2013 APSA Teaching and Learning Conference and Track Summaries

Mealy, Kimberly A.

doi:10.1017/s1049096513000772

Cited by 4 publications

(3 citation statements)

References 15 publications

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Mentioning

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“…The workshops in which participants have learned least differ significantly from the workshops in which participants have learned most. Institute 2011, 2013 The gap between the workshop with the highest percentage of respondents replying that they have learned something 'to a great extent' or 'to some extent', and the workshop with the lowest percentage in each of the four years…”

Section: Resultsmentioning

confidence: 99%

“…The literature on conferences focuses on the participants' reaction and often in relation to satisfaction with content and form, including accommodation and surroundings (Absalom, 2011;Danske-Regioner, 2009;Elmegaard, 2011;Mealy, 2013;Neves, 2014), and on aspects of site selection, economic impacts, destination marketing, the meeting participation process and advances in technology (Henn and Bathelt, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

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Conference Evaluation Focusing on Learning and Transfer

Andersen¹,

Wahlgren²

2015

J Multidiscip Eval

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Background: The article presents the results of using a model for evaluation of conferences; a model focusing on learning and transfer. Many conferences are evaluated using participant-satisfaction surveys, but satisfaction is a diffuse concept and is linked to many factors other than learning. Purpose: The purpose of the present study was to examined how participants of four national conferences of adult learning assessed the relevance of the content of a number of workshops, how much they had learned from the workshops and whether they had used what they had learned. And to test a tool to measure this. Setting: The subject matters of the study is four evaluations based on surveys of national conferences in Denmark in 2010, 2011, 2012 and 2013. The overall purpose of the conferences was to communicate and discuss new knowledge within the area of general adult education and vocational education and training, and to help ensure that this knowledge is subsequently used in the participants' daily practices at work. Intervention: Testing a tool to measure learning and transfer, which is not too resource-intensive to use for managers of workshops as well as conferences to strengthen the potential for learning and transfer by participants. Research Design: Using the same survey-based evaluation-tool in four different conferences in order to compare the results and try to find general knowledge. Data Collection and Analysis: Collecting and analysing data on the basis of survey-data of the participant’s self-reported perception of relevance, learning and use (transfer) of the content of the workshops. Findings: The study shows that the percentage of conference participants who experience relevance, learning and transfer from the conferences only varies marginally from year to year, while this percentage varies particularly between the individual workshops. Another finding is that participants’ assessment of relevance is more associated than satisfaction with learning and transfer. Keywords: evaluation; conference; workshop; learning; transfer; adult learning.

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Section: Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Conference Evaluation Focusing on Learning and Transfer

Andersen¹,

Wahlgren²

2015

J Multidiscip Eval

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show abstract

“…Nevertheless, interest in political science curriculum reform is increasing once again (Ishiyama, Breuning and Lopez 2006;Mealy 2013). If APSA commissions another blueribbon panel, it will have to take into account extraordinary changes surrounding higher education, the discipline within the profession and, as this review has described, the emergence of new alternatives to traditional ways of organizing the curriculum.…”

Section: The Persistence Of the Distribution Model And The Future Of mentioning

confidence: 99%

Best practices in the American undergraduate political science curriculum

McClellan¹

2015

Handbook on Teaching and Learning in Political Science and International Relations

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This chapter describes various models for organizing the undergraduate political science major. 1 Though debate and discussion of the proper goals and structure of the political science curriculum go back to the founding of the discipline (Ishiyama, Breuning and Lopez 2006), the present review focuses on activities in the USA since the 1980s to reform the major. Curriculum reform efforts in political science have taken place in the midst of reform waves in higher education. The circumstances surrounding the last reform effort sponsored by the American Political Science Association (APSA), the 1991 'Wahlke Report' on liberal education and the political science major (Association of American Colleges 1990; Wahlke 1991), are illustrative. After several years of studies criticizing academic majors as loosely organized collections of distribution requirements and faddish electives (Association of American Colleges 1985; Zemsky 1989), the Association of American Colleges (AAC) called on disciplinary associations to formulate recommendations to 'strengthen study-in-depth' (Association of American Colleges 1990). In response, APSA appointed a task force with John Wahlke from the University of Arizona as chair. Sharing AAC's view that depth of understanding cannot be reached 'merely by cumulative exposure to more and more subject matter', the authors of the political science report set out to design a model that featured sequential learning, 'building on blocks of knowledge that lead to more sophisticated understanding. .. leaps of imagination. .. and efforts at synthesis' (Association of American Colleges 1990, p. 131). Following a similar process, three distinct curricular frameworks in the discipline have developed since the Wahlke Report. The drive for greater student civic and political engagement began with the service-learning movement of the late 1980s and 1990s (Battistoni and Hudson 1997). Outcomes-based curricula grew as part of the assessment movement, which evolved from external demands for accountability (National Commission on Excellence in Education 1983; National Governors Association 1986) and increased interest in student learning within the academy (Study Group on Conditions of Excellence in Education 1984; McClellan 2009). More recently, the successor to AAC, the Association of American Colleges and Universities (AAC&U), spearheaded the use of 'high-impact practices' (HIPs) as a means to broaden and deepen student attainment of 'essential learning outcomes' (Kuh 2008). Despite the array of curricular models with high potential for increasing student learning, the political science curriculum at most institutions remains organized by distribution requirements. After describing the four alternatives to the distribution model and their status in the discipline, the final section of this chapter will address the question of why the political science curriculum appears impervious to change.

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War and Peace in International Relations Theory: A Classroom Simulation

Sears

2018

Journal of Political Science Education

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2013 APSA Teaching and Learning Conference and Track Summaries

Cited by 4 publications

References 15 publications

Conference Evaluation Focusing on Learning and Transfer

Conference Evaluation Focusing on Learning and Transfer

Best practices in the American undergraduate political science curriculum

War and Peace in International Relations Theory: A Classroom Simulation

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