“Hands-On” Problem-Solving in Introductory Political Science

Abstract

Political science and the other social sciences have had their behavioral revolution,1 but the news of this revolution has not reached most of the undergraduates en tering the first social science methods course. Many stu dents major in a social science or take social science courses because they want to learn about real world problems. Many pre-law students also take a social science major. In overwhelming numbers social science students either fear quantitative methods, or they feel that a quanti tative methodology can contribute little to their under standing of real world problems or to their career in law. Colleagues I have spoken with, both in and out of the social science disciplines, generally agree with the above assessment. The introductory methods course can open up a whole new approach to real-world problem solving and provide students with valuable insights applicable to analysis beyond social science. Oftentimes, however, the introductory methods course becomes an exercise in mem orization for the student. Basic terminology, alternative research designs and approaches, and introductory statis tics are gone over in a textbook or a series of readings. Students read about a particular method or methods and how they have been applied, and are tested on what they remember and presumably have learned. Should the time come when students have to do an empirically biased paper, it is expected that they would be able to use the knowl edge of what others did and apply it to the paper at hand. The purpose of this report is to communicate to social scientists and others how a hands-on problem-solving approach can be used in an introductory methods course. This particular course, as reported by student and col league observation, helps overcome student fears of quant itative methods and does impress upon students the utility