• Positive activity• Group size 3-4 worked• Students generally enjoyed the activity• Reverse schedule: Field work first• Experiential aspects vs Quantitative Sources• Revisions to materials• Assessment• Resources

Future Directions• Continue in 2012/13

• Workbook changes• Module management• Assessment

Thanks for listening!

For further details about the project:Email: csutton@plymouth.ac.uk aanderson@plymouth.ac.uk

Copies of the materials are available on jorum http://resources.jorum.ac.uk/

Suggest waiting for the updated versions!!