The Green Building Project: Promoting Political Science
                                Learning through a Collaborative Research Approach

Halfacre, Angela C.; Owens, Katharine A.; Zimmerman, Katherine S.; Hart, Zachary H.

doi:10.1017/s1049096504004251

Cited by 6 publications

(10 citation statements)

References 12 publications

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“…Which elements of teaching were most effective in providing students with transferable skills? The experience of other political science group projects would suggest that the group-based approach is the most highly effective strategy for learning (Gregory, Mattern, and Mitchell 2001; Halfacre et al 2004). Students were therefore asked to rate each element of teaching on a five-point Likert scale.…”

Section: Survey Results: Did the Module Achieve Its Skills And Learnimentioning

confidence: 99%

“…Research methods modules are often difficult to teach, with students perceiving a range of problems such as the difficulty of the modules, the language and practice of research, and superficial teaching that is either not specific to the discipline or teacher- rather than student-centered (Bridges et al 1998; Buchler 2009; Halfacre et al 2004; Murtonen and Lehtinen 2003). Hubbell (1994) also encountered challenges because of the compulsory nature of the module and the fact that, due to the nature of its content, it was unlikely that students would sign up for it as an optional module.…”

Section: Contextmentioning

confidence: 99%

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Embedding Transferable Skills and Enhancing Student Learning in a Political Science Research Methods Module: Evidence from the United Kingdom

Clark

2011

APSC

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U.K. government policy is placing a heavy emphasis on “essential” and “employability” skills in an effort to help individuals cope with changing social and economic circumstances. Delivery of these skills falls to a range of education providers. This is a particular difficulty for university lecturers who teach non-vocational students who are increasingly concerned about their ability to compete in the job market after graduation. Transferable skills are therefore a key issue in student learning and support in U.K. political science, as well as other disciplines. Through assessment of one U.K.-based political science research methods module, this article suggests effective group-based ways of embedding such skills for political science students in a way that puts the student, and not the teacher, at the center of the learning process. These ideas are confirmed by survey evidence. In particular, student group research projects underline the idea that instructors should go beyond the classroom to help students apply theory. Importantly for both U.K.- and non-U.K.-based lecturers, the assertion can now also be extended to include transferable skills in addition to learning and applying theory.

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Section: Survey Results: Did the Module Achieve Its Skills And Learnimentioning

confidence: 99%

Section: Contextmentioning

confidence: 99%

Embedding Transferable Skills and Enhancing Student Learning in a Political Science Research Methods Module: Evidence from the United Kingdom

Clark

2011

APSC

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“…These projects serve educational roles, incorporating hands-on learning, and allowing experimentation on a small-scale (Halfacre et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

As green as we think? The case of the College of Charleston green building initiative

Owens

Halfacre‐Hitchcock

2006

International Journal of Sustainability in Higher Education

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Purpose -This paper seeks to disseminate knowledge regarding the experiences of a student team in implementing a campus-level sustainability initiative, outlining the strategy to measure the potential impact of this initiative. Design/methodology/approach -Project design is a case study. Via interviewing and surveys, the study observed student and faculty attitudes, information levels and behaviors regarding sustainability both before and after project implementation. Calculated sustainability scores were calculated for both faculty and students. Data were collected with the intention of understanding first, if any changes occurred in these campus community members, and second, if changes occurred, could the changes be linked to the project. Findings -Faculty experienced a significant increase in sustainability scores over the course of the project. Faculty interviews were used to glean a rich understanding of attitudes, information and behaviors about sustainability. A building waste audit was conducted to substantiate any self-reported changes in recycling behavior. In contrast, students experienced either a significant decrease in sustainability scores or an insignificant decrease in sustainability scores. Large-scale, campus-wide behavioral changes of individuals did not take place. Some community members showcase sustainable behaviors, but for reasons not definitively linked with this project and its outreach. Practical implications -This project serves as a stepping stone for other student teams; an opportunity to learn from our successes and mistakes, improving design of similar projects. General information about this type of project was discovered namely faculty and student participants were cooperative and outreach was not as extensive as imagined. The study also suggest future research could benefit from analyzing barriers to sustainable behaviors, addressing these in outreach for a similar project. Evaluating future projects to understand their effectiveness produces increasingly informative research. Originality/value -This paper looks beyond the initial enthusiasm for conducting campus sustainability projects, shedding light on the ways they may effect the campus community.

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“…Several other studies draw fairly robust, positive conclusions about group assignments based on little more than students' self-reports and/or an instructor's anecdotal observations (e.g. Bartlett, 1995;Halfacre et al, 2004;Hall, 2009;Parsons and Drew, 1996;Reinke, 2001;Sweeney et al, 2008;Wolfe, 2012).…”

Section: A Closer Look At Research On Group Assignmentsmentioning

confidence: 99%

Are group assignments effective pedagogy or a waste of time? A review of the literature and implications for practice

Thom

2020

Teaching Public Administration

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Group assignments are a near-universal feature of classrooms around the world. They are broadly viewed as more effective than passive forms of learning and are assumed to position students for success in fields that demand high levels of interpersonal communication, like public affairs. But does research support that view? This article examines the literature on group assignments. It illustrates that most studies on group assignments suffer from weak research designs, leaving little empirical basis for their presumed benefits. The article offers suggestions for improving the design and implementation of group assignments, but also encourages instructors to reconsider their use.

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The Green Building Project: Promoting Political Science Learning through a Collaborative Research Approach

Cited by 6 publications

References 12 publications

Embedding Transferable Skills and Enhancing Student Learning in a Political Science Research Methods Module: Evidence from the United Kingdom

Embedding Transferable Skills and Enhancing Student Learning in a Political Science Research Methods Module: Evidence from the United Kingdom

As green as we think? The case of the College of Charleston green building initiative

Are group assignments effective pedagogy or a waste of time? A review of the literature and implications for practice

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