Using Active Learning Projects to Teach Research Skills Throughout the Sociology Curriculum

A core element of the sociology curriculum is the methods course, intended to teach students the value of systematic observation and analysis of the social world. However, this one-shot approach to teaching methodological skills is ineffective and not well liked by students or faculty. A more effective approach is the integration of active learning assignments and projects that teach and reinforce these skills throughout the curriculum, from the introductory course to the substantive content courses. This paper describes my experiences with this approach, outlining various activities and research projects used to teach methodological skills. Also highlighted are the outcomes reported by students and the benefits for teaching sociology courses. A discussion of the possibilities for disseminating and using the research beyond the classroom and the strengths and weaknesses of integrating research across the curriculum, as well as several teaching tips are also included.     

Using Q-sort methodology as an educational tool in post-qualifying education whilst simultaneously gathering research data about views on parenting

Post-qualifying courses for social workers offer unique access to large numbers of practising social workers. Therefore, they present an opportunity to gather research data about current practice concerns. Asking students on post-qualifying courses to take part in research activity can also enable reflections upon the links between research and practice. However, ideally, any research activity should also contain an educational element so that students will directly gain from taking part. This paper describes a study in which Q-sort methodology was used as a method of both gathering data and as an educational tool. The study was an exploration of the links between views about both 'good enough' parenting and decision-making in child care and protection work. Subjects were students attending post-qualifying child protection courses. The methodology was successful both in gathering meaningful data and in stimulating lively debate about the issue. This paper will describe the study, briefly set out the research findings and discuss the advantages of the methodology as an educational tool.     

Personal reflections on cautions and considerations for navigating the path of grounded theory doctoral theses and dissertations: a long walk through a dark forest

Grounded theory (GT) has been a popularly used qualitative research methodology in the social sciences and has become increasingly popular for doctoral theses and dissertations. Yet, issues such as the changing nature of grounded theory, time constraints, theses advisors, doctoral committee procedures and Institutional Review Board regulations create challenges for doctoral candidates (researchers) who choose to use GT for their dissertations. In this paper, we present the general and specific challenges of using GT for doctoral theses and dissertations by sharing our personal experiences from our Ph.D. programmes in the USA. We conclude by providing practical suggestions for doctoral researchers who are considering using GT for their theses and dissertations.     

Software and Method: Reflections on Teaching and Using QSR NVivo in Doctoral Research

This reflective paper draws on a range of experiences developed over the last 11 years regarding the way in which qualitative data analysis (QDA) software (QSR NUD?IST and NVivo) is taught and used within doctoral research. The existing separation of qualitative methods training from QDA software training can result in disconnected technical and methodological learning curves. This can cause a number of problems for doctoral students because a ‘methods revolution’ is being experienced and current students are not necessarily exposed to the support they require via the methods literature, their postgraduate training programme or their supervisor. Three key influences on the use of QDA software are discussed within the context of teaching and learning QSR NVivo: the increased popularity of QDA software amongst those from traditionally positivistic backgrounds; the promise of improved levels of transparency; and the reliance upon the free tutorials, which are distributed with the software, to learn qualitative research methods as well as software processes. Implications for doctoral students, supervisors and examiners are discussed.     

Teaching Note—Creating an Integrative Research Learning Environment for BSW and MSW Students

ABSTRACT

Research courses are often the least popular among BSW and MSW students because the connection between social work practice and research is not always evident. This teaching note introduces the structure of the Social Work integrative Research Lab (SWiRL), which was implemented in a social work program without a doctoral program at a large public university. SWiRL offers students opportunities to engage meaningfully in a variety of social work research projects using a framework of nested mentoring. Students gain hands-on research experience while they develop confidence, leadership, and mentoring skills within this structure. The authors discuss recommendations for other social work programs that do not have doctoral education or an established research environment.     

Teaching social research methods after the critical turn: challenges and benefits of a constructivist pedagogy

An increasing challenge for teaching methods courses in the social sciences is the ‘critical turn’, which has encouraged some students to adopt an anti-empirical orientation. We present a case study of a compulsory undergraduate methods course in a political science department strongly influenced by post-structuralist philosophies. The first author redesigned the course to implement four constructivist pedagogical principles: (1) develop a full understanding of students’ pre-existing perceptions of political science research methods; (2) encourage students to see methodology as an inevitably contested field; (3) provide space for students to choose a methodological approach that best aligns with their personal stance on knowledge; and (4) encourage students to view research as an ongoing ‘conversation’. We critically reflect on the implementation of these constructivist pedagogical strategies and argue they improve students’ critical engagement with course material, increase linkages between methods teaching and other disciplinary subject matter, and accommodate diverse student perspectives and needs.     

