Curriculum Innovation: Integrating Quantitative Methods and Substantive Teaching for HE Level One Sociology Students

现在很明显，增加质量管理教学技能的数量并不能保证社会科学学生发展和保持定量技能。现有的研究告诉我们，有必要合并和整合实质性和质量管理课程。“整合”已被确定为增加本科生对质量管理的认识和使用的一种可能方式，以及增加员工对质量管理的熟悉程度，原因有很多。研究强调，在实质性课程中教授质量管理可以帮助学生学习质量管理技能，并可能实际上提高学生对实质性内容的理解。在现实环境中嵌入质量管理教学的有效性也得到了证明。有证据表明，社会学是一门适合合并实质性和方法课程的学科，因为社会学涉及的社会问题对学生来说可能是有意义和难忘的。此外，学生对整合实体课程和质量管理课程的尝试的反应总体上是积极的。虽然最近有人尝试将质量管理纳入本科课程，但他们遇到了两个问题。(1)“一体化”被松散地解释了。真正意义上的整合是将质量管理与实体教学编织和结合成一个整体。(2)对高等教育教育学的一般文献只有部分参与。学生不是一个同质的群体。学生来自不同的背景，采用不同的学习方式。这与以学生为中心（CCSF）的教学模式产生了共鸣，该模式推进了以学生为中心的方法，鼓励“深度学习”。从本质上讲，任何教学创新都需要与学生学习的3P模式相结合；一个模型，说明“学生的特点”、“课程和部门的学习环境”、“学生对环境的感知”、“学生的学习方法”和“学生的学习成果”的重要性和相互联系。拟议的项目旨在发展之前的尝试，将质量管理与实质性教学“整合”起来。拟议中的项目强调将质量管理技能“全面整合”到本科课程中——以一种连贯的方式将这些技能连接在一起——以一种确保尽早实现、频繁发生并考虑到学生有不同学习方法的方式。拟议的项目力求实现：实质性和数量模块的全面整合；覆盖整个1级课程；所有一级模块召集人、导师和部门管理小组的全力支持；和充足的供应。我们建议开发在线资源，以补充其他教学模式，并用于支持所有一级模块。通过这样做，我们相信我们将为学生、萨里大学、高等教育部门、经济和更广泛的社会取得一系列成果。一个明显的主要影响将是通过发展学生的技术技能来提高能力。通过提高学生的技术技能，希望能为经济和社会带来更广泛的利益。我们希望更多的学生有能力、勇气和热情申请质量管理部门的工作，并继续攻读定量课程的研究生课程，在就业市场上运用这些技能。更广泛地说，这些毕业生将更有能力应对21世纪社会面临的各种复杂挑战。我们将设法传播这项建议的结果。将对该倡议进行评估；我们将寻求在适当的期刊上发表评估结果；我们将与ESRC的质量管理策略顾问联系，讨论所面临的挑战，分享计划，并向他人提供资源。

It is now evident that increasing the amount of QM teaching skills does not guarantee that social science students develop and retain quantitative skills. Extant research tells us that there is a need to merge and integrate substantive and QM courses. 'Integration' has been identified as a possible way of increasing knowledge and use of QM amongst undergraduates - as well as increasing familiarity with QM amongst staff - for a number of reasons. Research has highlighted how teaching QM in substantive course can help students to learn QM skills and may actually improve students understanding of the substantive content as well. The effectiveness of embedding QM teaching in real-life settings has also been demonstrated. Evidence suggests that sociology is an appropriate discipline for merging substantive and methods courses because sociology engages with social issues which are likely to be meaningful and memorable for students. In addition, student reactions to attempts to integrate substantive and QM course have been generally positive. Whilst there have been recent attempts to integrate QM into the undergraduate curricula they have suffered from two problems. (1) 'Integration' has been interpreted loosely. In its truest sense, integration involves weaving and combining QM and substantive teaching into an integral whole. (2) There has been only partial engagement with the general literature on pedagogy in Higher Education. Students are not a homogenous group. Students come from different backgrounds and employ different learning styles. This resonates with the conceptual change/student focused (CCSF) model of teaching, which advances a student centred approach that encourages 'deep learning'. In essence, any teaching innovation needs to engage with the 3P model of student learning; a model which illustrates the importance and interconnectedness of 'characteristics of the student', 'course and departmental learning context', 'student's perception of context', 'student's approach to learning' and 'student's learning outcomes'. The proposed project seeks to develop previous attempts to 'integrate' QM and substantive teaching. The proposed project emphasises the 'full integration' of QM skills into the undergraduate curriculum - joining the threads together in a coherent way - in a manner which ensures that it is achieved early, occurs frequently and which takes into account that student's have different approaches to learning. The proposed project seeks to achieve: full integration across substantive and quantitative modules; full coverage across the whole Level 1 curricula; full support from all Level 1 module convenors and tutors and the departmental management group; and full provision. We propose to develop online resources which will supplement other modes of teaching and be used to support all level 1 modules. In so doing we believe we will achieve a range of outcomes for students, the University of Surrey and the higher education sector and to the economy and wider society. A clear primary impact will be to raise capacity through the development of student's technical skills. In raising students' technical skills it is hoped that there will be wider benefits for the economy and society. We hope that more students will have the skills, courage and enthusiasm to apply for jobs in the QM sector and to go on to post graduate study in quantitative programmes, using these skills in the job market. More broadly, these graduates will be better equipped to utilise the sorts of complex challenges that society faces in the 21st century. We would seek to disseminate the results of the proposal. Evaluation of the initiative will be conducted; we would seek to publish the results of the evaluation in anappropriate journal; and we would liaise with the ESRC's Strategic Advisor for QMs discuss the challenges which have been faced, share plans and make resources available to others.