A toolkit for embedding methods teaching within a Sociology fieldtrip

Alison Anderson and Carole Sutton

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

McInnes Report 2009

“Beyond economics and psychology, social science undergraduate quantitative methods teaching ranges from the absence of any provision at all through to specialist options, mostly taught in Year 2. The latter teaching does not give students enough contact time to develop confidence in their skills, often has an out-dated focus on primary data collection, and does not pay enough attention to secondary data analysis”

McInnes Report 2009

The [substantive course] lecturers never mention anything about stats in our lectures at all. They don’t relate any of it, that’s not their job to relate stats.Student comment, Southampton Pilot Project focus group

I’ve got a bit of a block against it. But it’s not hostility, it’s just I don’t feel all that wonderfully competent in that area myself.

Staff comment, Southampton Pilot Project focus group

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

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).

Student Comments on the Value of the Fieldtrip

“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.”