Maximizing learning outcomes by videotaping nursing students' interactions with a standardized patient

1. Videotaping is a beneficial instructional methodology to help undergraduate students develop awareness of their strengths and opportunities for growth in therapeutic interactional skills. 2. Educational interventions with undergraduate students provide an opportunity to involve doctoral students in vital instruction, research, and knowledge dissemination through publication and presentation. 3. Allowing novice nurses to view their interactional skills with a simulated patient can reduce the anxiety they experience in first therapeutic encounters with assigned patients. 4. Continuous quality improvement in educational methodology is dependent on listening carefully to students who have invaluable feedback to offer and making appropriate correction as indicated.     

Is theory development essential for the social work dissertation?

Grounded theory methodology (GTM) is a popular methodology used in social work dissertation research. GTM entails the development of theory ‘grounded in’ and generated from data systematically gathered and analyzed through qualitative methods. But little is known of its theory development and relationship to social work education at the doctoral level. In this article, we reflect on contemporary usage of GTM with respect to the state of theory development in social work education by reviewing a sample of Canadian social work doctoral dissertations that utilize GTM, identifying if and how theory was developed. Our analysis draws from a broader review of GTM research published as social work doctoral dissertations in Canada using the Qualitative Research Quality Checklist (QRQC). The findings indicate that almost half of the dissertations in the sample did not contribute to theory development, and for many, theory development was not the intention. This raises a question about whether theory development when utilizing GTM is essential in social work dissertation research, and perhaps, whether the focus should be on exploring a social work issue rather than generating theory. The paper concludes with considerations for social work educators in regards to research methodology, epistemology, and theory.     

Textual representations of diversity in COAMFTE accredited doctoral programs

The use of the Internet is growing at a staggering pace. One significant use of the Internet is for potential students and the parents of potential students to explore educational possibilities. Along these lines potential marriage and family therapy students may have many questions that include a program's commitment to cultural diversity. This study utilized qualitative content analysis methodology in combination with critical race theory to examine how Commission On Accreditation for Marriage and Family Therapy Education (COAMFTE) accredited doctoral programs represented cultural text on their World Wide Web pages. Findings indicate that many COAMFTE-accredited doctoral programs re-present programmatic information about diversity that appear to be incongruent with cultural sensitivity. These apparent incongruities are highlighted by the codification, inconsistent, and isolated use of cultural text. In addition, cultural text related to social justice was absent. Implications and suggestions are discussed.     

Application of Psychological and Sociological Theory to Teaching Social Work with the Group

Ethnic minority content as a substantive curriculum area in social work education evolved as a response to the times. However, the “what” and the “why” have never been fully addressed. In fact, ethnic minority content is not based on any discernable theoretical framework. A questionnaire was mailed to all ethnic minority doctoral students in the United States. The responses supported the need for a theoretical framework. A curriculum model was proposed utilizing the concepts of socialization, pluralism, and sociocultural dissonance. The focus was on the presentation of seminal ideas that would propel others toward development of more definitive models appropriate for their educational situations.     

Recruitment and consent of adults with intellectual disabilities in a classic grounded theory research study: ethical and methodological considerations

Researchers are required to provide opportunities for people with intellectual disabilities to be included in research which affects their lives. This paper reports on one research study inclusive of 12 adults with intellectual disabilities. Ethical and methodological realities of recruiting research participants and obtaining informed consent while enlisting a classic grounded theory methodology are discussed. The findings of this paper focus on building and maintaining trusting relationships with relevant gatekeepers and engaging in reasonable accommodations to support decision-making for and with adults with intellectual disabilities. This paper contributes to an understanding of how to apply for ethical approval, negotiate access to potential participants, enlist reasonable accommodations and obtain informed consent in the context of the methodological strictures of classic grounded theory methodology. Research projects need to be carefully planned making space for the development of empathic relationships with both the potential participants and also with the structures and services supports.     

The problems and prospects in the teaching of mixed methods research

There are pedagogical challenges USA students and instructors face within mixed methods classrooms. Instructors of mixed methods are often self-taught, lacking adequate training in both qualitative and quantitative approaches to research. Students are not often trained in both research approaches. These dual training gaps can result in deep pedagogical issues compromising students’ ability to fully understand mixed methods research praxis and leaving teachers feeling ill equipped to address students’ learning concerns. To tackle the myriad of challenges confronted in the mixed methods classroom requires structural changes to the current way graduate training programs in social research methods are organized and taught. Developing a team-based teaching approach to mixed methods research that provides students with instructors who have the requisite qualitative and quantitative knowledge can serve as a pedagogical model that can begin at least to address the current methods and methodological skills gap in the teaching of mixed methods research.     

Developing a Syllabus for a Mixed‐Methods Research Course

In this paper, the author shares with readers his journey towards creating and evaluating a mixed‐methods research course in education using a course design framework to guide the discussion. He discusses important questions such as what goes into a mixed‐methods syllabus, what resources are available to instructors and students, what learning goals we might set for our students and how we might assess whether students achieve these goals in the context of teaching his own course for the first time. There is a need for dialogue among the ‘first generation’ of instructors of mixed‐methods research courses about how we teach these courses – readers are encouraged to continue this dialogue about teaching mixed‐methods research courses by following up on and extending the ideas in this paper.     

