Patterns in Politics & Society: Promoting the Enrichment of Undergraduate Teaching with Quantitative Methods

在今天的英国社会科学教学中，量化数据的使用过于有限。这个项目将帮助填补这一空白，通过提供一个步骤的教学方法的变化，最多12年1-2本科课程单位。我们通过网络、在线资源和培训，以及与这些材料有关的培训员培训，在国家一级创造并推出创新。这些单元的主题是社会学(例如，关系如何形成以及什么被归类为婚姻或民事登记)和政治学(例如，平等主义态度及其随时间的变化)。我们还支持在2-3级课程单元中使用更高级的量化方法(QM)。课程单元元素的创建是由我们的讲师合作伙伴发起的，其中一些在投标中被点名。每个要素包括一堂课(1-1.5小时)和一堂辅导课或形成性练习。我们称之为“课程单元组成部分”，它可能需要在一门课程(6个学习小时)内学习一周。在开发这些课程时，我们将它们扩展到创新教育学领域，为量化方法提供更明确的学习结果。我们认为，学生在质量管理方面的作用需要通过从读者到用户再到数据制造者的脚手架(即逐渐丰富)来建立；最后，还需要以现代化的方式传播最新的数据源和方法。我们的目标是向本科生方法教师展示如何使用一系列手段来获得相关数据，通过脚注和每个课程单元组件的简短资源包来揭示我们的来源和方法。我们使用曼彻斯特教师的同行评议来收集专业知识，导致制作视频片段用于在线展示和研讨会，以促进质量管理方面的优秀教学创新。我们从学生和教职员工的影响两个方面对项目进行评估。课程单元元素的创建者最初是大学。曼彻斯特的讲师，都在竞标中被点名。每个人都得到了两次定制的咨询，并咨询了一位专业的、在教学方面经验丰富的二级数据分析专家，他帮助完善符合给定教学大纲的讲座或辅导任务。接下来，在课堂上对这些材料进行测试，并进行评估。由此产生的多达12个主题的材料集成为一系列在线网页的基础。建立了一个用户网络，通过免费提供一系列专业发展的短期课程来激励用户。这个网络可以包括英国的大学和高等教育、社会科学和质量管理教师。在这些用户中，我们预计会找到一些培训师，即那些在英国各种高等教育环境中提供量化方法支持服务的培训师。使用QM的整个教师网络都可以通过在线文件管理访问材料。当地大学的学生。曼彻斯特的教室也对材料和他们的学习经验进行评估。课程材料也成为四个工作坊的主题：1.用定量数据教授本科生。2.制作、使用和解读丰富的图形图像。制作、使用和解释表格：本科生社会科学家的创新。4.使用二次数据：社会科学教师的创新。我们将举办16个研讨会(部分通过网络)，在3年内开发适合用户需求的研讨会主题。

The use of quantitative data is far too limited in social science teaching in the UK today. This project will help to fill this gap by providing a step-change in teaching methods for up to 12 Year 1-2 Undergraduate course units. We create then roll out innovations to a national level through a network, online resources and training, as well as training for trainers, in relation to these materials. The topics for the units are Sociology (e.g. how relationships form and what is classified as a marriage or civil registration) and Politics (e.g. egalitarian attitudes and how they change over time). We also support more advanced quantitative methods (QM) in Level 2-3 course units .The creation of course unit elements has been initiated by our Lecturer partners, some of whom are named in the bid. Each element consists of one lecture (1-1.5 hours) and one tutorial class or formative exercise. We call this a 'course unit component' which might take up a week of study within a course (6 study hours). In developing these, we extend them in the area of innovative pedagogy with more explicit learning outcomes for quantitative methods. We argue that student roles vis-à-vis QM need to be built up via scaffolding (i.e. enriched gradually) from Reader through User to Maker of data; and finally also that the latest data sources and methods need to be disseminated in modernised ways. We aim to show teachers of undergraduate methods how to use a range of means of getting relevant data, revealing our sources and methods through footnotes and a brief resource pack for each course unit component.We use peer review of our Manchester teachers to gather up expertise, leading to making video segments for online display and workshop use in promoting excellent teaching innovation in QM. We evaluate the project in terms of both student and staff impact.The creators of the course unit elements initially are Univ. of Manchester lecturers, all named in the bid. Each gets two bespoke consultations and consults with a dedicated, pedagogically-experienced expert in secondary data analysis, who helps with refining a lecture or tutorial task that fits into a given syllabus. Next this material is tested in the classroom and evaluations are conducted. The resulting set of up to twelve topics' materials become the basis of a series of online web pages. A network of users is set up, incentivised by free access to a range of short courses for professional development. This network can include University and Higher Education social science and QM teachers in the UK. Among these users we expect to find a few trainers, i.e. those who provide Quantitative Methods Support services in various Higher Education settings in the UK. The whole network of teachers using QM has access to materials via online file management. The students in the local Univ. of Manchester classrooms also evaluate the materials and their learning experience. The course materials also become the subject of four workshops:1. Teaching undergraduates with quantitative data. 2. Making, using and interpreting enriched graphic images.3. Making, using and interpreting tables: innovations for undergraduate social scientists. 4. Using secondary data the easy way: innovations for teachers of social science.We will hold 16 workshops in all (some via web), developing the workshop topics to fit users' needs over 3 years.