Research-informed teaching and assessment in European studies
Research-informed teaching and assessment in European studies
The literature on teaching and learning European Studies indicates that this research field lends itself to pedagogical innovations, particularly revolving around problem-based teaching and simulations. This chapter contributes to that pedagogical literature by reflecting on a research-based teaching methodology as applied in an undergraduate module at a UK university. As such, this chapter challenges the idea that innovative methodologies, such as problem-based learning, should be adopted in the name of student-centred learning. Instead, the chapter argues that a more balanced (hybrid) approach is more appropriate in the majority of the institutional contexts, in which traditional lectures should continue to coexist with student-led work. In the second part, the chapter discusses assessment, focusing on essays and simulations.
Assessment, Essays, European Studies, Higher education pedagogy, Research-based learning, Simulations, Student-centred learning
169-202
Zwolski, Kamil
eadd4b99-f0db-41b8-a3a1-f71918f09975
25 January 2024
Zwolski, Kamil
eadd4b99-f0db-41b8-a3a1-f71918f09975
Zwolski, Kamil
(2024)
Research-informed teaching and assessment in European studies.
In,
Researching European Security Integration.
(European Union in International Affairs, Part F2205)
1 ed.
Palgrave Macmillan, .
(doi:10.1007/978-3-031-49822-0_7).
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Book Section
Abstract
The literature on teaching and learning European Studies indicates that this research field lends itself to pedagogical innovations, particularly revolving around problem-based teaching and simulations. This chapter contributes to that pedagogical literature by reflecting on a research-based teaching methodology as applied in an undergraduate module at a UK university. As such, this chapter challenges the idea that innovative methodologies, such as problem-based learning, should be adopted in the name of student-centred learning. Instead, the chapter argues that a more balanced (hybrid) approach is more appropriate in the majority of the institutional contexts, in which traditional lectures should continue to coexist with student-led work. In the second part, the chapter discusses assessment, focusing on essays and simulations.
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Published date: 25 January 2024
Keywords:
Assessment, Essays, European Studies, Higher education pedagogy, Research-based learning, Simulations, Student-centred learning
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Local EPrints ID: 492097
URI: http://eprints.soton.ac.uk/id/eprint/492097
ISSN: 2662-5911
PURE UUID: 51c2b983-6827-4fa7-aad3-373633cc5b85
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Date deposited: 16 Jul 2024 16:55
Last modified: 31 Jul 2024 01:45
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