In this paper, we illustrate the successful implementation of pre-class reading assignments through a social learning platform that allows students to discuss the reading online with their classmates. We show how the platform can be used to understand how students are reading before class. We find that, with this platform, students spend an above average amount of time reading (compared to that reported in the literature) and that most students complete their reading assignments before class. We identify specific reading behaviors that are predictive of in-class exam performance. We also demonstrate ways that the platform promotes active reading strategies and produces high-quality learning interactions between students outside class. Finally, we compare the exam performance of two cohorts of students, where the only difference between them is the use of the platform; we show that students do significantly better on exams when using the platform.
Reprinted in Cassidy, R., Charles, E. S., Slotta, J. D., Lasry, N., eds. (2019). Active Learning: Theoretical Perspectives, Empirical Studies and Design Profiles. Lausanne: Frontiers Media. doi: 10.3389/978-2-88945-885-1
Information hierarchies are difficult to express when real-world space or time constraints force traversing the hierarchy in linear presentations, such as in educational books and classroom courses. We present booc.io, which allows linear and non-linear presentation and navigation of educational concepts and material. To support a breadth of material for each concept, booc.io is Web based, which allows adding material such as lecture slides, book chapters, videos, and LTIs. A visual interface assists the creation of the needed hierarchical structures. The goals of our system were formed in expert interviews, and we explain how our design meets these goals. We adapt a real-world course into booc.io, and perform introductory qualitative evaluation with students.
Universities require faculty and students planning research involving human subjects to pass formal certification tests and then submit research plans for prior approval. Those who diligently take the tests may better understand certain important legal requirements but, at the same time, are often misled into thinking they can apply these rules to their own work which, in fact, they are not permitted to do. They will also be missing many other legal requirements not mentioned in their training but which govern their behaviors. Finally, the training leaves them likely to completely misunderstand the essentially political situation they find themselves in. The resulting risks to their universities, collaborators, and careers may be catastrophic, in addition to contributing to the more common ordinary frustrations of researchers with the system. To avoid these problems, faculty and students conducting research about and for the public need to understand that they are public figures, to whom different rules apply, ones that political scientists have long studied. University administrators (and faculty in their part-time roles as administrators) need to reorient their perspectives as well. University research compliance bureaucracies have grown, in well-meaning but sometimes unproductive ways that are not required by federal laws or guidelines. We offer advice to faculty and students for how to deal with the system as it exists now, and suggestions for changes in university research compliance bureaucracies, that should benefit faculty, students, staff, university budgets, and our research subjects.
Representative embodiments of a method for grouping participants in an activity include the steps of: (i) defining a grouping policy; (ii) storing, in a database, participant records that include a participant identifer, a characteristic associated With the participant, and/or an identifier for a participant’s handheld device; (iii) defining groupings based on the policy and characteristics of the participants relating to the policy and to the activity; and (iv) communicating the groupings to the handheld devices to establish the groups.
The social sciences are undergoing a dramatic transformation from studying problems to solving them; from making do with a small number of sparse data sets to analyzing increasing quantities of diverse, highly informative data; from isolated scholars toiling away on their own to larger scale, collaborative, interdisciplinary, lab-style research teams; and from a purely academic pursuit to having a major impact on the world. To facilitate these important developments, universities, funding agencies, and governments need to shore up and adapt the infrastructure that supports social science research. We discuss some of these developments here, as well as a new type of organization we created at Harvard to help encourage them -- the Institute for Quantitative Social Science. An increasing number of universities are beginning efforts to respond with similar institutions. This paper provides some suggestions for how individual universities might respond and how we might work together to advance social science more generally.
The American system of higher education is under attack by political, economic, and educational forces that threaten to undermine its business model, governmental support, and operating mission. The potential changes are considerably more dramatic and disruptive than what we've already experienced. Traditional colleges and universities urgently need a coherent, thought-out response. Their central role in ensuring the creation, preservation, and distribution of knowledge may be at risk and, as a consequence, so too may be the spectacular progress across fields we have come to expect as a result.
Symposium contributors include Henry E. Brady, John Mark Hansen, Gary King, Nannerl O. Keohane, Michael Laver, Virginia Sapiro, and Maya Sen.
We marshal discoveries about human behavior and learning from social science research and show how they can be used to improve teaching and learning. The discoveries are easily stated as three social science generalizations: (1) social connections motivate, (2) teaching teaches the teacher, and (3) instant feedback improves learning. We show how to apply these generalizations via innovations in modern information technology inside, outside, and across university classrooms. We also give concrete examples of these ideas from innovations we have experimented with in our own teaching.
See also a video presentation of this talk before the Harvard Board of Overseers
Massive increases in the availability of informative social science data are making dramatic progress possible in analyzing, understanding, and addressing many major societal problems. Yet the same forces pose severe challenges to the scientific infrastructure supporting data sharing, data management, informatics, statistical methodology, and research ethics and policy, and these are collectively holding back progress. I address these changes and challenges and suggest what can be done.
This (two-page) article argues that the evidence base of political science and the related social sciences are beginning an underappreciated but historic change.
As political scientists, we spend much time teaching and doing scholarly research, and more time than we may wish to remember on university committees. However, just as many of us believe that teaching and research are not fundamentally different activities, we also need not use fundamentally different standards of inference when studying government, policy, and politics than when participating in the governance of departments and universities. In this article, we describe our attempts to bring somewhat more systematic methods to the process and policies of graduate admissions.
An essential aspect of science is a community of scholars cooperating and competing in the pursuit of common goals. A critical component of this community is the common language of and the universal standards for scholarly citation, credit attribution, and the location and retrieval of articles and books. We propose a similar universal standard for citing quantitative data that retains the advantages of print citations, adds other components made possible by, and needed due to, the digital form and systematic nature of quantitative data sets, and is consistent with most existing subfield-specific approaches. Although the digital library field includes numerous creative ideas, we limit ourselves to only those elements that appear ready for easy practical use by scientists, journal editors, publishers, librarians, and archivists.