Task-based learning approaches for supporting the development of social science researchers’ critical data skills

Conducting social science research is a complex process, and social science students face a number of learning challenges in order to develop their skills. Moreover, new sources and types of data including so-called big data are providing new opportunities for research, but also pose methodological challenges. In this article, we explore a task-based learning approach for teaching social science research methods. We draw on evidence from two case study learning tasks: (i) the collection and analysis of Twitter data; and (ii) designing and conducting a face-to-face and online survey. The students were guided to co-lead the tasks, apply their knowledge and then to critically reflect. The pedagogical framework of task-based learning provides opportunities to embed learning in new ways by integrating knowledge, practice and critical reflection. Task-based learning can create a dynamic learning environment and can empower students to develop their identities as researchers.     

Career Aspirations and Perceived Level of Preparedness Among Marriage and Family Therapy Doctoral Students

The authors conducted a survey of marriage and family therapy (MFT) doctoral students in programs accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE). MFT doctoral students ( N  = 82) from across the United States responded to a web-based survey that focused on career aspirations, training opportunities, and the level of preparedness they experienced during their doctoral education. Results of this survey indicated that students felt they were well prepared for many aspects of their chosen career path. Some respondents desired more training to prepare them for careers in academia. More men than women indicated a career in academia as their primary career aspiration. While most of the respondents perceived that their internship experiences were beneficial, some expressed the desire for more opportunities to supervise master's-level students, to write grants, and to teach graduate-level MFT courses. The authors conclude with a discussion of how these findings may influence the development of core competencies specific to doctoral education in MFT.     

Using video and dialogue to generate pedagogic knowledge: teachers,learners and researchers reflecting together on the pedagogy of social research methods

Developments in pedagogical knowledge in the teaching of social research methods have largely been generated through teachers reflecting on their practice. This paper presents an alternative approach to generating data through reflective dialogue between researchers, teachers and learners. The approach incorporates elements of video stimulated recall and reflective dialogue within focus group interviewing. The rationale and affordances are discussed in relation to the goals of discussing teachers’ pedagogical decision-making and learners’ experience of, and response to, various pedagogical practices. The context is a study of capacity-building short courses in advanced social science research methods, specifically courses on: multi-modal analysis, computer-assisted qualitative data analysis software, multi-level modelling, and systematic review. The paper examines the methodological challenges of capturing the everyday realities of methods classrooms for teachers and learners and the affordances of using dialogue on observed teaching sessions to gain further insight into each other’s thinking and action. It concludes with lessons learned about methodological and pedagogical processes and an argument about the value of bringing methods and standpoints together in creative dialogue.     

Social work doctoral education in the United States: examining the past,preparing for the future

The relevance of doctoral education is being questioned across a wide spectrum of disciplines, and social work is no exception. An examination of the history of social work education in the United States provides a backdrop to the current challenges in doctoral education in the field. The historical role of research and teaching in social work education, the structure of doctoral social work education in the United States including the Ph.D. vs. the DSW, and the growth of doctoral programs are all examined. Current issues explored include: the interdisciplinary nature of practice; increased institutional focus on funded research; support for underrepresented doctoral students; and the need for doctoral students to be trained in pedagogy. Suggestions on how to address these issues are provided in order to enhance social work’s mission of teaching, research and service.     

Distance Education: A Multidimensional Evaluation

SUMMARY

The empirical evaluation of distance education is social work has lagged behind that of other fields. This research compares classes taught in person and via interactive television on the dimensions of student satisfaction (course evaluations), and educational outcomes (pretest, post test, and follow up design). The research design and controlling for the instructor variable (the same instructor taught both courses) adds methodological rigor not present in prior evaluations. Outcome differences between the instructional mediums were explained by the demographic and other differences brought by the students. This research joins the bulk of such research that finds the effectiveness of the mediums comparable.     

Internationalisation of social work doctoral studies: experiences and perspectives in the changing context of European higher education

The internationalisation of doctoral education in social work has become a newly developing area particularly in Europe during the last two decades. It has been promoted by two factors: (1) the reform of higher education (Bologna reform), which contributed to the development of doctoral study and (2) the establishment of European funding programmes that would allow international cooperation and ensure the quality of the programmes. Also, in the European Qualification Framework the knowledge, skills and competences gained by doctoral qualification are defined. In this article, we analyse three international doctoral projects that were developed in Europe in last 10 years. We focus on what the advantages and obstacles are of these policy frameworks and what their impact on international cooperation is in the development of doctoral programmes. The analysis shows that differences in national terms and conditions of the study remain a major obstacle for joint doctoral programmes, but it is precisely international cooperation that significantly contributes to the quality of doctoral studies. The analysis also shows that the current policy framework of higher education in the EU does not solve the problems; on the contrary, it contributes to it.